red cross nordic united world college currents spring 2012

Spring 2012

CollegeCurrents

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We are delighted to announce that UWC Red Cross Nordic has appointed Richard Lamont as the new Rektor of the College, starting in August 2012.

The appointment concludes a thorough search process undertaken by the Board of the College.

Richard Lamont’s current position is Head of Upper School at Marlborough College, one of the leading coeducational boarding schools in the United Kingdom. He was previously Head of English and helped to introduce the IB programme to Marlborough. Experience of the UWC movement includes a teaching exchange at Waterford Kamhlaba in Swaziland. He has studied at London, Cambridge and Oxford universities.

He will move to Flekke with his family – Kathini, Phoebe (11) and Poppy (4 months). They look forward to playing a full part in College life.

Richard will bring gifts, talents and dedication to our cause to make education a force to unite for peace and a sustainable future. The College will be in good hands.

Richard Lamont - New Rektor

May 17th - Norwegian National Day

Known as both The Consti-tution Day and The National Day, May 17th is the celebra-tion of Norwegian inde-pendence. In the inclusive spirit of the national holiday celebrations, students of UWC Red Cross Nordic have always been invited to participate in the festivities. This year was no excep-tion. Enjoying a nice break from a tight exam schedule, students participated in the May 17th parades in the local communities of Flekke and Dale in Sogn og Fjordane.

Andrew and Abel

Four students from UWC Red Cross Nordic were selected for the National Final of the Abel Com-petition in Mathematics, held in Trondheim on the 8th-9th March. Andrew Li, from China, got the 2nd place; Nikola Milicevic from Montenegro was 6th.

Andrew wrote the following:

The first 6 winners (Nikola and I were among the six) of the Abel Konkurransen were invited to attend the awarding ceremony of the

Holmboe Prize and of the Abel Prize in Oslo, and we were also invited to visit two hi-tech companies.

During the visit to Oslo, I met the Minister of Education and Research in Norway, Kristin Halvorsen. I said to her , “I’m from UWC Red Cross Nordic and thank you very much for hosting us to study in this fabulous country.” She said to me, “Congratulations and welcome to Norway, we are happy to have you study here.”

I also met the 2012 Abel Prize Laureate, Endre Szemeredi, and I had a nice short talk with him.

Terence Tao, who is a member of the Abel committee and the youngest full professor of mathematics at UCLA (he won a gold medal in an international mathematics olympiad at the age of 14!) was also there and I had the chance to talk to him. He was the youngest laureate of the Fields Medal (often described as the ‘Nobel Prize in Mathematics’). He encouraged us to keep up the good work and keep participating in maths competitions and solving maths problems, “It’s so much fun!”

We were given a book by Terence Tao by the Norwegian Academy of Science and Letters. The two mathematicians, Endre and Tao, signed Nikola’s and my books. Andrew with Education Minister Kristin Halvorsen

During their visit, Sigridur Anna Thordardottir and other Council members engaged with students and staff on two projects: the Nordic Peace Conference and the Joint Platform for the Nordic Languages.

At the Council Meeting Pär Stenbäck (Finland) was elected as new Coun-cil Chair, Sigridur Anna Thordardottir (Iceland) was elected as Deputy Chair. Jan Bjørkman (Sweden) was elected as a new mem-ber of the Council.

Pär Stenbäck - New Council Chair

Currents - Spring 2012College

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In the winter edition of Currents, we wrote about ‘The Nordic Peace Conference’, an initiative to engage UWC alumni, and UWC Red Cross Nordic students in meaningful peace work with Nordic society. With only 3 months left until the conference date, August 18th, the preparation work is well under way.

At the core of the confer-ence is the idea of having 10 viable projects ready for NGO’s, dignitaries and other participants to get involved in. The students, with their own ideas and visions for peace, will initiate these projects. The projects will have the objective to promote peace on an individual level and/or within Nordic civil society. The projects are going to focus on the Nordic region, meaning that they’ll be constructed so that the endeavour will bring about change in at least one of the Nordic countries.

Projects can be broad or narrow in scope. A promi-nent project currently under development is ‘Breaking Free’, an initiative to take place in Sweden combating the negative societal effects of segregation. The starting phase of the project is planned to take place in a school called VårbySkolan,

which is located in the southern part of Stockholm in a somewhat isolated and segregated suburb. Hopefully the project will be well received and successful in order for the project to expand and assist youth in the process of achieving their dreams all over Scandinavia.

