NAUA Publication of the Center for International EducationSpring 2013

GLOBALThe old adage – think globally, act locally – applies not only to individual acts of environmental responsibility, but it also aptly describes the behavior of the climate system. Like the atmosphere that envel-ops our planet, Earth’s climate is a fully coupled global system, but it’s the small-scale features of climate that most directly influence human and ecologic systems. To understand how changing climate affects a particu-lar region requires both a global view of the climate system and the collective local knowledge of collabo-rating scientists from around the world. Earth’s climate is determined by the amount of incom-ing and outgoing radiation. Long-term cycles in the Earth’s orbit, fluctuations in the Sun’s output, and changes in the concen-tration of greenhouse gases alter the Earth’s energy balance globally. The impact of these global-scale changes are not felt uniformly around the Earth because the atmosphere, oceans, and other components of the cli-mate system distribute the energy imbalance in ways that take a geographically coherent perturbation and jumble it into a spatially complicated response. Cli-mate scientists endeavor to better understand how modifications to the global energy balance, such as a changing greenhouse effect, are manifested in cli-mate changes at regional scales. In recognition of its importance in understanding climate change, the next comprehensive assessment report by the Inter-governmental Panel on Climate Change (IPCC), to be released this fall, will feature increased attention to regional-scale impacts.

As a climate scientist with a geoscience bent, I study how Earth’s dynamic climate system has previously translated past glob-al changes into regional impacts. My piece of the global puzzle is primarily in Alaska where my students and I tap natural archives of past climate, mostly by probing sediments captured in lakes, to study how and why climate fluctuates on timescales of decades to millennia. Like the proverbial blind man struggling to fathom an elephant by feeling a single appendage, my results from Alaska make most sense when placed into a larger geographic context. To achieve this broader perspective, I collaborate with sci-entists internationally to summarize information from around the Arctic and globally. During my sabbatical last fall, I was a visiting scientist with “Past Global Changes” (PAGES), a core project of the International Geosphere-Biosphere Program. From its head-quarters in Switzerland, a classic center for international diploma-cy, I could engage an international group of scientists in compiling local-scale data of past climate variability into a global synthesis. I discovered that scientists from other countries are ahead of Americans in aspects of climate science, and that they keep this lead in a field whose communication is dominated by English, a foreign language for them. This was one of my many humbling global-learning lessons.

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Graduate students at Emerald Lake near Homer, Alaska image the sediment below the lake floor

Climate Change Research is Global Researchby Prof. Darrell Kaufman

At the height of the colo-nial era, it was the power-ful nation-states that set the gold standard for what mattered in terms of commodi-ties, services, or even cultural prac-tices. In terms of fashion, for ex-ample, it was the three-piece suit and top hat that came to represent the impeccably dressed man, even in the sweltering heat of the tropi-cal island colonies. In terms of mu-sic, it was the operas, the sonatas, and the arias of the imperial court that constituted civilized tastes. Systems of government claiming to be more democratic replaced indigenous sys-tems that were in use for generations and in their own ways, often more responsive to community needs. For many colonized people, the system of worship changed as the “God” of the colonial power asserted greater legitimacy over indigenous religious practices, which were marginalized and even deemed suspect. The truth is that this formulation, where the more powerful establishes what is normative and the less pow-erful seek to emulate these norms, predates colonialism by hundreds, even thousands, of years. More insid-ious has been the idea that there was nothing that the strong could learn from the weak, and that if the less

powerful were to ever reach heights of greatness, the only course avail-able was to follow the example of the more powerful. In this post-colonial era, however, nations have greater agency over their affairs, at least in principle. The dominant economic system of our time has created more wealth than at any other time in

Rebecca Deadmond, Assistant EditorNAU Global features the work of faculty to internationalize the curriculum and the campus; it is published twice yearly by the Center for International EducationNorthern Arizona UniversityPO Box 5598Flagstaff, AZ 86011e-mail: cie@nau.eduweb: http://international.nau.edu/Tel: 928-523-2409 Fax: 928-523-9489

Harvey Charles, Ph.D., Editor

NAU GLOBAL

2 NAU GLOBAL Spring 2013

FROM THE VICE-PROVOST

By Dr. Harvey Charles

NAU GLOBAL Spring 2013 3

history. Technology has made more knowledge accessible in our cell phones than might have been avail-able in the largest library in Europe a mere 200 years ago. Might it finally be possible to consider, at this histor-ical moment, that how we determine what is acceptable or desirable or normative should be more in terms of what is better for human survival and well-being and less about where it comes from or who its chief advo-cates are? Let’s consider, for example, that many communities in Australia, New Zealand, and many cities in Europe are organized to make it easier and even preferable to walk or bike to stores, restaurants, leisure activities, and other services. Not only is this arrangement better for individual health, but it promotes a stronger sense of community and cuts down on the use of fossil fuels. We can learn from this.

I was reminded of my own epiph-any during this past winter interses-sion (December 15, 2012 to January 12, 2013) when my “day job” as a pro-fessor of biological sciences took me to the Indo-Pacific island of Saipan, a chunk of ancient coral reef about the size of Flagstaff (44 square miles), covered with dense jungle, steeped in Micronesian and World War II his-tory, surrounded by turquoise lagoons and offshore islands, perched on the lip of the deepest oceanic trench in the world, and located within the Commonwealth of the Northern Mariana Islands (CNMI). Where you ask? The island of Saipan is more than 1,600 miles east of Manila, nearly 1,500 miles south of Tokyo, over 1,400 miles north of Sydney, and a whopping 6,311 miles west of Northern Arizona Univer-sity. Needless to say, I was a long way from home for the holidays.(continued on page 16) (continued on page 16)

That We Can Learn from Others: A Less Audacious Notion in an Age of Globalization

Yet I can say without reserva-tion that my recent global learning experience in Saipan was one of the most important I have ever had for solidifying my conviction that field courses in exotic habitats are what turn students into professional bi-ologists. I was vividly reminded why I do this stuff. More importantly, I had the chance to be part of a course now available to NAU students that is the most outstanding I have ever seen for deepening the knowledge and skills of undergraduates, in basic biology in general and in conserva-tion biology in particular. With my colleagues Drs. Rus-sell Benford and Nashelly Me-nenses—the first on Saipan as the CNMI director of fish and wildlife, and the other an academic instructor at NAU—I co-taught the first-ever offering of BIOLOGY 480, Tropical Demography and Dynamics, a new four-credit field course now available to advanced undergraduates at NAU. This year’s inaugural class consisted of a dozen undergraduate students seeking careers in conservation bi-ology. Together, we embarked on an adventure that, to say the least, has

