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Table of Contents
        Page 1
    Around the college
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
    Grants awarded through Division of Sponsored Research
        Page 14
        Page 15
        Page 16
Full Text

February 2001

Vol. 15 The University of Florida College of Liberal Arts al



Focus On


Around the College ....................... 2
CLAS News and Events
The Dean's Musings....................... 3
Internationalizing CLAS
The Language Imperative ............... 4
By Carol Murphy
Fulbright Exchanges Do Make a Difference.. 5
By Allan Burns
Internationalization of Science .......... 6
Four CLAS Professors Weigh In
Citizens of the World ................... 8
Bredahl Study Abroad Scholarships
Women In Development ................ 10
A New Program in Ecuador
Conversations on Internationalization .... 11
With David Colbur and Dennis Jett
J.Wayne Conner ........................ 12
Michael Tsin ............................. 13
New Director Asian Studies
Grants.................................. 14
November/December 2000 Awards
UF at a Glance ........................... 16
International Facts

Around the College


African and Asian Languages and
Yumiko Hulvey presented a paper "The
Moonlit Court of Ben no Naishi" for the
panel Japanese Literature and Film: Past and
Present at the 40th Annual Meeting of the
Southeast Conference of the Association of
Asian Studies held in Tallahassee in January,
2001. At the same conference, Ann Weh-
meyer presented "Tree Spirit, Word Spirit,
Crossroads" for the panel Reassessing Japa-
nese Religion: Shinto and Kotodama.

African Studies
Michael Chege was quoted at length on the
unfolding crisis in the Congo and US policy
towards central Africa in the January 21
New York Times Sunday edition, "Week in
Review" section.

Paul J. Magnarella moderated the panel on
Ethical Issues in Field Research among the
Yanomami at the annual American Anthropo-
logical Association meeting in November in
San Francisco. The panel was sponsored by
the president of the American Anthropologi-
cal Association in response to the controver-
sial book Darkness in El Dorado by Patrick

Nigel Richards and Chris Chang, a post-
doctoral researcher in Richards's lab, were
awarded a $57,000 grant by the Oxalosis and
Hyperoxaluria Foundation to study "Expres-

sion and Characterization of Oxalate Decar-
boxylase." Richards aims to determine the
structure and mechanism of oxalate-metabo-
lizing enzymes. "If successful, the work
will provide an inexpensive supply of an
oxalate-degrading enzyme from Aspergillus
niger for clinical evaluation," says Richards,
"and could be useful in the prophylactic treat-
ment of kidney stones and in manufacturing
polymer catheters resistant to calcium-oxalate
encrustation." Richards and Chang collabo-
rate with Ixion, an Alachua-based company
that is a leader in developing diagnostic and
prevention options for oxalate-related disor-
ders such as kidney stones, primary hyperox-
aluria, Crohn's disease, and cystic fibrosis.

James Thompson, a doctoral student, has
received the first annual Service to the Pro-
fession Award, sponsored by Teachers for a
Democratic Culture and Workplace. The goal
of the award is to honor graduate students
whose activism has improved the teaching
and working conditions of higher educa-
tion. Thompson received an award plaque
and a $500 stipend. He will be profiled in the
spring issue of Workplace, an online academ-
ic journal devoted to higher education.

Charles Thorn was recently awarded a Vis-
iting Miller Research Professorship by the
Miller Institute for Basic Research in Science
at the University of California, Berkeley. The
Miller Research Professorship program brings
eminent scholars from around the world to

Berkeley for short term collaborative research
efforts. Thorn plans to spend the Fall 2001
semester at Berkeley pursuing his interest in
string theory and its connections with QCD
(the gauge field theory of the strong nuclear
force) and collaborating with Berkeley pro-
fessors Martin Halpern and Korkut Bardacki.

Romance Languages and Literatures
Geraldine Nichols, who is on research leave
this year, delivered a lecture in October at
the conference Perversas y divinas, held at
the Universidad Autonoma de Barcelona.
She spoke about the representation of repro-
ductive issues in women's fiction written in
Spain and Catalonia between 1898 and 1975.
For a November conference at Ohio State
University, Spain: In the Twenty-First Cen-
tury, she examined the treatment of the same
topic in fiction written in the 1990s. In mid-
November, she returned to Barcelona to take
part in a two-day commemorative confer-
ence marking the 25th anniversary of Carme
Riera's literary debut. (Riera was a visiting
professor of Spanish at UF in 1996.)

The statistics department hosted a two-day
symposium on Monte Carlo and related
topics, January 12-13. The organizational
committee-which consisted of Jim Booth,
George Casella, Jim Hobert, Ranjini Nata-
rajan, and Brett Presnell-invited 14 speak-
ers who each gave a 30-minute talk.

Psychology staff member will retire after 30 years of service
On February 28, Cecile Chapman will have worked for the state of Florida for 30 years. When
she first came to Gainesville in the late 60s she began working in the basement of Tigert. In
1972 she changed jobs and spent the next 12 years working at Sunland (now called Tacachale),
which is a state facility for people with developmental disabilities in Gainesville. In August of
1984 she transferred to UF's psychology department and has worked there ever since as the
secretary for two areas: developmental psychology and cognitive/sensory processes.
Professor Richard Griggs, who works closely with Chapman, says, "I definitely owe a
great deal to Cecile for whatever success I have achieved. To say that I will miss her is a gross
understatement. Two words summarize her job performance: 'the best.' Another word summa-
rizes her value: 'irreplaceable.'"
Chapman, whose official retirement date is March 1, reflects, "When I think about why
I've enjoyed working here, I'd have to say the people. I usually work for 12-16 professors,
and most of them are pleasant and easy to work with. After 16 years, I've developed friend-
ships with many of them. Also, for the last 12 years, I've walked around Lake Alice twice a
day, before work and at noon. I've watched the seasons change, seen some absolutely gorgeous
sunrises, watched the wildlife, and met lots of people. Although I'll miss it, I'm going on to
something better."
In April, Chapman will be moving back to Louisiana, where she grew up, to live next
door to one of her sisters. She has a four-acre pasture and has plans for flower beds, a ham-
mock, and time to watch her dogs run free on the land.i -Laura H. Griffis

page 2

Chapman stands by the clock that is ticking down
the minutes to her retirement. She explains,"Profes-
sor Keith White asked me if I wanted a count-down
clock and I thought he meant a little clock in the
corner of my computer screen or something like that.
I sure was surprised when he brought in this clock,
which measures about one-and-a-half by almost two

CLASnotes February 2001

College Forums
Faculty and staff, please join CLAS at
our inaugural College Forum.

In response to the request of a number of
faculty members, CLAS is introducing "College
Forums"to provide a discussion and debate
format on topics of interest across the college.
Each forum will consist of a 20-minute presen-
tation followed by a 20-minute debate from
the floor.

The inaugural presentation will be given by
Professor Anna L. Peterson, Department of
Religion, on "Ethics and the Modern Acad-

The event will be held at the Keene Faculty
Center on Thursday, February 22 at 3:30pm.
All faculty and staff are welcome to attend.
Refreshments will follow the forum.

McQuown Scholarship Awards
CLAS is pleased to announce the 0. Ruth McQuown
Scholarship Awards for the 2001-2002 academic year.
The scholarship honors outstanding female students
in the humanities, social sciences, individual interdis-
ciplinary studies, and women's studies. Undergradu-
ate awards range from $500 to $3,000; graduate
awards for current students include one $8,000 award
plus several supplemental awards; and graduate
awards for incoming students include one scholarship
of $10,000 (plus tuition) and several supplementary
awards, ranging from $1,500 to $3,000. The applica-
tion deadline is February 9th for graduate awards for
incoming students and February 23rd for all others.
Further information and application forms are avail-
able at the office of Associate Dean Carol Murphy,
2014 Turlington Hall, 392-6800.

Internship opportunities
The UF Alumni Association of Greater Washing-
ton DC has created the 2001 DC Gators'Guide to
Internship Opportunities in the Greater Washington,
DC Metro Area. This guide serves as a resource site
listing the thousands of internships available in the
nation's capital, as well as information about con-
necting with fellow UF alumni in the DC area. For
more information on the Gators' Guide to Internship
Opportunities, see htm>.