The Nordic Peace Conference will set an example: an example to Nordic youth, students and civil society as to how practical action can be taken by anyone with the right timing, resources and inspiration. Some of this inspiration will come at the conference itself from speakers such as Jeremy Gilley of ‘Peace One Day’. Our new Council Chair Pär Stenbäck has signaled a strong support for the initiative

As UWC Red Cross Nordic is hosting the

conference there will be a presentation on the work of UWC International and UWC Norway. This is the 50th anniversary of UWC and the conference is intended to be an opportunity for the UWC movement to look to the past and to the future of their own peace initiatives in education.

The conference will feature two cultural performances, one a drama and the other a musical act. Firstly, Mette Karlsvik, winner of the Tarej Vesaas’ debutantpris will stage a 40-minute platform performance reflecting on the events of the 22nd of July, 2011. Following this

performance, Peter Esdahl, winner of Amnesty International’s songwriter contest will perform as a solo artist. The conference will finish on this commem-orative and reflective note, thus concluding an important day for peace in Scandinavia.

It’s the time for two generations of peace to come together. If you are interested in taking part, email the conference team at: [email protected] or follow the NPC blog at http://nordicpeaceconfer-ence.wordpress.com/

The Nordic Peace Conference Team

The Nordic Peace Conference


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Tired, but happy! Ridderrennet 2012

with disabilities and how to help accommodate those persons ‘ needs.

This year we were also given the opportunity to have some students guide competitors in the downhill skiing competi-tion. Overall students are immersed in an experi-ence that teaches them about disabilities in everyday life and sports competition.

This year the students put on a performance during the opening ceremony and also took part in a cultural evening. The students also had

some free time to enjoy the atmosphere of the competition.

All students came back exhausted but so glad they went. They all made new friends and were extremely inspired.

This experience caused them to challenge their views of what is possible and pushed them to explore their boundaries. Some students were so inspired that they have begun personal initia-tives or are planning such.

Scott Ahearn

Ridderrennet is the largest disabled skiing competition in the world. Red Cross Nordic has been given the opportu-nity to send a delegation of students to volunteer at this competition for many years.

This is a great opportu-nity for students to interact with a Nordic community and also persons with disabilities.

At the event students are volunteers in the kitchen and help competitors with their food. Students learn skills about how to interact with persons

In February all the first year students attended the UWC Red Cross Nordic Ski Week. This year we went to a skiing area called Stryn, which is about 3 hours drive from the College.

I had never skied before and I didn’t know how to do it. I felt scared.

Before Ski Week, one of the teachers had taught me how to ski. The first time out I fell down all the time. I couldn’t stand up. I was very sad, and I lost a lot of confidence. When I told the teacher I wanted to give up, the teacher told me, “This is the first time. It doesn’t matter. You can do it. I will help you. You know, I have been skiing for about 20 years. After maybe 3 or 4 times, you will be able to ski.”

I thought the teacher was right. I tried my best. Maybe next time I would be able to ski. I stood up and started skiing. I tried another three times and then I could do it. I was very happy. When I skied, I felt like I could fly. I was very free. I loved skiing.

On the Monday of Ski week my group went cross-country skiing. We got up early, packed lunch and prepared our things. Cross-country was very hard. We just used skis to walk. I felt the activity was like hiking. When we had walked half-way, I already felt exhausted. I couldn’t continue. My group leader helped me, took my bags and gave me encouragement. Some friends chatted, played and took pictures. I forgot

that I was tired. I was happy again. The time passed quickly, and soon the cross-country trip was finished.

On the Thursday we downhill skied, which was my favourite activity. I really enjoyed it. When I was wearing skis, I felt really cool! I skied down the hill over and over again. I was happy.

When I came back to the hostel, I would shower and go to dinner. The dinners were wonderful – like skiing! When the evening came along we stayed in the dining room watching movies. We talked about the movies and our different feelings and experiences of the day.

All in all, during Ski Week I was tired, but happy.

Tingting Gao


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A day in the life of a UWC Red Cross Nordic Student

and tea in his house on campus. We discuss what can be improved at the college.