A Radical Epiphany About Student Preparation in Biological Sciences

in an age of globalization, we are compelled to collaborate

with and learn from others

By Prof. Stephen M. Shuster

Or the case of Costa Rica, where millions of hectares of land have been converted into national parks, allowing for the flora and fauna to be preserved, and in the process, staving off unbridled development, protect-ing the ecosystem, supporting a vi-brant tourism industry, and enabling future generations to enjoy the abun-dant gifts of nature. We can learn from this. The “Occupy” movement that blossomed in various cities across the United States in 2011 and is argu-ably the most forceful and visible social response in the United States to the Wall Street–led Great Reces-sion of 2008 is viewed by many to have drawn its inspiration from the Los Indignados in Spain and even from the Arab Spring. Fighting back against corruption and the most se-vere austerity program since the rise of the Euro, Los Indignados showed that ordinary people can have agency in determining the economic cir-cumstances in which they live, and even if the change they seek is not achieved overnight, articulating their demands through mass protests can be incredibly empowering and in-spiring. Might we be learning from this? Vanda Shiva’s authorship of the Declaration on Seed Freedom1 and her work among the poor and mostly rural farmers in India have offered the world a compelling model that can be appropriated to fight against corporate domination of the very things that are central to human life

Busy professionals seldom take time to remember why they have chosen their life’s work. A lucky few can point to a single experience that changed the way they see the world.

the Island of Saipan

changed forever the way I view biol-ogy education, and has transformed, from dreams to real-life experiences, these students’ paths toward their fu-ture careers. The goals of this winter course are to familiarize students with general concepts and techniques in tropical field ecology. These goals are achieved by surveying species and phenomena that characterize tropical marine and forest ecosystems. The course intro-duces students to basic sampling and experimental procedures, and emphasizes data analysis and pre-sentation techniques that exemplify best practices for future careers in conservation and wildlife biology. A six-credit spring course, BIO 467, continues this theme, except that students are charged with developing their own research projects, in antici-pation of future graduate careers or employment with government and conservation agencies. Local exam-ples of such organizations on Saipan include the CNMI Department of Fish and Wildlife, Conservation In-ternational, and the National Oce-

Founded in 1954, the enormous CERN literally straddles the border between France and Switzerland, close to Geneva. The 12 found-ing states were Belgium, Denmark, France, the Federal Republic of Germany, Greece, Italy, the Neth-erlands, Norway, Sweden, Switzer-land, the United Kingdom, and Yu-goslavia. Today there are 20 member states, with four more working to-wards membership. There are also “observer” states and organizations that are currently involved (includ-ing the United States), and many more non-member states with co-operation agreements. “Some 10,000 visiting scientists from over 113 countries – half of the world’s particle physicists – come to CERN for their research.”

The basic tenet of Big Science is that the equipment has become too expensive for any one country to finance. International collabora-tions are the only way to fund these projects. Another example is the Gemini Observatory, a pair of twin

4 NAU GLOBAL Spring 2013

top: a view of the Atlas Detector, a cathe-dral-sized component of the Large Hadron Collider at CERN. At bottom: looking down the DNA helix, the molecule whose sequence for the human species is the goal of the gigantic cooperative effort of the Hu-man Genome Project.

By Prof. Kathy Eastwood

It may take a village to raise a child, but it takes interna-tional cooperation to dis-cover an elusive elementary particle. The recent discov-ery of the Higgs boson, the missing cornerstone in the current model of elementary particle physics, was made at CERN, the Conseil Euro-péen pour la Recherche Nu-cléaire, or European Council for Nuclear Research.

Another aspect of Big Science is that by their very nature, some data must be obtained globally and continually. An example of this is IRIS, the In-corporated Research Institutions for Seismology. Although started as a project in the United States, funded by the National Science Foundation, this project has become international in nature, with over 100 universities or academies listed as Foreign Af-filiates. These members do not pay to belong, but serve as collaborators in the various countries where the seis-mic data are monitored.

Scientific research is no longer the work of one person working alone. Making progress in basic research now takes decades of work by large numbers of investigators, usually in international collaborations. Stu-dents currently studying science should plan on becoming part of this global village of scientists.

Kathy Eastwood is professor of physics and astronomy

Sourceshttp://home.web.cern.ch/http://www.gemini.edu/http://genome.wellcome.ac.uk/http://www.iris.edu/

BIGSCIENCEIn the Age of Globalization

(continued on page 17)

discovered using the Large Hadron Collider (LHC), a particle accelera-tor at the Conseil Européen pour la Recherche Nucléaire (European Council for Nuclear Research, or CERN) in Geneva, Switzerland, by a team of scientists from 39 different countries. LHC is the only facility on Earth that can attain the energies needed to produce evidence of the Higgs boson.

By Prof. Paul Keim

Spring 2013 NAU GLOBAL 5

left: The author standing next to an out-crop of rock melted during the formation of the 300-km-diameter Vredefort impact crater, located near Johannesburg, South Africa. Vredefort is the largest and oldest (2.023 billion years old) confirmed impact crater on Earth.

Physics, Astronomy, and Global Engagement: They All Go Together telescopes each 8.1 meters in diam-

eter, located in both the northern hemisphere (Hawaii) and the south-ern hemisphere (Chile), so that the entire sky can be observed. Gem-ini was built and is operated by the United States, Canada, Chile, Aus-tralia, Argentina, and Brazil. Each of the countries contributes part of the operating budget, and astronomers in each of the countries can apply to use the telescopes. Another example of Big Science is the Human Genome Project, which has been called “the largest international collaboration ever undertaken in biology.”

Physics and astronomy students quickly learn that the light we see is only a small portion of the total range of energies that radi-ation can display. Only by observ-ing in all regions of the electromagnet-ic spectrum (radio waves, microwaves, infrared, visible, ultraviolet, X-rays, and gamma rays) are we able to obtain a complete view of the universe around us. The same is true on the earthly scale—only by collaborating with our international colleagues, utilizing their scientific facilities, and exploring geo-logic features within their boundaries can we make the discoveries that help us understand our universe.

Astronauts often comment about how their viewpoint of Earth changes after they have seen our home planet from space. Earth seen from this per-spective does not display lines des-ignating the boundaries of different countries, which emphasizes that we are all citizens of just one small planet in the vastness of the universe. Sci-entific advances also are not limited by political boundaries, and interna-tional collaborations are common, es-pecially in these days of “big science” and shrinking national budgets. The recent discovery of the Higgs boson, an elementary particle that helps ex-plain why other particles have specific masses, is just one example of the in-ternational nature of today’s scientific investigations. The Higgs boson was

By Prof. Nadine G. Barlow

My research is in the field of plan-etary science, and specifically, I study the geologic evolution of planetary and satellite surfaces throughout our solar system. My research focuses on impact craters created from collisions with space debris and what these cra-ters can tell us about formation ages, erosional processes, and subsurface structure of planetary bodies. My investigations use data from vari-ous spacecraft missions, including not only the U.S. NASA missions but also those launched by Europe, India, Japan, and Russia. Since I am (as yet!) unable to personally visit the features that I study on other planets, I instead travel to locales on Earth to study analogous geologic features, which help me better understand what the characteristics of craters on other planetary bodies imply about their formation and evolution. I do not have to travel far to study the best-preserved impact crater on Earth—Meteor Crater—which is located about 30 miles east of Flag-staff. However, Meteor Crater is a very small (about one mile in diam-eter) and very young (about 50,000 years old) impact crater and does not represent the entire range of features seen in craters of different sizes and ages. I therefore have traveled to Australia, Canada, Germany, Mex-ico, and South Africa to visit larger and older impact craters and to gain knowledge from crater experts in those countries. Impact craters are not the only geologic features where

The 27-km-diameter Tooting Cra-ter is one of the youngest large craters on Mars. The “fluidized” appearance of the ejecta blanket surrounding the crater is the result of melting of sub-surface ice during crater formation.