Correction: Before coming to UF,John Thompson, profes-
sor of mathematics, spent 23 years at the University of
Cambridge as the Rouse Ball Professor, not at the Universi-
ty of Chicago, as we mistakenly reported in the December
2000/January 2001 issue.

Internationalizing CLAS
Our programs of scholarship and instruction are no longer limited
to the region, the state, or even the nation.They have become
international affairs, ranging from large multinational collaborations to
the individual researcher or teacher in the field anywhere from Brazil's
Pantanal or the depths of Antarctica.The world, with advances in tech-
nology and a concern for survival shared by all, has become an interna-
tional one-our problems and challenges are global. No group under-
stands this better than our students, who are tomorrow's researchers
and world leaders.

CLAS's mission is to prepare students for a global society. In addition
to providing fundamental training, we must prepare our students and
our researchers to function successfully within the international com-
munity.We must shape our teaching to help students understand the
cultural differences of others and to educate them to value and respect
more fully the ethics of those who have grown up in different societies.
CLAS programs in languages and literatures provide basic, necessary
tools; we then need to thoughtfully link these skills and this knowledge
to the teaching of other cultures, to their sociologies and their political
structures. New programs in the areas of the social sciences and the
humanities are being developed to meet this need.The nascent Center
for Humanities and the Institute for Children and Family Studies have
strong commitments to the collaboration of scholars across global
boundaries,and,through their specialties, they will serve as magnets to
attract leading international researchers and scholars to UF.

Challenging international study abroad programs are keenly sought
after by our best students. Immersion programs provide one of the
best ways to learn the literature and cultures of a different society. In
CLAS these are courses de rigeur, requiring intense study in language,
literature, history and the culture of the host country.Three new inter-
national programs were established this year: Sevilla (Spain), Moldova
(Romania), and West Africa; two new co-operative agreements were
signed: Kokugakuin University (Japan) and the Institut des Sciences
Politiques (Paris); and there is a proposal to establish a linkage with the
University of Senegal.

Science programs in CLAS have a rich history of international collabo-
rations. Recent new additions include the partnership of the Institute
of High Energy Particle Physics and Astrophysics with CERN, UF's col-
laboration with Spain to build El Gran Telescopio Canarias,and the Land
Use and Environmental Change Institute's collaboration with a multi-
tude of programs from Honduras to Amazonia to Madagascar.What is
particularly noteworthy is that international leaders now recognize UF
as a significant partner in their collaborations. International meetings
and workshops at UF have become"must attend"events for leading

CLAS's goals for internationalization are to:
1. Build new curricula on the research and teaching of other cultures
that bridge languages and literatures to the study of societies.
2. Foster collaboration of scholars across global boundaries, includ-
ing building reciprocal study abroad programs in order to bring
more international students to UF.
3. Provide international leadership in our areas of expertise,as well
as through our geo-political responsibilities and our special con-
nections to Africa and South America.
-Neil Sullivan

Read CLASnotes online at

CLASnotes February 2001

page 3

The Language Imperative

By Carol Murphy, Associate Dean for Academic
Affairs and Professor of French

"To be an educated citizen today is to be able to see the world through

others'eyes and to understand the international dimensions of the

problems we confront as a nation-skills that are enhanced by interna-

tional experience."

This quote, from the December 12, 2000 White Paper prepared by the Clinton administra-
tion for the Bush-Cheney transition team , stresses
the centrality of internationalization to the mission of undergraduate and graduate education
and to the vitality of research. It points to foreign language and area studies mastery as key,
mandating that "international education become an integral component of US undergraduate
education, with every college graduate achieving proficiency in a foreign language and attain-
ing a basic understanding of at least one world area by 2015."

This top-level recognition of the impor-
tance of internationalization and its link with
foreign language and area studies highlights
the research and teaching missions of CLAS
departments of African and Asian languages
and literatures (AALL), classics, Germanic
and Slavic studies (GSS), romance languages
and literatures (RLL), the program in linguis-
tics, and the Center for African Studies. In
these units, mastery of a foreign language is
actively integrated with many different con-
tent areas: literature, linguistics, film studies,
archaeology, history, business, calligraphy,
critical theory, second-language acquisi-
tion, and postcolonial studies, to name just
a few of the many subjects that are accessed
in and through foreign languages in CLAS.
The international focus of UF's Southern
Association for Colleges and Schools (SACS)
accreditation process, burgeoning growth in
study abroad and international faculty and
graduate student exchange, and increasing
numbers of foreign students on our campus
have brought home the idea that linguistic
and cultural proficiency is basic to being an
educated individual in an increasingly global-
ized world.
The oft-repeated cry, "But, everyone
speaks English," is no longer an adequate
or even responsible reaction to the multicul-
tural society of the twenty-first century. It is
true, certainly, that English has become an
interlanguage of useful exchange, but it is
limited and oftentimes seriously misleading
as a deep form of cultural communication.
Dan Davidson, professor of Russian at Bryn
Mawr College, demonstrated recently how
linguistic misinterpretation can go beyond
cultural gaffe to deep divide. In an address
to the Senate Subcommittee on International
Security, Proliferation, and Federal Services,
he stressed that high level mastery of a for-
eign language involves going beyond denota-

tion to "read between the lines" of what is
being explicitly said to get to the underlying
cultural assumptions. Quoting former Presi-
dent of the Czech Republic Vaclav Havel on
the meaning of "democracy, freedom and
humanitarianism," he reiterated how these
words were transformed over the years by
party bosses in Eastern Europe from posi-
tive concepts into cudgels that were used to
launch wars and send people to concentration
camps, "all in the name of peace, freedom
and [socialist] democracy." These words can
no longer can be innocently evoked in an
Eastern European context.1
As the above example dramatically
demonstrates, language is culture; it is not
just about "placing out of" the foreign lan-
guage requirement or mastering (berlitz-style)
vocabulary and verb forms. Fortunately,
foreign language and cultural proficiency
is within reach of all of our students-and
through many avenues. Innovative language
learning with the help of the latest technolo-
gies in our expanding language labs and in
our classrooms, study and research abroad
with home stays in a host family, majoring,
minoring or doing graduate course work in a
foreign language department and participat-
ing in a Foreign Languages Across the Cur-
riculum (FLAC) course are just a few of the
paths to proficiency. In the latter, students
enroll in a 3-credit upper division course
taught in English, such as "Introduction
to Latin American Politics" or "History of
France" in the department of history and read
and discuss class-related materials in Spanish
or French in a 1-credit enhancement course
offered by faculty in romance languages and
literatures. Linguistic proficiency is actively
integrated into acquisition of content area.
The research, publication, and teach-
ing of faculty in language, linguistics, and
area studies programs bridge departments, 1

centers, colleges, and schools. The Center for
African Studies program engages students
and faculty with African languages such as
Xhosa and Amharic. AALL intersects with
business through the Center for International
Business Education and Research (CIBER)
program, with Jewish studies through Hebrew
language and literature courses, and with film
and media studies in English with courses on
Japanese film. Graduate students in German
work alongside their colleagues in English in
a critical theory course on Benjamin, Brecht,
Adorno and Kracauer taught by Nora Alter in
GSS. This cross-cultural environment allows
for investigation of the ideas in the texts
(both in the original and in English) in order
to shed light on how these thinkers were
received in this country and, conversely, how
such reception has informed the rediscovery
of their ideas in Germany. Graduate and
undergraduate students in political science
with a good mastery of French can study at
the Institut des Sciences Politiques in Paris,
one of UF's newest collaborative partners.
Classics department faculty regularly teach in
the UF in Rome program.
Students can study 25 languages in
the college, and foreign students can learn
English in the university's English Language
Institute. From Akan to Swahili, Catalan to
Portuguese, Haitian Creole to Chinese, along
with the more commonly-taught languages
leading to a PhD in classics, GSS, and RLL,
the opportunities for language and culture
studies are numerous. Whether faculty teach
in the foreign language or in English, they
furnish the intellectual, historical, cultural
and linguistic traditions that frame the debate.
This cross-cultural networking is at the heart
of international education. %
-Carol Murphy

AATF National Bulletin,Vol. 26, No. 2 (November 2000):14.