14:00 On Tuesday afternoons I volunteer for the college’s leirskule program, where a class of Norwegian schoolchildren comes and stays at the college for five days. I instruct free-diving in the pool. Communication can be quite challenging sometimes, as not all children understand English, which means that the use of body language is often necessary.

17:30 I have dinner with a few friends in the cantina.

19:00 On my way to a MUN meeting I visit my friends who live in the room next-door. Model United Nations is one of my extra-academic activities where we prepare next year’s MUN conference at the college.

21:00 I find a quiet space in a classroom to do some homework and to speak to my par-ents on Skype. Before going to sleep I relax by watching an episode of a TV-series.

Graduation Day

May 22nd came bright and sunny to shine on the distinguished visitors, family members, host parents and friends who had come to this years Graduation Ceremony. There were several musical performanc-es, speeches from Arve Heller - the Mayor of Fjaler Kommune, Odd Erik Loftesnes from Sogn og Fjordane Red Cross and Ingegerd Wärnersson on behalf of the Board. Retiring Rektor John Lawrenson and his wife, Nicky also spoke as did graduating students Gray Barrett and Dubie Toa-Kwapong.

Always an emotional occasion, one of the first year students wrote:

This was a day full of tears and smiles as the second years graduated. We had many happy days together and created many wonderful memories...but finally they have graduated and are now scattered around the world. We don’t know whether we will have the chance to meet any of them again, but we know that they will always be in our hearts. All those memories will not fade with time.

There is no need to say goodbye.

Salah Oueiti, a Palestinian first year student at UWC Red Cross Nordic, describes a typical Tuesday in his life.

07:00 I wake up in my room, where I live with my Rwandan, Norwegian, Paraguayan, and Vietnamese-American roommates, and go to the cantina where I eat breakfast with my Zambian friend before classes.

08:00 Classes begin. Today Physics is my first class. My British Physics teacher, Chris, always has jokes ready so it’s not hard to stay awake even though it’s the first class of the morning. Before lunch I also have Mathematics, World Literature, and Human Rights.

12:00 At noon I eat lunch in a packed cantina. Today is the birthday of one of my classmates so we all stand and sing to congratulate him.

13:00 Every second Tuesday we meet with our advisor in our advisor group. Today my advisor group, which is made up of ten students from the house I live in, is meeting with our advisor Fred, a Canadian Mathematics teacher, for cake


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Extra-Academic Commitments

When I ran for aspect worker last year, it was pretty clear for me that I wanted to work in the EAC committee, you may wonder why?

UWC Red Cross Nordic experience for me depends mostly, or entirely on the EAC component. Yes it’s true that the academics helps a lot and it is what helps us to achieve scholarships and go to good universities. How-ever, every time someone asks me what I will remem-ber about these 2 years, I have never mentioned any-thing I have learned in class or a particular chapter of the syllabus from a subject. What I will remember are people who taught me something about life or a simple skill such as how to

make a bracelet, the conversations about religion or the meaning of life with a Muslim and Buddhist, which started at evening snack time and finished at 3am in the dayroom. My room-mates and I often talked about love, life and humanitarian work until 2 in the morning. Also the cultural shows and the talks with teachers outside the classroom that allows you to get to know them not only as a professor, but also as a person. On top of that, no matter what country we came from, the love and passion that we shared in sport was able to unite different cultures.

EACs, are more than just PBLs (the week-long ‘Pro-

What I learnt from EACs by Samuel Diaz Pulgar

ject-based Learning weeks we have twice a year), they are the activities that go beyond the classroom and make you to see the world from a variety of different perspectives and help you grow up as a person. I am thankful to EACs because I realized how much I love to dance, to play soccer, to live everyday as if it was the last one, to be happy and to always see the glass as half-full.

What is an EAC? by Åse Kvisberg

When I first came to this school I was surprised by the EACs. I had not imagined such a wide range of possible activities. At this school, as a part of the IB programme, we have to do certain things. But I think that the EACs are one of the most pleasant commitments at this place. When have you previously been ‘forced’ to do between two and four new, rewarding and interesting activities? You can choose between learning about the process of making honey to international dance. Or maybe you want to learn a new physical skill, such as climbing or skin diving? Or what about devoting an hour every week to learning some phrases in a new language? Many of us even have the possibility to devote time to, and learn about, important global issues.

So take a few seconds and reflect upon all the things you have the possibility to learn during the two years you spend at this place.