“How do we come to know about the world we live in? I often ask my students this ques-tion. The first source they mention is usually direct senso-ry experience, what they have personally seen, heard, felt, smelled, or tasted. When I ask them next to estimate how much of their knowledge comes from this source alone, their guesses are remarkably high, often more than 50 percent. Next, I ask them how many of the close to 200 nations that exist they have personally visited. For most U.S.-born stu-dents, the number is but a handful, if any. A great way to increase a student’s knowledge of the world is to increase their limited sensory experience of other nations and cultures by taking them there, through study abroad and exchange programs. There is no real substitute for such grounded experience in getting to know other ways of being. But no matter how extensive such programs are, the fact remains that the vast majority of what we know about

6 NAU GLOBAL Spring 2013

(continued on page 19)

Global Media for a Globally Literate Citizenry

By Prof. Jon Torn

NAU GLOBAL Spring 2013 7

Global Violence Against Women: Why Should We Care?

My intent is to get their attention, to rope them into the debate, perhaps to give them a reason to care. If we cannot recall a loved one affected by domestic violence, the media are quick to provide a famous alternative, often carrying lurid photographs of celebrity women bruised, battered, and wounded by husbands and lovers. Rihanna comes to mind, as does Nicole Brown Simpson, for those who remember her. But what of female victims of domes-tic violence farther afield, from different parts of the globe? We have some tenta-tive research to help interpret what this violence might mean. Any interpretation has to explore more than the mere acts of violence, and examine the specific his-torical and cultural contexts within which it occurs and what it means to people in that culture. Therefore, comparing various acts or forms of violence against women across cultures and time proves very dif-ficult. Many researchers have noted that some acts defined as domestic violence in the U.S. may be seen as ways of “disciplin-ing” wives in other parts of the world for failure to cook or perform other work, or for immodesty or infidelity. The extent to which cultures appear to deem it acceptable to use violence against women in the home differs markedly. For example, research among a representa-tive sample of Egyptian women aged 15–49 years found that 86 percent said it

By Prof. Neil Websdale

(continued on page 8)

the world will come, as a matter of necessity, from sec-ond- or third hand-information, that is, through the media. One of the points of this mental exercise I go through with students is to make them realize how dependent they are on the media for their knowledge about most things that exist on a global scale. By ac-knowledging that fact, we can begin to appreciate how increasing our study of global media might enhance our global awareness exponentially. The history of our modern world is in a real sense the story of the rapid growth and development of new ways of sharing global information. A vast army of in-vestigators has devoted countless pages to examining the social and historical impacts of media develop-ment (my own work looks at the relationship between daily newspapers and citizen identity in the early British Empire). Although this process has often been seen as driven by the West, this is not the whole story. Dilip Parameshwar Gaonkar has promoted the idea of “alternative modernities,” an acknowledgment that “modernity always unfolds within specific cultures or civilizations, and that different starting points of the transition to modernity lead to different outcomes.”1 In each case, these “modernities” involve cultures be-coming aware of themselves as one culture among many, with the attendant identity crises and opportu-nities for reflection and revision that follow such rev-elations. It is that encounter with other cultures, first through direct contact but more broadly through the mass availability of mediated representations, that en-ables this process. While modernity has its critics, most would agree that the global awareness that underlies modernity is a good thing. It leads us to acknowledge difference while searching for cosmopolitan solutions to prob-lems that cross national boundaries. Even the concept of “American exceptionalism,” which gets so much lip service today, would not be conceivable without the tacit acknowledgment of a global culture to which the U.S. is purportedly an “exception.” Unfortunately, ex-ceptionalism can also lead to discounting or ignoring other cultures, a potentially fatal mistake in our rapidly shifting multilateral world. It can also lead to distor-tion and misrepresentation in how other cultures are depicted, which is why an appreciation of the media’s influence must go hand in hand with media literacy and a critical perspective.Many of my students are keenly aware that they lack reliable media sources on global issues, as U.S. news organizations slash foreign offices and correspondents. Some students look to al-Jazeera English for a less pa-rochial perspective on world events, having positively

was acceptable for husbands to beat their wives “in certain circumstances.” Comparable research in the U.S. and Canada reveals much lower tolerance for such violence, somewhere in the region of 16 percent and 6 percent, respectively. Numerous population-based stud-ies from around the world indicate that high proportions of women re-port being physically abused by an intimate partner at some point in their lives. In the U.S., 24 percent of women report severe physical vio-lence by an intimate partner in their lifetime (CDC, 2011). The World Health Organization studied the extent of physical and sexual inti-

When I talk with audiences in the U.S. about domestic vio-lence, I occasionally ask them to imagine someone close to them, such as their sister, mother, aunt, or daughter, as the victim of long-term violence, sexual humiliation, emotional degra-dation, and tyranny.

One Billion Rising flashmob, Italy, 2013.

Giulio Magnifico

mate-partner violence against women from 15 diverse sites in 10 coun-tries: Bangladesh, Brazil, Ethiopia, Japan, Namibia, Peru, Samoa, Serbia and Montenegro, Thailand, and the United Republic of Tanzania. Among these sites, 24,097 women completed interviews about their experiences of violence. On average, between 1,172 and 1,837 interviews took place per site, except in Ethiopia, where re-searchers interviewed 3,016 women. The proportion of women report-ing either physical or sexual violence by a partner, or both, ranged from 15 percent in Japan to 71 percent in Ethiopia. At most of the sites, women reported more physical violence than sexual violence, although in Ethiopia, Bangladesh, and Thailand, women re-ported a higher prevalence of sexual than physical violence. Generally, respondents from more industrialized settings, where wom-en’s economic and political empow-erment was greater, reported lower levels of physical and sexual violence. Researchers also note higher levels of wife beating in societies where men control the fruits of family labor, men have the final say in domestic decision making, women do not band together in exclusively female work groups, and where divorce is more difficult for women than for men. Significantly, levels also appear higher in war-torn societies and those with a warrior ethos. The existing survey data help us grasp the sheer magnitude of the problem of global violence against women. They do not tell enough about what that violence means in each cul-ture, or how seriously it is taken, or how societies and communities re-

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In the late Bronze Age, sometime be-tween 1650 and 1525 B.C., there was a catastrophic eruption of the Grecian volcano Santorini, causing the island to partially sink into the Aegean Sea. The eruption is thought to be the source of the legend of Atlantis, where in 360 B.C., Plato wrote of a city that sank into the sea in a “single day and night of misfortune,” an un-derstatement if there ever was one! Before the eruption, the island of Santorini was effectively a Minoan outpost. The area is often referred to as the “Cradle of European Civiliza-tion”; the Minoans lived on the is-land of Crete, 120 kilometers to the south of Santorini, and were a great economic power in the region. Ar-chaeological evidence shows that the Minoans traded overseas with Egypt and Sicily, and made major innova-tions in architecture, pottery, and ag-riculture. NAU GLOBAL Spring 2013 9

Following the Santorini eruption, more than 5 centimeters of ash fell on Crete and other islands in the Ae-gean Sea (as well as Turkey), leading to agricultural damage and perhaps famine. Eruption-related earth-quakes caused widespread damage to major Minoan settlements. Volcanic-induced climate change might have first caused catastrophic rains and flash flooding, and then drought and global cooling in the years after the eruption. Volcanic collapse generated a tsunami that likely inundated Mi-noan harbors and coastal communi-ties on Crete, leading to widespread flooding and fire. The devastating ef-fects of Santorini’s eruption are now believed to have contributed to the downfall of the Minoan civilization. The eruption is a classic example of how geologic disasters can lead to the destruction of even the most ad-vanced civilizations.