CLASnotes February 2001

page 4

Fulbright Exchanges

Do Make a Difference

By Allan Burns, UF Fulbright Advisor, UF Honors
Program and Anthropology Department Chair

The Fulbright exchange program was
nominated for the Nobel peace prize
last year, a unique honor since the
prize is usually given to individuals and not
programs. Here at UF, few of the 150 fac-
ulty who have had Fulbright awards think
of themselves as candidates for a Nobel
prize. But Fulbright scholars are often
placed in historic moments of change, and
the ties they make with colleagues in other
countries go a long way to promote peace.
CLAS Fulbrighters include Hernan Vera
of the sociology department, who returned
to Chile two years ago to cooperate with
colleagues there to overcome the legacy
of the Pinochet years on higher education;
Phillip Williams of the political science
department, who spent a year in El Salva-
dor in 1991 during the signing of the peace
accords; and Diana Boxer of the linguistics
program, who went to Paraguay last year
and lectured on language politics.
Although the Fulbright experience is
usually thought of as an academic pursuit,
Fulbrighters find that the experience is one
of profound immersion into the scientific,
scholarly, and social changes that affect
the 140 countries that host US Fulbright
scholars. The internationalization of under-
graduate education, study abroad, scientific
cooperation, and contemporary interests
in globalization all are tied to the impetus
that the Fulbright program brings to higher
education. UF is a leading Fulbright campus
in terms of faculty who have received the
awards, visiting scholars, and student award
There are about a quarter of a million
Fulbright alumni around the world: they
include 88,000 US scholars who have spent
a year abroad

GULBRIGHT and 145,000
ON international
scholars who
have studied
or taught in the United States. Senator Wil-
liam Fulbright began the program in 1945
as an innovative way for the US to improve
the international scope of university faculty
as well as strengthen higher education on a
global scale. He once described the program
as a way to "bring a little more knowledge,
a little more reason, and a little more com-
passion into world affairs and thereby to
increase the chance that nations will learn

at last to live in peace and
friendship." I had the chance
to meet Senator Fulbright a
few years before his death in
1995. I expected to hear him
talk of the past, but instead
he had a surprising enthusi-
asm for the future. His real
joy was talking about send-
ing students and faculty to
the new countries beyond
the 140 already on the Ful-
bright list, especially those
that were newly emerging
around the globe.
Fulbright awards are
among the most prestigious
and best known in the world: even Paul
Simon asked, "Aren't you the woman who
was recently given a Fulbright?" in one of
his songs. And yet they are not difficult to
win. About one in four Fulbright applica-
tions is awarded. Applications for faculty
lecture and research awards at all ranks
(including adjuncts) do not go through UF;
faculty must apply through the Council
of the International Exchange of Scholars
(CIES). The application deadline for Europe
is usually in late spring and for other parts
of the world it is August 1. The Fulbright
program has added some new kinds of
awards recently: short term lecture awards,
thematic lecturer awards for a year abroad,
and new "distinguished chair awards"-cre-
ated to promote special topics in academic
disciplines (not necessarily for chairs of
departments!). The UF International Center
home page has infor-
mation on faculty Fulbrights, as does the
Institute for International Education iie.org>.
The student Fulbright program
includes awards for post-bac study, MA
research, and PhD research. I coordinate
these awards through the UF honors office,
and its home page has information on how
to apply .
Awards for graduating seniors are especially
favored. University Scholars, department
honors students, and students who have
studied abroad have all had success with
Fulbrights in the past. A campus commit-
tee interviews applicants in early October
before their applications are sent to the
national office for final review. University

of Florida student Fulbrighters have gone
to Bahrain, Germany, Tanzania, Japan, and
several countries in Latin America. One of
our post-bac Fulbrighters looked at religious
conflict in Israel, another studied popular
culture and stereotypes in Japan. Graduate
student Fulbright applications come from
every field in the college (and beyond). Stu-
dents at the MA and PhD level make up the
majority of our applicants, and their success
rate has been very high. The best applicants
begin the process in the spring term.
One goal for internationalizing our col-
lege and the university is to send 20 percent
of our students to study abroad. Fulbright
awards are one way to accomplish this.
But as the college works hard to globalize
the curriculum and encourage international
experiences for students, we can also use
Fulbright awards to strengthen the inter-
national experiences of the faculty in all
departments. What a campus we would
have if 20 percent of our faculty had signifi-
cant and long term experiences in another
country through Fulbright awards.
Nelson Mandela, Jimmy Carter, and
Mary Robinson (the past president of Ire-
land and present high commissioner for
human rights at the UN) are among the
leaders who have won Fulbright recognition
for their work in peace and international
exchanges. A Fulbright award is the curren-
cy of the international academic world: its
value is always high, it has an unassailable
reputation, and it can produce intellectual
capital at a surprising rate.%l
-Allan Burns

CLASnotes February 2001

page 5

Internationalization of Science

In order to understand, from a comparative perspective, the effects of internationalization on science,
Laura H. Griffis, editor of CLASnotes, asked four CLAS scientists to reflect on the following question: How
does internationalization-defined here as the increased ease of communication among nations and
individuals, regardless of location, and the recognized need for sharing global resources and informa-
tion-change the way that you do research and affect how you teach the younger generation?

Jack Sabin, Physics
science is an international endeavor by its very nature. The laws of physics and biology do not vary
with national or geographical borders, although the practice of science, in terms of the approach taken
towards solving a problem, often does. C.0 .-...ii ."-.i scientists have traditionally met to discuss ideas
of common interest and how such problems might be approached. Scientists of different backgrounds, perhaps
reflecting different cultures and thus different university structures and emphases, have long found it useful and
enlightening to discuss science with colleagues of disparate backgrounds and viewpoints.

Perhaps the most important development in this regard is the open-
ing of the internet. It has made the distance between colleagues who are
continents apart seem trivial and their communication nearly instanta-
neous. Problems can be discussed through email, and graphs, diagrams,
and pictures can be transported over the web. Conferences can be held
among participants spanning the globe, and massive projects requiring
multinational financial participation are routinely proposed.
From the prospective of individual scientists, the world of science
is already globalized. Scientists routinely work together over the inter-
net and exchange ideas, manuscripts, and data. Long gone are the days
when it was a burden to collaborate with a spatially separated colleague
and send draft manuscripts and idea-filled letters via what is now called
snail-mail. (Perhaps, however, we have paid the price of the lost legacy
of such things as the Bohr-Einstein letters.)
Science is now entering an era where experiments can be carried
out by a scientist in one location on apparatus located half a world
away. A recent example is UF's involvement in the establishment of
El Gran Telescopio Canarias, a new segmented 10m telescope to be

built in the Canary Islands in
an environmentally protected
"astronomical reserve," where
observing instruments operated
by 30 institutions from 13 dif-
ferent countries will be placed.
Real-time connection to the
telescope will be provided by a
broad band internet2 connection,
so that scientists in widely dis-
tributed locations can participate
in ongoing observations.
In summary, science is a global activity. Individuals are not con-
strained in their collaborations by national borders, but only by com-
monality of interests. The credit, and blame, for this is due almost
exclusively to the internet. A

Lauren Chapman, Zoology
Based on research experience in Africa, I share my perspectives on the internationalization of science as it impacts research and training
initiatives in developing countries. Over the past decade, remarkable change in the sophistication of communication technology has (a)
improved our training initiatives including graduate research, field courses, and local education; (b) increased efficiency of collaborative
proposal development; and (c) improved the quality of field research, particularly in remote sites.

One cannot overstate the importance of increased communication
in developing overseas training initiatives. A decade ago, interaction
between a supervisor and a
graduate student at a remote
site might be limited to the
occasional posted communi-
qu6 that arrived far too late
to permit response to imme-
diate crises. Although this
is a possibility today, I now
communicate with my stu-
dents through more efficient
avenues. The advantage is
clear: we can discuss unfore-
seeable issues that undoubt-
edly arise in field research
programs, provide assistance
when necessary, and savor the
knowledge that our students
are well.