Samuel and Ahmad


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have a super nice and fun run/walk in the forest.

After the success of the Orienteering EAC, I looked at my EAC progress sheet in December and I had to realize again, that some-thing was missing. Somehow, even though I am quite interested in the topic, I didn’t have any activity that would have been environmental. This could have been because there was only one fully environmental EAC on campus - The Ozonizers - and that EAC happened to be full. Therefore, to solve

I had realized that some-thing was missing. An EAC should have been offered, but it wasn’t, Orienteering. I had been involved with this sport for 8 years before coming here. Actually this was one of the reasons why I felt the UWC in Norway was going to be the one for me, since orienteering, the sport of my life, originates in the Nordic region. In Norway it is considered as a national sport, everyone learns it in school and many people are quite good at it, so I thought it is fair enough to expect to have an Orienteering EAC in a UWC located in Norway, but apparently there wasn’t.

That is why, even though I was only a first year student with two weeks of UWC experience I decided to start the Orienteering EAC. This is where the second part of the freedom that we have regarding the EACs comes in: we are free to follow our ideas and start new EACs; if there is interest and support for these new ideas. That is how, with some help, after just a few weeks of organiza-tion the EAC could start. Even though the meeting time has been changed many times (until eventually we started having it in the official timeslot) it was always a great pleasure to

the issue of the lack of enough environmental EACs and pursue my own interest towards environmental issues, together with some friends and the supervision of teacher Daniel, the idea of LEAF: Living Environment And Future was born.

We all know that every start is difficult and it wasn’t to be different in the case of LEAF

either. It took 9 months to agree on a time slot that could fit most people, and to then get it

officially registered. Nevertheless the process that the idea and our group went through was definitely valuable, interesting and fun. We learnt a lot about the environment and also

many organizing skills and in the end our efforts were rewarded: the EAC is official, active with many fruitful ideas, discussions and soon with projects too.

All in all what can be con-cluded from this is that the opportunities, which we have been dreaming about before arriving at this amaz-ing place, have to be used and appreciated. Everyone can find the opportunities to explore their interests and if something is still missing, one will always be encour-aged and supported to start something new.

Why can’t I take more than 4 EACs? Why are they always clashing? Why are people skipping them? Why are there only 9 possible EAC slots? - just some of the questions people ask. Nevertheless the most important question about EACs (and many other aspects of our life here) is, Why are we always com-plaining about them? It is so easy to criticise the system, but way more difficult to give positive feedback, constructive comments or just simply appreciate what we have. It is time to praise those particular opportuni-ties that we have here, which are called EACs.

What I like the most about EACs is the great freedom that they give us. There is such a variety among them that it is possible to do anything, literally. During my first term I had a chance to do rock climbing, experience the Chinese language and culture, attend the Rafto Symposium in Bergen and fold Origami with the Haugland patients. All of these were exciting, interesting and different in their own ways.

I enjoyed them all a lot, but at a certain point, particu-larly about two weeks after the beginning of the year,

The creation of two new EACs by Réka Zempléni

Reka (second from right) with members of the Orienteering EAC


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UWC should be special; special in the sense that there are more activities than in an average school in Hong Kong. After all, UWC students are a diverse and talented young people, right? That was my expecta-tion. Yet, when I arrived and had my first glance over the list of EACs, I couldn’t help but frown. ‘Performance Arts Music’? Not a choir, nor an orchestra? ‘Friday Ball Games’? Not a basketball team, volleyball team, or badminton team? What is ‘DROP’? What is ‘Amnesty’? I felt disappointed for a moment because my ‘standard’ list of activities was no longer applicable. Fortunately, my curiosity has steered me onto a path of no regret.

The EAC that I have been involved in right from the beginning was DROP. When, I initially joined DROP I was doubtful whether the humanitarian groups at the College could actually raise enough funds in such an isolated place. Soon afterwards, I knew I was wrong. With a little bit of creativity and business sense, it wasn’t difficult to make enough profit to support our sponsored children in Ethiopia. Throughout the two years,

from cleaning the dishes to coordinating events, I have learned to make the most out of myself and adjust to various situations. The ability to do so, I believe, will certainly help me play my part in this ever-changing world. Moreover, the experience of cooperating with people of different working styles has offered me insight as to how to effectively collaborate in this increasingly globalised world.