By Prof. Lisa Skinner

above: the islands of Thera, Therasia, and Aspronisi outline the approximate shape of Santorini volcano, before it partially col-

lapsed into the sea. The Kameni Islands were built by more recent volcanic activity (last

eruption was in 1950).

The global geological record indi-cates that an eruption of the magnitude and scale of Santorini occurs once every 200 years. The most recent of these cat-aclysmic eruptions occurred about 200 years ago, in 1815, when Tambora vol-cano in Indonesia exploded, killing all but 26 of the 12,000 people who lived on the island. After that eruption, aver-age temperatures in Europe and New England fell 1 to 2.5 degrees Celsius, and 1816 became known as the “year without a summer.” With the current global population exploding and the fate of nation-states increasingly inter-connected and interdependent, what lessons can we learn from the geologic record that will mitigate the impact of future disastrous eruptions? In the case of Santorini, for example, we know that the Minoans abandoned the is-land before a critical phase of the erup-tion buried (and preserved for future posterity) their settlement. Did they respond to the warnings of frequent low-magnitude earthquakes generated when magma rises beneath a volcano? Where on the island would have been safe from hot avalanches of volcanic rock, hot mudflows, or ash fall?

Ancient Global Disasters*

8 NAU GLOBAL Spring 2013

Santorini today

and the Lessons They Teachfor a Modern Age

spond to it. It is a mistake to think that among so-called developing nations there is widespread acceptance of lethal and near-lethal violence against wives and female partners. Extreme, life-threatening, and lethal violence against wives and female partners is widely condemned across the globe. Intimate-partner violence is just one manifestation of global violence against women. There are other forms, simi-larly disturbing, far too numerous to explore in this short article. Again, we might ask, Why should we care? What difference does it make if a woman forced into prostitution in Cambodia is beaten to a pulp for refusing to please the customers or trying to escape? Is it really our concern if a man burns his bride to death in India because her dowry was insufficient? Is it our busi-ness if somewhere between 60 and 100 million women have perished primar-ily because they are female, less valued than their male peers, and consequently denied the same health care and other necessities, particularly in early life? (Nobel Prize–winning economist Am-artya Sen calls these “missing women”). Ought it really concern us that UN re-search estimates that three million girls have their clitorises cut in Africa each year, mostly in Muslim cultures? The list goes on: mass rapes in times of war and genocide, famous most recently in countries such as the Congo, Darfur, and Sierra Leone; and honor killings, largely confined to Muslim countries in the Middle East, and involving not just husbands but extended kin, in-cluding significant numbers of victims’ mothers-in-law as perpetrators? Even expressing concern about these practices can get you into trouble, espe-cially on university campuses. So before I go on, let me be clear. The U.S. evinces much violence against women, includ-ing honor killings. Gender inequality persists here, too. Women comprise

only 18 percent of the members of the 113th Congress. According to the World Economic Forum’s Glob-al Gender Gap Report of 2010, the U.S. ranked only 19th in terms of gender equality. Even if we acknowl-edge the U.S. has a long way to go to achieve gender equality, there are still those who would condemn any criti-cism of cultural practices elsewhere as judgmental and dangerous, part of a much more insidious and patron-izing Western attitude toward the condescendingly named “developing world.”

Others would challenge the ap-propriateness of lumping together domestic violence, genocidal mass rape, genital cutting, sex selective abortions and infanticide, bride burnings, and honor killings as an ideological sleight of hand. Worse still, that hand is often a white West-ern hand. That same hand brought us modern slavery and all its horrors and the cult of the individual, and with them a plethora of mental-health disorders, consumer culture, and fast-disappearing polar bears that increasingly drown in ice melt

(continued from page 7)

(continued on page 19 )

as a result of global warming. But are we to be frozen like arctic ice in the face of such arguments about cultural relativism or is there a space to ex-press concern? To care, maybe even a little, or a lot? Consider the following and decide for yourself if you care. Where wom-en have more control over their lives, enjoy more access to education, work for wages, control their own fertility and bodies, have political, civil, and economic rights, and are less subject to male violence, the more likely they are to have fewer children, contrib-

ute to gross national product, and help build the wealth, prosperity, and sustainability of nations. It is no acci-dent that much of the economic de-velopment in South Asia, particular-ly in coastal areas in southern China, has happened in large part because women have moved into the labor force from more traditional forms of family-based production. Reducing long-standing patterns of gender in-equality taps many more of women’s talents and everyone benefits. We know such developments can come

One Billion Rising flashmob, Brazil, Al Maia. One Billion Rising is a global violence against women awareness event utilizing flashmobs that performed on February 14th, 2013

(continued on page 18) (continued on page 19)

Spring 2013 NAU GLOBAL 13By Prof. William Grabe

Growing up in Taipei City with a popula-tion of more than 2 million people, I chose Forestry as my undergraduate major to provide me with opportunities to work in natural environments and escape the crowded city. When I came to America to work on my doctoral degree in Forest Economics, the idea of determining financially optimal forest management regimes fascinated me. I started my research on pri-

Since my employment with NAU, my research scope has included the economics of fire hazard reduction treatments, and my targeted forestland ownership has extended to Native Americans and the federal govern-ment. I believe that using a cost-effective, market-based approach to provide economic incentives for offsetting carbon emissions through conducting fuel reduction treatments (see picture 1) will ultimately create income opportunities for land managers while mitigating cli-mate change. Poverty and high unemployment rates affect Native Americans at disproportionately high lev-els. As such, many of them may benefit from carbon se-questration revenues in a well-established carbon credit market if fuel reduction treatments are conducted to re-duce carbon emissions from wildfires. This management practice will not only decrease the threat of destructive wildfires to their forests but also will provide income opportunity, generate regional output and employment, and increase the standard of living for tribal communi-ties. Therefore, I have studied the economic value of marketing carbon credits from restored forests on the Navajo Nation’s tribal forests. A similar approach was later applied to the research topic of carbon credit pos-sibilities and economic implications of fuel reduction treatments on the Apache and Sitgreaves National For-ests. It has been demonstrated that including carbon

Blending Forest Economics and Natural Resource Management for a Safer and More Sustainable World

Fuel reduction treatment and timber harvest on Coconino National Forest

By Prof. Ching-Hsun HuangBy Prof. Fred Summerfelt

Aerial view of severely burned watershed in Schultz Fire perimeter

vate forestlands in the Southeast with a focus on timber production, and gradually I realized the importance of incorporating carbon sequestration into forest manage-ment planning as a climate change mitigation strate-gy. It was my ambition to design guidelines for forest management and financial returns to assist private for-est landowners in maximizing their carbon storage and economic gains based on each individual’s forestland site quality and alternative rate of return. This approach was later funded by the Department of Energy, which was aiming to enhance terrestrial carbon sinks. Addi-tionally, during my first faculty appointment in south-ern Texas, I was able to apply this optimization concept of resource utilization and extend my research scope to northern bobwhite quail management and habitat con-servation for this species.