As a field ecologist, my research questions are often impacted by
the capriciousness of environmental characters. Quick communication
with program managers and field assistants when I am off site permits
timely responses to unpredictable events such as a flash flood, elephant
damage to a field experiment, or abortion of a major fruit crop. On a
broader scale, increased ease of communication has permitted me and
many of my colleagues to begin large-scale comparative studies in the
tropics that cross national and continental boundaries, use similar meth-
odologies, and, in some cases, address global resource issues.
My colleagues in Africa clearly recognize the need for sharing
information and have made impressive steps toward developing infor-
mation systems and distance learning programs. This has been mediated
by many donor organizations and is a major priority for many univer-
sities and research institutions in Africa. Online journals and citation
databases are two mechanisms that increase global information sharing
and have been enthusiastically embraced by institutions in developing
So, why not accelerate the process? The excitement generated over
the past decade in response to increased ease of communication can
See Chapman, page 12

CLASnotes February 2001

page 6

Mark Brenner, Geology
My research on interactions among humans, climate, and the environment has involved fieldwork
in the Caribbean, China, and countries in Latin America. Over the past 25 years, advances in
communication technology, together with social and political changes in the developing nations
where I work, have altered the way I conduct overseas research, interact with foreign colleagues, and
approach teaching.

In 1976, when I relationships with foreign county
started field research in Peten, prepares students for research in
Guatemala, the area was the joys of travel, developing the
accessible only via unpaved their foreign language skills, and
roads and flights from Guate- tacts.
mala City. At the time, even I find myself sharing inform
making an international phone nations more so than I did in the
call from Peten was a chal- of communication have improve
lenge. Today, reliable interna- delivery of letters, data, and grap
tional phone and fax service is workshops and meetings, and ev
available throughout Petcn, and the town of Flores has several internet met to co-author papers. I view tl
cafes. as largely positive.
Most of my international fieldwork in the late 1970s did not Are there potential negative
include host-country academics or agency personnel, in part because it sibly. Global homogenization of
was difficult to contact people in remote areas prior to arriving in the nation (knowledge) loss. For ins
country. Today, agencies in many developing nations, as well as indig- traditional medicines in favor of
enous people in those countries, require foreign scientists to obtain per- Furthermore, when I work on a n
mits, collaborate with local investigators, inform native people of field never met, I miss the social intend
objectives, and report the results of investigations. This is as it should Lastly, proliferation of communi
be, and has been made possible by improvements in technology that changed the meaning of travel, a
facilitate communication with overseas colleagues and students. we travel overseas it is difficult t
The "internationalization of science" increasingly requires graduate exotic because new communicate
students to travel overseas, learn new languages, and develop working the familiar. %t

Steven Brandt, Anthropology
A s an archaeologist specializing in Africa, my research and teaching have always been international
in scope. But the process of internationalization has brought great changes to my field, both for the
better and for the worse.
Not surprisingly, the advent and widespread dissemination of the internet and e-mail have revolution-
ized communication. A decade ago it was impossible for associates on different continents to engage in
lengthy conversations about setting up projects or writing joint grant proposals or papers. Now I can send
daily messages or attachments, and discuss at length research issues or papers I may be co-authoring with
my African colleagues. The world wide web has also dramatically changed the way that information is dis-
seminated between continents. I can hear about the latest discoveries, sometimes directly from the field, and
can analyze data posted on web sites.
Internationalization has also greatly impacted my research and construction of large dams and
teaching. In years past I almost always focused on "pure research" reservoirs in Ethiopia. I have
projects, generated by my own research interests. However, over the also been active in organizing
last few years many African countries have experienced substantial meetings and workshops on this
increases in funding for major development projects as their political issue, as well as advising inter-
and economic situations have stabilized. Such international organiza- national agencies such as the Wo
tions as the World Bank, European Union, African Development Bank, responsibilities and policies towa
and other lending agencies have stepped up their financing of large In spring 2000 I taught a ne'
African infrastructure projects such as dams, harbors, roads, pipelines agement: International and Natio
and irrigation schemes. Unfortunately, most African countries lack the discussions with the World Bank
capacity to monitor or mitigate the effects of these vast projects upon national organizations, and fellow
their cultural heritage. The end result has usually been the destruction of of a "fast-track" MA program in
countless archaeological, historic and sacred sites. ment. The program, which would
Consequently, I have been working closely with African gov- countries as well as UF, would in
ernments, international agencies, and fellow colleagues on ways to classroom courses and field inter
safeguard Africa's cultural heritage. Personally, this has meant the sus- ers and administrators for the rap
pension of any of my projects that were not directly affected by devel- and internationalization on the w
opment. Instead I have focused upon "emergency" projects such as the

rparts. Undergraduate overseas study
other countries by introducing them to
ir respect for other cultures, improving
helping them make professional con-

ration with colleagues in developing
past, in large part because the means
d. Electronic mail now enables instant
hics worldwide, facilitates organizing
en allows individuals who have never
his rapid dissemination of information

aspects to information sharing? Pos-
culture could ultimately lead to infor-
tance, indigenous people may abandon
"proven" western pharmaceuticals.
manuscript with a colleague I have
action that would otherwise take place.
cation technology has dramatically
adventure, and exploration. Even when
o immerse ourselves in the foreign and
on technology keeps us connected to

rld Bank and European Union on their
rd safeguarding cultural resources.
w course on "Cultural Heritage Man-
nal Perspectives." Also, I have been in
,US National Park Service, other inter-
v UF colleagues about the development
international cultural heritage manage-
I include students from developing
[corporate distance education with
nships in an attempt to prepare manag-
idly expanding effects of globalization
orld's cultural heritage.'

CLASnotes February 2001

page 7

Citizens of the World

".. the need to see how other people live and the ability
to be jealous of them. I can't imagine it any other way."
-Daniel Bredahl (1992)

Daniel Bredahl in Samakov, Bulgaria,

U Fjournalism major Dan-
iel Bredahl traveled to
almost a dozen countries during
his lifetime. His adventurous life
of living, studying, and meeting
people abroad began when he
was five and traveled with his
family to Pakistan.When he was
14,the family moved to India
and Daniel spent his eighth-
grade year in an all-Indian Jesuit
boys school. After returning
to Gainesville and graduating
from PK Yonge, Daniel spent
six months in France and then
enrolled at UF. He was planning
a career in international journal-
ism and spent his junior year at
UF in France.Two weeks after he

returned from his year abroad,
Daniel was killed in a traffic acci-
dent in Gainesville.
After Daniel's untimely death,
his family and friends wanted to
do something to keep his name
and spirit of adventure alive.
Daniel's father, UF English Profes-
sor Carl Bredahl, says a family
friend suggested establishing
a scholarship for international
study in memory of Daniel."We
thought this would be a benefi-
cial and meaningful way to give
other students the chance to see
the rest of the world like Daniel
had done."The Daniel Sinclair
Bredahl Scholarship was estab-
lished in 1994,and began as two

$4,000 scholarships for UF under-
graduates to study abroad for
one academic year. "This scholar-
ship is unique because it gives
students the chance to study and
live abroad for two semesters,
rather than just for the summer
semester," says Bredahl.Thanks
to private donations and match-
ing state funds, the endowed
scholarship has grown,and two
additional one-semester scholar-
ships have been added.To date,
the Bredahl Scholarships have
given approximately 20 students
the opportunity to live and study
in such countries as Russia,China,
Poland, Egypt, Kenya, Japan, Eng-
land,and Italy.

Bonnie Mioduchoski-Kenya
ne of the first recipients of the Bredahl Scholarship was Bonnie Mioduchoski. Bonnie decided to
attend UF because of the ..iiil. ,p. i. ._ department's excellent reputation. Since she paid for school
out of her own pocket, a scholarship was the only way Bonnie could afford to study abroad. She
applied for the Bredahl Scholarship because, unlike some other study abroad scholarships, it does not require
language fluency. "Many people learn best if they are immersed in the culture. That has always been the case
for me, and even though I wasn't fluent in any language prior to my trip, I learned Swahili while in Kenya,
and since then I have learned French fluently and have medium fluency in Spanish."