The United States Patient Protection and Affordable Care Act, signed into law in March of 2010, greatly ex-pands oral health care to eli-gible individuals and calls for dental health-care providers, utilizing new and innovative methods, to work in under-served areas with underserved populations. Prior to the 2010 fed-eral health-care reform, the Surgeon General’s 2001 report on oral health found vastly disproportionate avail-ability of oral health care among certain American populations. Since 2001, the increasing elderly popu-lation, the rising number of ethnic minority and immigrant popula-tions, and the professional health-care isolation present in many rural communities have only added to the burden of providing oral health care for our ever-diversifying and already undertreated population. Lack of service for all will be exacerbated by the facts that, over the next decade, for every dental school graduate two dentists will retire, and burdensome administrative requirements make it difficult to enroll dentists as Medic-aid providers. In 2004, the Arizona Legislature approved a statute allowing qualified dental hygienists to enter into an af-

Teledentistry and the Possibilities for Global Dental Care

filiated practice relationship with a dentist to provide oral-health-care services for underserved populations in public health settings. In addition to providing all the preventive and educational services within the scope of their licensure, properly trained dental hygienists can digitally ac-quire and transmit all diagnostic data to a distant dentist for triage, diag-nosis, and patient referral. Northern Arizona University’s Dental Hygiene Department has developed training for and successfully demonstrated a teledentistry-assisted, affiliated prac-tice dental-hygiene model, which has the advantage of digitally linking all physically separated members of a teledentistry team to meet the feder-

al government’s call for an alternate dental-health-care workforce. Teledentistry is a developing area of dentistry that integrates electronic health records, telecommunications technology, digital imaging, and the Internet to link dental provid-ers and their patients. To develop the teledentistry-assisted, affiliated practice dental-hygiene workforce model, and add teledentistry skills to its curriculum, the NAU Dental Hy-giene Department acquired portable digital diagnostic data equipment, including handheld X-ray generat-ing units, intraoral digital cameras, digital X-ray film scanners, dental office management software, and digital imaging management soft-ware. All of the teledentistry equip-ment chosen integrates seamlessly, and has proven to be successful in both local and remote applications of teledentistry-assisted, affiliated prac-tice dental hygiene. As part of NAU’s dental hygiene curriculum, students are trained to operate the teledentistry equipment and to train interested individuals to become members of digitally en-hanced dental teams. To master their skills, NAU students participate in a number of local and remote teleden-tistry projects providing oral-health-care services for underserved popula-tions. One of the remote events, the Kaibab Health Fair, managed by the Kaibab Band of the Paiute Indians, highlighted the specific advantages

By Prof. Fred Summerfelt

Students working at a remote location with hand-held X-ray generating unit

Student using an intraoral camera at a remote location visit

NAU’s Department of Global Languages and Cultures and the Center for International Education have partnered to develop a new study abroad pro-gram for Spanish students and faculty in Costa Rica. This is NAU’s first fully managed pro-gram overseas. NAU has its own quarters on the campus of the Uni-versidad Fidélitas, a private insti-tution in San José, Costa Rica. Stu-dents and faculty are not guests on the Fidélitas campus; rather, we are part of the university community. We enjoy our own classrooms, and facul-ty serving NAU students have offices and support facilities. It goes with-out saying that having a home away from home creates an academically and culturally rich experience for all. This autonomy and integration into a Costa Rican university ultimately leads to a better learning experience.

An NAU-managed learning community abroad affords many ad-vantages. The biggest advantage for Spanish students is that mountain-campus faculty and Center for In-ternational Education staff and advi-sors will be able to coordinate with our people in Costa Rica. Together, we will manage course offerings and degree plans for students of all interests, whether they are complet-ing liberal studies requirements, or a Spanish major or minor. Spanish courses from the first to the fourth year will be offered. Javier Trejo, a graduate of NAU’s Spanish master’s program, is our resident director at Fidélitas. Javier has directed NAU study abroad pro-grams for more than 10 years. He has assisted NAU Spanish students in both Cuernavaca and Querétaro, Mexico. He begins our Costa Rica program as someone who is consid-ered a part of the Flagstaff Spanish

By Prof. Joseph Collentine

faculty. He understands the needs of our students, our curricular goals, and the enrichment experiences students need in Costa Rica. As any of his students will attest, Javier provides a complete experience for Spanish students, which involves pairing stu-dents with host families abroad, find-ing the right fit between a student’s Spanish goals and curricular oppor-tunities, ensuring that students have a variety of social and cultural expe-riences, and just “being there” when necessary. On the Fidélitas campus, students will find it easier to meet Costa Ri-can students than in other programs with which we have been associated. Forming new social networks abroad almost invariably leads to lifelong re-lationships and unforgettable experi-ences that have an impact on more than the student’s Spanish abilities. Another exciting aspect of the Fidélitas Costa Rica program is that once a year an NAU Spanish faculty member will move his or her office from Flagstaff to San José, Costa Rica. This provides a unique profes-sional enrichment opportunity for members of our Spanish faculty. Liv-ing in and interacting with the day-to-day Hispanic experience allows faculty to remain current with Latin American music, literature, politics, language, and sociology. Having a Flagstaff Spanish faculty member onsite also ensures a seam-less coordination between Flagstaff

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Spring 2013 NAU GLOBAL 1514 NAU GLOBAL Spring 2013

NAU’s First Permanent Overseas Academic Program

left: NAU students with Resident Director Javier Trejo (font row third from right) at the NAU Program in Costa Rica

The two 1989 Revolutionary Icons becom-ing presidents: playwright and philosopher Václav Havel and a bluecollar dockyard or-ganizer Lech Wałęsa...neither one succeed-ed in predicting the future courses of their countries (Czechoslovakia and Poland)

One of the legacies of the Com-munist regime in Central and Eastern Europe has been the nondirect presidential election, in which candidates have to be en-dorsed and elected by the parliament. The year 2013 will mark a differ-ence in this practice for the citizens of the Czech Republic. It will be the first time in history they will be able to vote their president into of-fice. In itself, this may be of smaller significance than the fact that the most serious presidential candidate is a statistician, Jan Fisher, a long-term member of the Czechoslovak Communist Party prior to the Velvet Revolution of 1989. Is this incidence an indicator of a larger process and political pattern observable in the post-totalitarian Central European region? This article argues that the success of former Communists in the market economy and parliamentary democracy is not only a common oc-currence, but illustrative of the exist-ing chasm between the post-Com-munist public discourse drawing on revolutionary humanistic ideals and the lived reality embedded in hard-core capitalism. Unlike much of what unfolded in the Arab Spring, the liberaliza-tion process that peaked in Central Europe in fall 1989 was remarkably nonviolent and viewed by the public as led by three charismatic leaders: Lech Wałęsa in Poland, Václav Havel in Prague (Czech Federative Repub-lic), and Milan Kňažko in Bratislava (Slovak Federative Republic). While the latter two are playwright/intel-lectuals and the former is a blue-

collar electrician from Gdańsk, their political views and positions have been embedded in a set of similar, and to a great extent, overlapping beliefs. They have advocated strong social programs and the notion of “civic society.” While not used exten-sively in North America, this term is often found in Central and North-ern European political discourse. It is the idea that voluntary bodies, such as nonprofit and humanitarian orga-nizations, political clubs, and profes-sional associations, represent a strong political power alongside (large) governmental political parties. Ex-ercising their freedom of speech, these bodies campaign for higher standards of living for local commu-nities based on their regional needs and interests, which cover an entire spectrum of activities—from mini-mizing the environmental impact of new public buildings, to conservation of green areas in cities, to promotion of religious and cultural diversity in local schools. What the revolution-ary icons also have in common, how-

ever, is the inability to translate these ideals into reality. They are often re-ferred to as utopian, nonpragmatic idealists who, similar to those in the post-revolutionary movements in the Arab world, failed to implement fun-damental structural changes. Lech Wałęsa’s Solidarity, the first non-Communist trade union in a Warsaw Pact country, was founded in 1980 on Catholic social teaching and was already becoming obsolete at the time of the first Polish semi-democratic elections in 1989. Before its September 1981 Congress, Soli-darity reached 9.5 million members, which constituted one-third of the total working-age population of Po-land. Today, it is hardly a shadow of its former self, with its membership less than 500,000 and greater interest being shown in right-wing parties. The leading power of Prague’s Velvet Revolution was “Občanské fórum” (Civic Forum), founded by Havel and other intellectuals. They advo-cated for a confederation of political clubs within the forum that would supersede a conventional political party structure. Less than 11 months later, the current Czech president, Václav Klaus (Havel’s political op-ponent and a former Communist), hijacked the forum by transforming it into a right-wing party pushing for fast privatization and decen-tralization of state power. A similar fate met Milan Kňažko’s “Veřejnost proti násilí,”a civic movement orga-nizing the public against autocratic power. The movement dissolved into multiple small parties and one large party—HZDS, led by a right-wing

Do the Liberal Ideals Endure?: Two Decades after the Velvet Revolution By Daniela A. Pěničková

16 NAU GLOBAL Spring 2013Spring 2013 NAU GLOBAL 17

(continuation of articles) (continuation of articles)

called “boisterous, teeming life.” In just four activity-packed weeks, we observed nearly 4,000 tropical birds on Saipan, quantifying the diversity, richness, and abundance of native and exotic species, from chattering red and black Micronesian Hon-eyeaters, to cerulean blue-and-white Collared Kingfishers, to cheeky Ru-fous Fantails, whose tendency to ap-proach and interact with humans, with bobs and weaves and melodic calls, is known in local Chamorro

We Can Learn From Others(continued from page 2)

Climate Change(continued from page 1)

Radical Epiphany(continued from page 3)

Physics and Astronomy(continued from page 5)

Teaching and learning about cli-mate science also involves blending global and regional perspectives. The issues surrounding climate change are fiercely geopolitical, and they relate to the most serious concerns of a diverse global community faced with the challenge of managing its ultimate common resource – the air. Current events from around the world fuel my class discussions about the effects global climate change. The under-graduate course, “Climate Change”, which is cross-listed with Geology and Environmental Sciences (ENV/GLG 115) satisfies a liberal studies requirement, while connecting stu-dents with one of the most impor-tant and confounding issues of our time. At the graduate level, the new Professional Science Master’s degree in Climate Science and Solutions provides the academic understand-ing and the professional skills needed to secure jobs in this field. Earth’s climate doesn’t conform to interna-tional boundaries, and many of these emerging careers require global un-derstanding and commitment.

and survival on the planet. By stating unequivocally that genetically engi-neering seed is a form of biopiracy; that biopiracy steals from farmers the right to save, exchange, evolve, breed, and sell seed; that this theft often leads to indebtedness and in some cases, suicide; and that seed freedom is the birthright of every form of life and is fundamental to the protection of biodiversity, Dr. Shiva has inspired millions in India and around the world, including many in the United States, to reclaim our right to seed as the source of life and our right to the freedom that seed provides. We can learn from this. Claiming that modern practices in international jurisprudence can never offer useful insights into our own understanding and practice of law in the U.S.2, Justice Anto-nin Scalia demonstrated an appall-ing degree of hubris that is not only quite common in the U.S. but would have been right at home with the thinking among the colonial pow-ers of the past. In effect, he is saying that there is nothing we can learn from others. And yet, my point, and the point made repeatedly by many of the contributors in this issue, is precisely the opposite. It is that we have always learned from others, and in age of globalization, we are com-pelled to collaborate with and learn from others. Indeed, learning from others is a quicker, smarter, and more affordable way to push the boundar-ies of knowledge, find answers to the challenges that face us as a species, and, at the same time, realize our highest ideals as a nation. Global learning legitimizes the process of learning from others in that it takes the position that no one nation has a corner on knowledge, and more im-portantly, that the things that per-

tain to quality of life, human well-being, and human survival involve knowledge in the global domain that crosses national boundaries. Learn-ing from others is therefore a mark of enlightened self-interest, sophisti-cation, and even maturity, attributes that our students most assuredly need for success in the 21st century.

1. Shiva, Vandana. “Declaration of Seed Freedom.” http://seedfreedom.in/declara-tion/.

2. Cleveland, Sarah H. “Is There Room for the World in Our Courts?” Washington Po st, March 20, 2005. Feb. 5, 2007 <http://www.washingtonpost.com/wp-dyn/ar-ticles/A48939-2005Mar19.html>.

anic and Atmospheric Association (NOAA), to name a few. Additional planned courses on Saipan will pro-vide students with a certification in tropical conservation biology. Best of all, student activities for all courses involve live, hands-on experiences on a distant tropical is-land! As one student, Sarah Raber, remarked enthusiastically, “This is different from any course I have ever taken; I don’t feel like I’m in a class, I feel like I have a real job as a conservation biologist!” Another student, Eliza Hottel, echoed the same sentiment, “Before I came here I wasn’t sure I wanted a career in conservation biology. Now, I don’t have any doubt!” What could lead to such career conviction? The answer is 24/7 im-mersion in what John Steinbeck

legend to lure small children into the forest . . . never to be seen again. We were lured there, too, but rath-er than vanishing, we hiked through the tangled jungles at night as part of a federally funded conservation project, investigating the abundance of several species of crabs on the is-land, including Birgus, the coconut crab, a monstrous blue species with individuals that may reach the size of a small dog. We braved downpours, dodged angry wasps (which happen to be the only venomous terrestrial species), and stood awestruck before rows of bioluminescent fungi as we laughed about how much fun “work” could be. Students went to sea with turtle bi-ologists to capture and tag green and hawkbill turtles as part of a long-term monitoring program. They helped re-lease both adult and newly hatched turtles into the sea with their own hands, and with these same hands, they conducted ocean surveys, snor-

our terrestrial analogs are found in other countries. I have participated in field excursions to volcanic, tec-tonic, fluvial, glacial, and wind fea-tures throughout the world in order to gain a better understanding of those processes on other planetary bodies. All of the planetary science meet-ings I attend are international in scope and many of these meetings alternate between U.S. and interna-tional venues. Beyond the opportuni-ty to explore the scientific, historical, and cultural attractions, as well as the culinary delights of the host country, these meetings provide opportunities to share our research with each other and often lead to new collaborative projects. In addition, many U.S. phys-icists and astronomers spend part of their professional careers working at foreign institutions. In short, it is almost impossible to succeed in the field of physics and astronomy with-out global engagement, and this fact has become more true in the wake of globalization. Be it in terms of col-laborating with scholars around the world on research projects, visiting fieldwork sites, or utilizing highly specialized and rare research equip-ment, physicists and astronomers work in a global context. Our com-mitment to global learning therefore ensures that our students will be as prepared as any for careers and study in these disciplines.