Using the Bredahl Scholar-
ship, Bonnie participated in the
Minnesota Studies in International
Development Program in Kenya.
Before going to Kenya, Bon-
nie spent a quarter in Minnesota
learning about Kenyan culture and
development. Then, in January
1995, Bonnie and 100 other stu-
dents landed in Nairobi and had
intensive language classes for two
weeks. "After that, we all went
to different areas of the country
where we worked as interns. I was
stationed in Lamu, a coastal town
28 miles from the Somalia border.
I worked with the Lamu Environ-
mental Museum and helped them
with tours and worked on some

video editing."
Since her initial trip over-
seas, Bonnie has continued to
travel and study abroad. This past
December, Bonnie, who now lives
in California and will finish her
MBA in May, spent a month in
Guatemala, learning Spanish. "I
want to learn so that when I travel
around I can communicate with
people. Knowing the language
really does change the entire
experience, and it shows the local
people that you care enough to
learn how to communicate on
their terms." In 2003 Bonnie
and her husband plan to journey
around the world and eventually
settle in Europe. "My anthropol-

ogy degree and MBA will help
me be a socially responsible busi-
ness leader, and I eventually plan
to start a non-profit organization
with my husband that helps chil-
dren or homeless people."
Bonnie says the study abroad
scholarship gave her the oppor-
tunity to examine her life in the
United States. "It also taught me
that there is no one right way to
live. Many people criticize those
living in developing countries
for not being as 'advanced,' as
those of us in Europe and North
America. Most of the people I
met in Africa had fewer material
possessions, but a much healthier
outlook on life "

CLASnotes February 2001

Bonnie Mioduchoski

page 8

Marcin Pachcinski-Poland
while Bonnie had never lived abroad before her trip to Kenya, fellow scholarship winner
Marcin Pachcinski decided to return to his birthplace of Poland. Marcin was born in Szc-
zecin, Poland, a city of 500,000 people located on the Baltic Sea near the German border.
He immigrated with his family to America in 1984 when he was five, after the communist regime
began questioning his father's opposition to the government. His father was a first officer in the mer-
chant marine, and the family was allowed to take a vacation by traveling to America on a cargo ship
on which he was working. This vacation was carefully planned. "Once the ship docked in Tampa we
had to wait for the right moment to flee. As my father was second in command, he waited until the
captain went shopping in the city, leaving no one in authority to arrest us. My father made a call to
the Polish contact he had in Florida, and the next thing I remember is being taken by the FBI to the

county jail to apply for political asylum
Marcin and his family settled
in St. Petersburg, and he decided
to attend college at UF because it
was close to home and affordable.
When he started taking classes,
Marcin wanted to study a variety
of fields. "My interests ranged
from Latin American studies to
medicine to political science.
One thing I did know was that I
wanted to focus on my language
courses." Under the guidance
of Professor Halina Stephan,
Marcin decided to pursue an
interdisciplinary major in Slavic
studies and apply for the Bredahl
Scholarship in 1998. He wanted
to return to Poland. "After reading
about Daniel's life, and especially
his passion for travel and adven-
ture I felt we had a great deal in
common. It also put into perspec-
tive how much we all take for

granted everyday."
Marcin wanted to know
what transformations had taken
place after the fall of commu-
nism in 1989 and how the Poland
he remembered as a child had
changed. While he was there
studying, Marcin worked in an
orphanage and chose to write his
senior thesis on post-communist
Polish orphanages. "I really devel-
oped a close relationship with the
kids. There were a total of 80 of
them living on three floors. They
called me 'uncle' and that's pretty
much the role I played."
In addition to working with
the children, Marcin took Pol-
ish art, history, and grammar
courses at the Polonia Institute.
While there, he met some Rus-
sian-speaking friends and became
interested in Russian culture.

After returning to UF in
the fall of 1999, Marcin
began exploring the pos-
sibility of studying in
Russia. "I chose a pro-
gram in Saint Petersburg
at the Russian Center for
Language and Culture. I Marc
studied there for the spring entra
of 2000." While in Russia, 2000.
Marcin applied to be an
intern at the Kennan Insti-
tute for Advanced Russian Studies
at the Woodrow Wilson Center for
International Scholars in Washing-
ton, DC. He is working there this
semester and researching Russia's
economic history.
Marcin plans to complete his
bachelor's degree at UF this sum-
mer and would like to pursue a
graduate degree, possibly in Euro-
pean studies. He says the oppor-

in Pachcinski in front of the main
nce to the Kremlin in Moscow, Russia,

tunity to return to Poland helped
him form his philosophy on life.
"Whenever I have a decision to
make, I picture myself at an old
age and think, 'What will make
the best and unforgettable memo-
ries?" I have learned to 'cram' as
much fun, travel, adventure, and
time with family and friends as
possible into every day."

Bernard Uadan-Japan
Like Marcin, another Bredahl Scholarship winner, Bernard Uadan, had family who immigrated to the US. Bernard's parents are from the Phil-
ippines and immigrated to Jacksonville in the early 1970s before Bernard was born. While in high school, Bernard developed an interest in
the history and cultures of Asia, particularly Japan. "Since my high school did not offer Japanese as a class, I started to learn Japanese on my
own as a hobby. By the time I got into UF, I had a beginning vocabulary and a good knowledge of the Japanese writing characters, but little in the

way of grammar and speaking practice."
To fill this void, Bernard took Japanese
language and literature classes and chose East
Asian languages and literatures as his major.
He says the next logical step in his career path
was to
study in
Japan, so
he chose
to apply
for the
ship in
Soon he
was visit-
ing the
Bernard Uadan in front of the Byou- and
do-In (Phoenix Pavilion) near Kyoto, temples
Japan, 1999. of Osaka,

singing karoke, learning martial arts, and
immersing himself in Japanese culture. Ber-
nard says, however, that living in Japan was
not a storybook experience. "I would be lying
if I said my first year of study in Japan was the
perfect experience. Although one would expect
that my outward appearance of being Asian
would help me 'fit in' to the society, I found
that instead, I encountered a form of racism in
some Japanese who would rather interact with
Caucasians, as they seemed 'more American'
than me, a child of immigrants to the United
Bernard returned to the US with a some-
what cynical view towards Japan, but he
wanted to change this attitude and felt commit-
ted to giving it another chance. After gradua-
tion from UF, Bernard returned to Japan on a
Fulbright Scholarship in 1998 and studied at
Kyushu University in Fukuoka. "My experi-
ences in Fukuoka went a long way to redeem

my thoughts about Japan and the Japanese
people. Furthermore, I made several Chinese,
Taiwanese, and Korean friends, relationships
that inspired me to want eventually to learn
those languages. My outlook became far more
positive, and I started to work as a volunteer,
teaching Japanese to other foreigners and help-
ing them through the same difficult experi-
ences that I had in Osaka."
Since returning to the states in 1999, Ber-
nard has been looking for a chance to go back
once again. He currently works as the Japanese
language lab assistant and tutor at the Univer-
sity of North Florida and is in the process of
creating a computerized Japanese language
curriculum for UNF students. He plans to
travel to Japan in February to meet old friends.
"Wherever the road of my life takes me, my
experiences in Japan will play a large part in
getting me there."
See Citizens, page 10

CLASnotes February 2001

page 9

Citizens, continued from page 9

Thy Nguyen Austria and England

One of this year's Bredahl Scholarship winners is currently interning in the House of Com-
mons of the British Parliament. Political science major Thy Nguyen, who grew up in
Sarasota, Florida, is also attending the London School of Economics and Political Science.
Her concentration in international relations and interest in British culture led Thy to apply for the
Bredahl Scholarship to study in the United Kingdom. "I decided to look for a program that would
place me at the heart of British politics and urban culture. I think many international relations stu-

Thy Nguyen outside the Organization for
Security and Cooperation in Europe (OSCE) in
Vienna, Austria, 2000.

dents think of those terms only
in the context of how the US
deals with other nations. I want
to get out of that mind-set and
explore politics within the
society and political system of
a foreign state."
Last semester, Thy
interned with the US State
Department in Vienna, Austria.
She also visited Germany,

Italy, Hungary, and the Czech
Republic. Even though her
study abroad experience is not
complete, Thy says she has
already noticed a lot of dif-
ferences between the US and
other countries. "This experi-
ence has changed my life
by affording me a very rare
opportunity to interact with
others within the British soci-

ety and actually learn hands-
on how another government
works. Only 5 percent of Brit-
ain's population ever set foot
in the Houses of Parliament,
so I feel extremely fortunate to
be able to go there every day.
It has been a once-in-a-lifetime