Nadine Barlow is professor in the Depart-ment of Physics and Astronomy and NAU/

NASA Space Grant program director

Advances in climate science re-quire global collaboration among lo-cal experts. Like the global-learning experience itself, building a global perspective of how the climate sys-tem works can only be accomplished through an appreciation of its re-gional components.

Darrell Kaufman is Regents Professor in the School of Earth Sciences and Environ-

mental Sustainability

keling through those turquoise-blue lagoons to conduct a census of giant clams nestled within coral heads, as well as top-shaped Trochus snails so large they fill the palm of your hand. We flew in small planes over the Pacific to the nearby island of Rota, where students saw fruit bat nurseries and seabird rookeries con-taining thousands of soaring indi-viduals. There we investigated local pre-Spanish Polynesian culture, vis-iting latte stone sites used to build elevated houses, as well as caves con-taining pictographs of handprints and sea turtles thousands of years old. Our students met with local res-idents and politicians to understand the importance of conservation pro-grams that include the local economy and political system; without such considerations of native culture, ef-forts to save biodiversity in the places where it still remains will inevitably fail. Through it all, students learned in detail how to survey populations, count individuals, formulate hypoth-eses, and statistically test them in one of the most striking tropical habitats in the world. This course is changing the lives of the students who are part of it. I have not spoken to a single course participant who has not stated this point repeatedly. In future years, BIO 480, BIO 467, and other Saipan courses will include graduate sections to foster collaboration and mentorship among group members, further enhancing this rich tropical conservation biol-ogy experience. These courses have a bright future. They exemplify the value of global learning in my dis-cipline, and they demonstrate, bet-ter than any experience I know of, how NAU students can learn science and conservation biology by doing it themselves.

Stephen Shuster is professor of biological sciences

Prof. Shuster (left) and the BIO 480 field class

(continuation of articles) (continuation of articles)

Spring 2013 NAU GLOBAL 19

18 NAU GLOBALSpring 2013

Ancient Disasters(continued from page 5)

Forest Economics (continued from page 13)

Overseas Academic Program

(continued from page 15)

Global Violence Against Women

(continued from page 8)

Velvet Revolution (continued from page 14)

Teledentistry (continued from page 12

These are just some of the ques-tions scholars and students ask when assessing the risks of future volcanic eruptions. Through the study of San-torini and other cataclysmic erup-tions in geologic history, we learn that natural hazards have shaped the history of human societies through time. Furthermore, there may not be a more visceral threat to human existence than volcanic eruptions, because they have the potential to change living conditions around the entire globe. A volcanic eruption like Santorini’s could occur anywhere from Yellowstone National Park to the densely populated volcanic is-lands of Japan or Indonesia. Through the study of geologic disasters, we learn that humans cannot eliminate the threat of volcanic eruptions, but we can and must take steps toward mitigating their impact. Knowledge of the natural world and processes that create and destroy it is a critical component of global citizenry. Comprehension of geolog-ic hazards informs our personal de-cisions about where to buy a house, how that house is built, and where to go on vacation. This knowledge builds community awareness about construction methods, planning, and preparedness. An earth science–liter-ate public leads to the development of scientifically informed local, state, and national policy for disaster pre-paredness and response. And most fundamentally, an awareness of how geologic processes intersect with the human experience may mean the dif-ference between life and death.

Lisa Skinner is lecturer in the School of Earth Sciences and Environmental

Sustainability

revenue may entice land managers to perform necessary fuel treatments, especially with the current regional depressed timber market.After witnessing the devastating damage caused by the 2010 Shultz Fire (see picture 2), in 2012, the vot-ers of the City of Flagstaff supported a $10 million municipal bond to fund planning and implementation of a forest health and water supply pro-tection project which aims to treat approximately 11,000 acres of highly vulnerable forest in order to protect the City’s water supply and prevent catastrophic wildfires and the result-ing post-fire flood events. The ben-efits of forest restoration treatments can be assessed using the damage avoided approach and should include the costs avoided of firefighting, re-generation/rehabilitation, fatalities, damaged infrastructure and private property, timber revenue, carbon credit revenue, and the community value of forest health and a reliable water supply. This has been my on-going research on lands managed by the Coconino and Kaibab National Forests. Worldwide, forests provide a suite of ecosystem services and their vulnerabilities to climate change vary. My interests include assess-ment and quantification of forest ecosystem services (i.e., atmospheric carbon sequestration, forest prod-ucts utilization, biofuels production, scenic integrity, and recreational op-portunities) associated with forest management alternatives designed to enhance mitigation strategies and adaptation to global climate change. I have evaluated trade-offs among ecosystem services, includ-ing the gains and losses in monetary and nonmonetary terms, from a bio-physical and economic standpoint as

forestry practices change. Conduct-ing trade-off analysis associated with ecosystem services is complex and re-quires perspective and understanding of management objectives of diverse stakeholders involved in decision-making. Even though the focus of my cur-rent research is on lands managed by the Coconino and Kaibab National Forests that surround Flagstaff, prac-tically all aspects of this research has global implications, including the perspectives of forest investment, in-ternational trade and environmental issues. The threat of climate change especially provides greater impetus for land managers to become in-formed of how world forest resources and the world economy are affected by forest management activities and global warming. Our students, who will soon become the stewards of our natural resources, must therefore be appropriately prepared and deeply immersed in academic experiences that ground their learning in the global context of forest resources so that they can succeed at promoting sustainable, efficient and multiple-use forestry.

Ching-Hsun Huang is Associate Professor in the School of Forestry

and Costa Rican programs, which can eliminate many of the course equivalency challenges that advisors and students face when considering study abroad options. A tight inte-gration between the two campuses makes the Spanish Costa Rica pro-gram all the more attractive. Indeed, one of the plans for the near future is to open the Costa Rica campus and our Spanish offerings to students from other universities. Our

ability to provide a quality Span-ish program for majors and minors, coupled with professional, experi-enced advising, will make this new program very appealing to students from throughout the country and around the world. I am just scratching the surface here on the possibilities for curricular opportunities and coordination be-tween Flagstaff and our Costa Rican home. The country’s immense biodi-versity, its abundant rain forests and reserves, and its well-known ecotour-ism set the foundation for a number of curricular partnerships beyond the study of Spanish. This is an exciting time for Spanish students and faculty, and we feel that we have only just begun to explore Costa Rica’s potential for NAU.