Giving students this unique opportunity has been the foremost goal of the Bredahl Scholarship. His father says Daniel dreamed of
a world where people worked toward understanding each other. In one of his many letters, Daniel wrote,"l've been wondering if I
could become a citizen of the world...." Through the Bredahl scholarship, Daniel has given many students the chance to become citi-

zens of the world. %

-Allyson A. Beutke

Women in Development

A New Program in Ecuador

This summer, a group of
UF students will be the
first to take advantage of
a new international program in
Ecuador. The Center for Women's
Studies and Gender Research, in
partnership with IFAS's Office of
International Programs, is offer-
ing this inaugural course. During
the spring semester, students are
taking a class on Gender and
Development, which focuses on
the theoretical and methodologi-
cal aspects of gender, economic
development, the environment,
and agriculture. To gain hands-on
experience, some of these students
will spend six weeks this summer
in Ecuador, taking a class at the
Escuela Superior Politectica del
Litoral in Guayaquil and working
with locals to address the vary-
ing impact on women and men of

Sandra Russo, Director of
Program Development at UF's
International Center, says this pro-
gram will be the first of its kind.
"We are unaware of any women's
studies study abroad program in a
developing country that exposes
American students to women in
development issues in any sub-
stantive way."
Russo has been working
closely with Kathryn Lynch, who
is teaching the spring course.
Lynch, a PhD student in anthro-
pology, has been to Ecuador sev-
eral times and says the students
who make the trip will have a
unique opportunity. "We've real-
ized that students don't have a
lot of chances to live and learn in
developing countries." Lynch says
the six-week course in Ecuador

will be quite intensive. "They will
be interacting with local farmers,
community groups, and people
who are involved in natural
resource management and policy-
making. They will also be study-
ing different ecosystems and look-
ing at how gender relationships
and responsibilities are structured
differently on the coast than in the
Lynch also says her students
represent a wide range of majors
including ..i..ll .!. ._ forestry,
engineering, Latin American
studies, geography, and animal
science, and the variety of back-
grounds will benefit everyone.
Women's Studies Director Angel
Kwolek-Folland says she hopes
the students who go to Ecuador
will bring something back with
them. "The one thing I would

like to see the students develop
is the sense that people who are
in a certain place or situation
have valuable knowledge and can
teach you a lot." There are plans
to expand the program into other
countries including Uganda, pos-
sibly as soon as next summer, and
also open the program to students
from other universities.
The course is open to under-
graduate and graduate students,
and this year the spring course is
not a requirement for the summer
course. Applications are due by
March 1. For more information,
contact Sandra Russo at ufic.ufl.edu> or Kathryn Lynch at
. %
-Allyson A. Beutke

CLASnotes February 2001

page 10


Recently, CLASnotes Editor Laura H. Griffis had the opportunity to speak with

Provost David Colburn as well as International Center Dean Dennis Jett about

internationalization and UF. Following are excerpts from their conversations.

A Provost's Perspective: David Colburn on Internationalization
LG: Why is internationalization a timely educational concern?
DC: Our students are increasingly being called on to work in various parts of the world. They must
understand other cultures and have a knowledge of language that will allow them to move comfortably
in foreign settings. It is our responsibility to prepare them for this world that awaits them.

LG: How can UF develop inter-
national opportunities for stu-
dents and faculty?
DC: I think there is a lot we can
do. There is no doubt that our fac-
ulty are engaged internationally.
They are involved in conferences
and research all over the world.
In fact, I think it is the faculty
who are driving us to move in
this international direction. We
need to expand our international
programs in order to provide
more opportunities for students to
study abroad and experience other
cultures. We can also do a lot to
internationalize the curriculum. I
think that the faculty have done
an extraordinary amount of work

to internationalize their courses.
We must encourage this and find
ways to promote it further.

LG: What kind of ways are you
thinking about?
DC: I think we must introduce,
for instance, a comparative
approach to our courses whenever
we can. In American history, for
example, we should not simply
take an insular look at the Ameri-
can past, but we must look at it
relative to changes occurring in
other nations. If we are discussing
democracy in class, for example,
we can talk about the ways
American democracy has influ-
enced the direction and expansion

of democracy overseas as well
as the ways the development of
democracy in other nations has
caused Americans to reevaluate
their democracy. Any course
that you can think of would, I
believe, benefit from a compara-
tive perspective.

LG: Why is internationalization
particularly important for UF?
DC: Florida, which is one of
the ten major immigrant-receiv-
ing states in the US, is among
the most dynamic states in the
nation and is heavily engaged in
an international economy. Florida
is going to continue to change and
evolve, and we need to provide

our students with an academic
dimension to understand those
changes so that they can function
more effectively when they move
into the private sector.t

UF's International Center: Dean Dennis Jett

LG: What is the role of the Inter-
national Center at UF?
DJ: The center has two roles.
First, we carry out the nuts and

bolts of internationalization. We
have about 1,000 students a year
who study abroad in over 100 dif-
ferent programs. The center helps
students learn about these
overseas opportunities and
select the programs in which
they want to participate. We
also organize the mechanics
of getting students abroad
and insuring that they have
the best experience possible.
Plus, there is the international
flow in the other direction.
We provide support for the
2,500 international students
and the 1,000 international
scholars and faculty here at
Second, the center deals
with the broader aspects of
internationalization: how can

we promote international aware-
ness on campus? How can we
encourage the university at large
to have a more global perspec-
tive? Gainesville, owing to its size
and location, does not naturally
have an international orientation.
Therefore, it is important to pro-
mote an institutional approach to

LG: Why is a global perspective
important to education?
DJ: These days, particularly in
the liberal arts and sciences, you
cannot say that you have a liberal
education if you have not had any
international exposure. Students
must get that exposure through
the curriculum; it is essential.
When students get to the work-
place, they will not be able to

avoid dealing with the greater
world. Some will travel and work
abroad, some will have custom-
ers abroad, and many will be in
supervisory positions-and you
cannot supervise a workforce in
this country that does not have
people from different cultural
backgrounds and countries.
Typically one job in five that
is created today in the US depends
on the international economy. I
am sure the figure in Florida is
higher, owing to tourism and agri-
culture. UF, in order to give our
students a chance to compete, has
to have a global perspective. That
will also permit Florida and the
United States as a whole to be
able to compete more effectively
in an increasingly globalized
world economy.
See Jett, page 12

CLASnotes February 2001

page 11

J.Wayne Conner


J. Wayne Conner, distinguished
professor of romance languages
and literatures, died at his home
on December 10, 2000. Conner
joined the UF faculty in 1962 as
a professor of romance languages
and literatures and as chairman
of the department of foreign lan-
guages. During his tenure he built
the department into a nationally
competitive unit that offers a full
slate of undergraduate and gradu-
ate programs in French and Span-
ish, including a PhD in romance
languages. His field of specializa-
tion included medieval French
literature, French literature of the
Romantic Period, and realism and
As chair, Conner carried
out an orderly development
and expansion of the foreign

languages, resulting in separate
departments of classics, Germanic
and Slavic studies, African and
Asian languages and literatures,
and romance languages and litera-
tures. He also was a leader in the
creation of the college's interde-
partmental program in linguistics.
In 1977, the university recognized
his outstanding contributions by
promoting him to distinguished
service professor.
Conner's numerous service
commitments included serving as
director of the humanities divi-
sion in the college, chair of the
humanities council, and president
pro tempore of the CLAS faculty.
He also served on many major
academic committees and was an
active member of several profes-
sional organizations, including

the Modern Language Asso-
ciation, in which he chaired the
medieval French section, the
19th-century French literature
section, and was a member of
the national delegate assembly.
Best known for his meticulous
toponymic studies on Balzac,
Conner authored some 25 papers
in top-tier national and interna-
tional professional journals, and
presented many papers at major
professional meetings.
Raymond Gay-Crosier, pro-
fessor of romance languages and
literatures, delivered a eulogy at
a memorial service in December
and described Conner as a natural
leader and mediator. "To the very
end, his interest in university and
departmental matters remained
as keen as his judgment. He also

possessed an exemplary bal-
ance between his no-nonsense
approach to problems and his
wonderful sense of never-biting,
always gentle, and therefore heal-
ing humor. To my knowledge,
none of my colleagues ever
doubted his moral fortitude and
his deep generosity."%t
-Allyson A. Beutke

Chapman, continued from page 6

be, albeit rarely, thwarted by the speed of change. New technologies in
developing countries are often supported by donor agencies with poten-
tially impressive, but short-term, goals. The establishment of sophisti-
cated communication networks is step one. Follow-through is step two.
At remote sites, I have seen many cases where new communication
technology is set up through donor support, but post-funding upkeep or
training to trouble shoot is not partnered in. "Appropriate technology"
has a place in the internationalization process. If the technology cannot
be maintained at a site, the communication safety net we come to rely
on becomes inefficient, perhaps dangerous. We must be aware of the
need to find a balance between the speed at which new technologies can
appear on the scene and the need for an appropriate scale or time line
to permit effective change. Despite this cautionary note, the increased
research and training opportunities facilitated by internationalization
clearly hold great promise for advancing science within developing
countries and for collaborative endeavors crossing national and conti-
nental boundaries. %

Jett, continued from page 11

LG: What programs would you like to see strength-
ened or put into place?
DJ: We must continue to offer more study abroad
programs and encourage students to participate. We
need more scholarships for study abroad as well
as more funding for faculty to make research trips
abroad. We are also looking into establishing an
increased number of internships with organizations
in other countries. Attracting high quality foreign
students is also important for the university.
Attention to the curriculum is critical. For
instance, the International Center is working with
CLAS to see if we can put together a course framed
around a series of speakers on international topics.
This would be important for undergraduates, and, if
we got speakers with national reputations on issues
of globalization, it would also have the potential for
drawing people from the greater Gainesville com-
munity as well.%i

CLASnotes February 2001

page 12

Michael Tsin,

New Director

Asian Studies

During the last decade we
heard often from scholars,
journalists and pundits
alike that the twenty-first century
will be the "Pacific Century."
There is, to be sure, an element
of hyperbole to such grand state-
ments. Yet there is no doubt that
Asia has in recent years become a
much more prominent and visible
part of the American imagination,
be it in the economic arena or in
the realm of popular culture.
In the 1990s Asia surpassed
Western Europe as our largest
regional trade partner. Close to
40 percent of US total trade is
conducted with East Asia alone,
with still more significant growth
promised by the economic liber-
alization in other parts of the con-
tinent such as India. Agricultural
products from Florida now find
their way into the marketplaces of
China, and Tallahassee has estab-
lished foreign trade and invest-
ment offices in Japan, Korea, and
Taiwan. Critics these days wax
poetic about the impact of Asian
cinema on our cultural landscape.
Furthermore, the changes
are by no means confined to
the movement of commodities
and capital. People are on the
move too. In 1996, 27 percent
of foreign-born residents in the
United States were born in Asia.
According to the US Census
Bureau, throughout the 1990s
Florida consistently ranked among
the most popular destinations
for immigrants, and Asians have
been one of the fastest growing

segments of the population. Thus
Florida, together with California
and Texas, is poised to take its
place as one of the fastest grow-
ing states with a diverse popula-
tion during the first quarter of the
twenty-first century. As a leading
public university, we simply owe
it to our students, to say nothing
of our institutional well-being
and reputation, to build a strong
and rigorous Asian studies pro-
gram and to position ourselves to
negotiate successfully this rapidly
changing milieu.
With the support of former
Dean Will Harrison and the cur-
rent Interim Dean Neil Sullivan,
I have been charged with the
responsibility of heading such an
effort. It is both an exciting and
challenging task. I am a historian
of modern China and have just
joined the university this semester.
But I quickly learned that there
are many valuable resources here
from which I can draw. UF has a
distinguished history in regional
studies. There are the examples of
two established centers that focus
on Latin America and Africa
respectively. There is, moreover,
already a core of excellent and
dedicated faculty members in
Asian studies, who have estab-
lished solid pockets of strength in
East Asian languages, literature
and film, and South Asian reli-
With the renewed commit-
ment on the part of the univer-
sity, we can now put into place
a more coherent and systematic

The objective [of the Asian studies program]

is to create a broad and well-coordinated

research and teaching program that will propel

UF to the front ranks of Asian studies, and be

well-equipped to compete for recognition and

support at the national and international level.

plan to build on
what we already
have, as well as
to bring in more
resources, both
human and mate-
rial, to enhance
the program.
The objective, of
course, is to cre-
ate a broad and
research and teach-
ing program that
will propel UF to
the front ranks of
Asian studies, and
be well-equipped to compete for
recognition and support at the
national and international level.
It is my hope that a reinvigorated
Asian studies program will be
instrumental in not only stimu-
lating students' interest in and
understanding of the region, but
also in preparing them to confront
the challenges of the contempo-
rary world in a more critically
informed and confident manner.
To achieve these ends, it
is important that we utilize our
resources in ways that will both
complement our existing strengths
and enable us to explore new
possibilities. In the next several
years, I will work closely with
different departments to bring in
new faculty members in Asian
studies in order to secure the
program's presence in the various
disciplines. Asianists, for exam-
ple, have been particularly under-
represented in the social sciences.
It is a lacuna that must be filled if
we are to construct a robust foun-
dation for the program for years
to come. Similarly, we must also
strengthen our library holdings
on Asian studies materials if we
are to recruit and retain first-rate
scholars and teachers.
Nor will our effort stop at the
doorstep of CLAS. Asian studies
should be able to contribute to
other branches of the university,

CLASnotes February 2001

other colleges-business, law,
education, and others-in a spirit
of collaboration that will hopeful-
ly prove to be mutually beneficial.
Furthermore, the program will
work with a national consortium
on the teaching of Asia at the
K-12 level and serve as the
Florida center for its outreach
effort. As Asian studies becomes
a more significant component of
the curriculum, not only at the
college but also at the K-12 level,
we must take our responsibility as
specialists in the field seriously to
foster its growth.
There are, in short, many
challenging tasks ahead. But with
the enthusiasm and support for the
program evident in so many dif-
ferent quarters of the university,
I am optimistic that Asian studies
will thrive at UE Also, it is in
the nature of an interdisciplinary
program such as Asian studies
to bridge the concerns of and
connect with different constituen-
cies that have an interest in Asia.
Wherever you might be based in
this large and vibrant university,
if your work is related to Asia and
you would like to get in touch,
please feel free to email me at
. I look forward to
hearing from you. %

-Michael Tsin

page 13

G ra nt s through the Division of Sponsored Research

Dept. Agency

Award Title

November 2000 ..................................................... Total $1,295,240

Katritzky,A. CHE GlaxoWellcome
Katritzky,A. CHE Dupont
Katritzky,A. CHE Multiple Companies
Katritzky,A. CHE Multiple Companies
Katritzky,A. CHE Multiple Companies
Kleiman,V. CHE Research Corp
Yost,R. CHE Dynacs Engineering
McEdward, L. ZOO Seaspace Corp
Reitzel, A.

Federal .............$901,012

Sarajedini, A.
Duran, R.
Martin, C.

Scott, M.
Screaton, E.
Hooper, C.
Haynes, D.
Tanner, D.

Sorkin, R.
Tucker, C.
Carter, R.

Lieberman, L.
Jeffers, S.
Schanze, K.
Waylen, P.
Baum, R.

US Navy

US Navy





PSY US Air Force
PSY Agcy Health Care Policy
STA Agcy For Health Care Admin

ANT Komen Breast Cancer Fdtn


Am Chemical Society
Whitaker Foundation
Inter-Am Inst For GCR/IAI
Multiple Sources
Multiple Sponsors

Chemical calculations.
Dupont agricultural products.
Miles compound contract.
Miles compound contract.
Software research support.
Energy transfer and storage in dendrimers.
Quadrupole ion trap mass spectrometer system-fixed price subcontract.
Seaspace scholarship.

A snapshot survey of probable nearby galaxies.
Engineered particulates.
CAREER: time dependent laser-matter interaction.
Nanotubule membranes-fundamentals and applications in electrochemical
energy and stochastic sensing.
Media effect in molecular structure and spectroscopy.
CAREER:tripodal aryloxide ligands: molecular receptors to organometallic catalyst.
Cruise leg 190-Nankai: fluid expulsion from the Nankai accretionary complex.
Atomic physics of hot, ultra-dense plasmas.