Joseph Collentine is professor and chair of the Department of Global Languages and

Cultures

with serious problems. Exploitative employers know women will work for less than men, be less likely to unionize, and are better able to per-form the kind of intricate, dexterous work needed in high-tech sectors. Such problems are reasons to push for a more regulated form of capital-ism, a more socially and environmen-tally conscious economy, where the idea of corporate responsibility is not just window dressing. Even if gender inequality is not at the top of your list of concerns, ponder this: the terrorist threats to the U.S. are more likely to come from those societies where women are marginalized; where gender in-equality is more pronounced; where violence against women in the form of honor killings, forced prostitution, and wife beating are unusually high; and where the proportion of “missing females” is higher. Many great think-ers have written that the extent to which we care for our more vulner-able populations reflects our level of civilization, our humanity. Egregious human-rights violations in the form of global violence against women matter to us all, whatever our politics. We ought to care and care deeply.

Neil Websdale is professor of criminology and criminal justice

offered by teledentistry-assisted, af-filiated practice dental hygiene for remote populations. Kaibab is 231 miles northwest of Flagstaff. The Paiute Indians living in the Kaibab area typically obtain dental services at the Hopi Health Care Center lo-cated in Polacca, which is 225 miles southeast of Kaibab. A total of 23 children were seen by the NAU tele-dentistry team, and included four children who appeared to need im-mediate care. The digital diagnostic data from the four children were forwarded electronically to the chil-dren’s dentist at the Hopi Health Care Center. After reviewing the data, the Hopi Health Care Cen-ter children’s dentist instructed the NAU teledentistry team to have the four children schedule immediate restorative services, thus eliminat-

ing the need for the children to first travel to Polacca, a 450-mile round trip, for an initial examination and treatment plan. The time and cost savings represented by the ability of the dentist to diagnose, triage, and form a treatment plan from digitally acquired data for these four patients exemplifies one of the teledentistry-provided advantages for remote pop-ulations.

populist and authoritarian promoter of “awakening Slovak patriotism,” Vladimír Mečiar, a member of the Slovak Communist Party prior to 1968. Mečiar became the first post-revolutionary Slovak prime minister who strongly advocated the split of Czechoslovakia in order to boost Slovak cultural and economic inde-pendence. What is remarkable about these processes is that while the Polish, Czech, and Slovak public actively participate in the right-wing pro-capitalistic economic structure co-created by former Communists, the current public discourse, to a large extent, reflects a nostalgic longing for the revolutionary ideals of a non-partisan society celebrating human-istic and social values brought to the forefront by the leaders of 1989.

Daniela A. Pěničková is a lecturer in the department of Comparative Cultural

Studies

experienced its extensive coverage of the Arab Spring. English-only speakers are missing out on other essential resources, and a renewed focus on language study remains es-sential to global learning. Openness to studying global media sources is just as essential, and prioritizing such study would be highly beneficial. The media have, after all, long been the primary way that we learn about other cultures, and still are.

Jon Torn is assistant professor of electronic media and film

Global Media(continued from page 6)

NAU GLOBAL Spring 2013 PAGE 20Center for International Education cie@nau.edu http://international.nau.edu/

International Visiting Scholars at NAU, Spring 2013

CASABURI, Giorgio

DE ALBUQUERQUEEJARQUE MONTOLIO. Ana BelenFLORES RENTERIA, LluviaFUENTES ALBURQUENQUE.Sebastian

HAO, JunqingJIAO, Long

LI, JianhongLI, JingLI, LinqiangLI, LongLI. ZhongyiMA, ZhentaoMENYAILO, Oleg

PARK, DaesikPENICKOVA, Daniela

POMPA GARCIA, MarinSASAKI, AkikoSUN, Junxin

VAN GROENIGEN, Cornelius JanWANG, HanWANG, Yang

WANG, Yunq-Ho “Ophelia”

WU, Qianqian

XIE, ZhengyanYANG, HaiYU, HonYU, JunYUSOF, Yusnita Binti

ZHANG, MinZHANG, Weihong ZHU, Shilan

Greg Caporaso Paul BeierScott Anderson

Amy Whipple Greg Caporaso

Alan LewJani Ingram & Micheal KettererErika KonradJohn RothforkMatthew GageStephen PalmerStephen PalmerWilliam CrawfordBruce Hungate

Catherine PropperAlexandra Carpino

Pete FuleGretchen McAllisterPin Ng

Bruce Hungate

Terry BaxterEdward Smaglik; Chun-Hsing (Jun) HoBrett Dickson

Nancy Johnson

Okim KangDing DuDing DuAlison AdamsAlan Lew

Carol Ann ManziWillam CrawfordBeverly Amer

University of Naples Federico II (Italy)

N/A Universidad de Granada (Brazil)Agencia de Gestio d’ Ajuts Universitaris I de Recerca (Spain)Universidad Nacional Automa de Mexico (Mexico)Universidad Tecnica Federica Santa Maria

Xi’an University of Finance & Economics (China)Xi’an Shiyou University (China)

Hunan Institute of Technology (China)Hefei University (China)Shaanxi Normal University (China) Soochow University (China)Shaanxi Normal University (China)Beijing International Studies University (China)Siberian Federal University (Russia)

Kangwon National University (South Korea)N/A (Czech Republic)

University of Juarez (Mexico)N/A (Japan)Beijing International Studies University (China)

Trinity College (Ireland)

Xi’an University of Science and Technology (China)Hefei University (China)

N/A (Taiwan)

Hefei University (China)

Hunan Institute of Technology (China)Central China Normal University (China)Central China Normal University (China)Yunnan University (China)Universiti Malaysia Terengganu (Malaysia)

Shaanxi Normal University (China)Hefei University (China)Beijing International Studies University (China)

Ctr for Microbial Genetics and GenomicsForestryEarth & Environmental Sci-encesBiological SciencesIIE/Fulbright; Ctr forMicrobial Genetics andGenomicsTourism GeographyCIE: Chemistry

CIE: English CIE: American LiteratureCIE: ChemistryCIE; Physical EducationCIE; Physical EducationCIE; EnglishIIE/Fulbright Professor, Biological SciencesBiological SciencesComparative Cultural StudiesSchool of ForestryCollege of EducationCIE: W.A. Franke Collegeof BusinessMerriam-Powell Ctr for Envi-ronmental ResearchEnvironmntl EngineeringCIE: Civil Engineering

School of Earth Sciences & Environmntl SustainabilityCIE: Biology, Environmental EngineeringCIE: EnglishBusinessBusinessCIE: Biological SciencesGeography, Planning & RecreationCIE; MusicCIE: Applied LinguisticsCIE: W.A. Franke College of Business

VISITING SCHOLAR HOST FACULTYDEPARTMENT HOME INSTITUTION

(left): Saturday, February 2nd, 2013Wupatki and Sunset Crater National Monu-ment day trip. Institute for International Education (Fulbright, AMIDEAST) and IREX Muskie sponsored graduate students Front row: Shodigul Mamadyorbekova(Tajikistan), Samantha Clifford (CIE), Claudia Crowie (South Af-rica), Mary Ann Walker (CIE), Mastoor Al-Kaboody (Yemen), Kelello Thamae (South Africa)Back row: Winile Bethusile Mkhonta (South Af-rica), Samee Ullah Khan Lashari (Pakistan), William Mtungwa (South Africa), Charles Pierre Sombel Sarr (Senegal)