164,164 Radiative properties and optical response of high-temperature superconducting
thin-film materials and devices.
72,235 Assessing and improving team decision making.
92,685 Patient-defined culturally sensitive health care part II.
15,400 2001 Sanibel symposium.
65,000 Birth vital statistics: survival low birth weight and morbidity outcomes research.
9,590 Population dynamics of a coral reef fish:an empirical and modeling approach.

112,318 Lifting while we climb: removing barriers to breast cancer treatment for African
American women.
2,017 ACS editorialship.
66,065 Enginering and optical patch-clamp device for single ion channel recording.
26,180 Benefits of incorporating ENSO forecasts into reservoir operation.
15,000 Business and professional ethics journal.
20,952 A survey of individuals that reside in six fishing villages in Florida.

December 2000 ............ .......................................... Total: $4,300,737
Corporate ............$946,921
Dolbier,W. CHE Synquest Laboratories Inc 4,296 Organic synthesis and mechanism.
Katritzky,A. CHE Multiple Companies 3,272 Miles compound contract.
Katritzky,A. CHE Dow Chemical Company 3,490 Dowelanco compounds agreement.
Stewart,J. CHE Great Lakes Chemical Corp 9,000 Yeast enzyme for chiral ketone reductions.
Mitselmakher,G. PHY Fermilab 893,841 US CMS endcap MUON research project-FY 2000.
Korytov, A.
Monkhorst, H. PHY Tri Alpha Energy Inc 19,500 Support for the research and development of the colliding beam fusion reactor.
Osenberg, C. ZOO Springer-Verlag 13,522 Oecologia editorial office.

Guzman, R. AST NASA
Guzman, R. AST NASA
Bartlett, R. CHE US Air Force


page 14

Galaxy mass and the rate of the ISM in candidate proto spheroidals at Z-0.2-0.4.
The fundamental plane of cluster dwarf ellipticals.
Metastable molecules: theory development, implementation, and application.

CLASnotes February 2001


: '. : .
Kennedy, R.

Martin, C.
Martin, C.
Richards, N.
Binford, M.
Binford. M.




Mossa,J. GEOG
Martin, E. GEOL
Screaton, E. GEOL
Pleasants,J. HIS
Avery, P. PHY
Avery, P. PHY
Hagen, S. PHY
Mitselmakher, G. PHY
Avery, P.
Mitselmakher,G. PHY
Nomerotski, A.
Ramond,P. PHY
Sikivie, P.
Sabin,J. PHY
Stanton,C. PHY
Trickey, S. PHY
( : H.
Spector,A. PSY
Spector, A. PSY
Jimenez, R. RLL
Carter,R. STA
:: :. : STA
Shuster,J. STA
.... ,ZOO
Bolten, A.
.... ,i: : ZOO
Bolten, A.
Evans, D. ZOO
Osenberg, C. ZOO

Oliver Smith,A. A
Dermott, S. A

Bowes, G. B
Reynolds,. C
Richards, N. C
Mueller, P. G
Baum, R. P
... .. G S
1: ::. C. Z

160,462 Investigation of room temp. ionic liquids as ... .. .....' :: benign solvents.
167,808 Role of glutamate release ABD metabotropic autoreceptors in
actions of cholinomimetic agents.
213,196 Synthetic nanotubule i i sequencing membrane.
58,858 : i .'.. .. of nanotube-based technology for stochastic chemical sensors.

US Air Force
Water Management Districts
US Army

! Districts

Water : : :






US Navy

181,092 Controlled redox and electrical properties in polyheterocycles.
202,650 Florida's training for all ... .. -.: Arts teachers.
48,000 Aerial photography .: .. management and database services.
71,357 '. !. :: .I aspects of alternative futures for the context region of the Marine
Corps base Camp Pendleton.
30,000 ". : :. i for collection, verificaiton and .i :. : the public water supply.
62,964 Investigation of North Atlantic deep water population over the past 25,000 years.
20,968 Cruise leg 190-Nankai: fluid expulsion from the Nankai P. .- .... Complex.
16,957 Oral history of the Florida ecosystem restoration project.
14,000 Task S: computer :' ::: for research in theoretical and experimental high
energy physics.
113,500 Task B: research in theoretical and experimental elementary particle physics.

75,600 Novel inhibitors of ::. : i aspartic proteinases.
12,150 i ..... .. ; monitor detector development for the CDF experiment.

61,200 Task H: experimental research in collider physics at CDF.

142,400 Task G: experimental research in collider physics at CMS.

86,810 Research in hadron collider physics.

104,030 Research in theoretical elementary particle physics.






Media effect in molecular structure and spectroscopy.
Optical and terahertz response of spins in magnetic Ill-V semiconductors.
I:. :i. speed computing and virtual :.' machines for visualization of molecular
systems and semiconductor surfaces.
Functional organization of peripheral gustatory system.
.' evaluation of taste function in mice.
Language instruction: foreign language across the curriculum.
Educational data warehouse assessing student gains and teacher effectiveness.
Minimal residual disease in childhood acute lympho-blastic leukemia.
Minimal residual disease in .:.: ..i acute l -I .: i-. : :. leukemia.
Evaluation of recovery of seagrass ecosystems post-grazing.

27,696 Effects of sustained grazing on seagrass ecosystems.

154,981 Paracrine control of fish .:i function.
9,615 Effects of predators of :.': .. life-history on the population dynamics of
: :: treefrogs.

NT Intermed Tech Dev Group
ST Miscellaneous Donors

Miscellaneous Donors
Miscellaneous Donors
Oxalosis & Hyperoxaluria Fdtn
Multiple Sponsors
Multiple Sources
Am Soc For ( .. -:. Control
UF Foundation


11,732 ENSO disaster risk management in Latin America.
7,040 ;" I F Institute OFT i.:. : : i. i .: Fellowship in astrophysics and
space technology.
5,000 Unrestricted Donation.
15,000 Unrestricted donation : :
60,869 Expression and characterization of oxalate decarboxylase.
31,690 Multiple sponsors-non federal.
10,000 Business and professional ethics journal.
7,589 Editorial office for thejournal of :.. : .... .
40,605 MacArthur Fdtn,John D and Cath Uf Foundation account for CS I- :.

CLASnotes February 2001

.. :.. 1 5

UF at a Glance:

* Approximately 1,000 UF stu-
dents study abroad each year
in 57 countries ranging from
Antigua and Lebanon to Tanza-
nia and Greece.

* UF has reciprocal and coop-
erative agreements for inter-
national study in 59 countries
with 165 universities.

* The most popular country for
students studying abroad in
Europe is Italy; in Africa, South
Africa; in South America, Brazil;
and in Asia, Japan.

International Facts

* Approximately 2,000 interna-
tional students, or 5% of the
student body, representing
over 100 countries, are enrolled
at UF.

* UF hosts approximately 1,000
international faculty and
research scholars each year.

* The top three continents with
international students at UF,
listed with percentage of UF
international population, in Fall
2000 were: Asia (61%), Europe
(15%), and Africa (4%).

* In Fall 2000,410 students from
India were enrolled at UF, more
than from any other country.
China and Korea were second
and third,with 385 and 302
students respectively.

* There are 43 international
student organizations at UF
including Club Creole, the
Khmer Student Organization,
and Latinos en Acci6n.

* 25 foreign languages are
taught at UF ranging from Ara-
bic and Xhosa to Swedish and
Haitian Creole.

Sources: UF International Center website, UF 2001 Undergraduate Catalog

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College of Liberal
Arts and Sciences
2008Turlington Hall
PO Box 117300
Gainesville FL 32611-7300

CLASnotes is published monthly by the College
of Liberal Arts and Sciences to inform faculty
and staff of current research and events.

Interim Dean:
Contr. Editor:
Copy Editor:

Neil Sullivan
Laura H.Griffis
Allyson A. Beutke
Jane Dominguez
Bill Hardwig

Jane Dominguez: p. 2-7, p. 11 (Jett), p. 13
Jane Gibson: p.11 (Colburn)
Courtesy Carl Bredahl: p. 8 (Bredahl)
Courtesy the Conner Family: p. 12
Courtesy Bonnie Mioduchoski: p. 8 (Mioduchoski)
Courtesy Thy Nguyen: p.10 (Nguyen)
Courtesy Marcin Pachcinski: p.9 (Pachcinski)
Courtesy Bernard Uadan:p.9 (Uadan)

CLASnotes February 2001

page 16