Not every activity proceed-ed as hoped. In the begin-ning of this year, Sharanya and I, two enthusiastic yet inexperienced film-makers, initiated the Video EAC as we saw that there weren’t many proper videos about UWC on the Internet. Even though we received ample support from the College, software and other technical difficulties arose immedi-ately, hampering us from making a good start on our first video. As we are quite a few people in the group, human resource manage-ment became another challenge for this newly established EAC which didn’t have any existing models or structures to follow. So we created our own system from scratch. Though we were both a bit

disappointed with not being able to achieve our initial goal, I am sure we have gained a better understand-ing of ourselves and the way we cooperate with each other, which could possibly be more valuable in the long run. Perhaps, we will collaborate again in the future.

Because RCN is such a diverse community, it was

possible for me to suddenly become an ‘expert’ in something which was never considered by others as an exceptional strength of mine. This lent me opportu-nities to take a more active part in the community; for example, the chance to play as a live theatre keyboardist. The feeling of being able to contribute to the small community here is fulfilling

Reflections on my EAC experience by Naomi Choi and is exactly what young people need, to establish or affirm their own position in the world.

The extra-curricular programme in RCN is not merely an opportunity for us acquire new skills. It is the platform on which we strive to understand each other better. Through the various activities that we engage

together, we become aware of the different elements that shape us into the way we are, and the implica-tions of our differences. Though what we do in the extra-curricular programme today might seem rather insignificant, I truly believe that it is, precisely, our first step towards changing the world with our respective strengths and abilities.

Naomi and Sharanya


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Lea Sánchez Milde just finished her second and final year at UWC Red Cross Nordic. She is the daughter of a German mother and a Spanish father and before coming to Norway she had experienced both the hectic life of the metrop-olis and the idyllic atmosphere of the countryside.

Lea came to UWC Red Cross Nordic in July 2010 and, after spending the greatest part of two years in Flekke, Norway, she looks back on her UWC experience. Her own mixed upbringing caused her curiosity for other cultures. “I have always lived in Spain and only been to Germany a couple of times for vacation, but the Easter Bunny always came to our house, and I learned to speak, read and write in German before I did in Spanish,” she explains. After spending the first twelve years of her life in Madrid, Lea moved with her family to the countryside north of the capital. The change in scene ignited her interest in outdoor sports such as kayaking and rock climbing.

Being an active partici-pant in RCN extra-aca-demic activities, Lea took the opportunity to continue her passion for the outdoors as she led kayak sessions for children visiting the campus through the leirskule program. Lea was also part of the RCN First Aid Team, and was a member of the Student Council - both of which provided challenges that developed her teamwork skills. “All together my extra-academic activities gave me the perfect opportunities to enjoy the beautiful landscape of fjord and mountains, get a break from campus life, and interact with different people,” she says. Apart from her commitments Lea also often enjoyed swimming in the pool facility, which the college shares with the Haugland Rehabilitation Center.

Upon the question of what it is that she will bring with her from RCN besides academic knowledge, Lea answers:

“Living together with five people in a room, forty people in a house, two hundred people on a small campus forces you to stand up for what you believe is correct, but you also learn to compromise and respect the ideas of the people around you. And we come to see that sometimes being tolerant is not as easy as we think it is.” She continues: “During these two years, we have had the possibility to find our limits in different aspects of life and then push them. The amount of opportunities and different projects that we are offered here and our motivation to try them out allows us to find our limits in terms of time. We find out how much we can do in the time we have, and what we are good at and what not, what we like and what we don’t.”

Lea specifically remem-bers a glacier expedition she participated in during her first year. “We spent four days living in a small cabin near a glacier,

climbing and hiking on the glacier. The hike up to the cabin was particularly exhausting. It was the moment where I felt the closest to the limit of my strength and resistance, and it was incredibly satisfying to reach the top of the mountain and realize how I had pushed these limits more than ever before and actually managed to complete the trip,” she recalls.

Having been awarded the Ronald Heath schol-arship for UWC students, Lea will continue her studies at Simon Fraser University in Vancouver, Canada. She plans to specialize in forensic sciences, but she will initially work towards a Bachelor in Molecular Biology and Biochemis-try. “It was hard for me to decide to leave Europe and go to Canada for the next four years, because I feel very attached to this conti-nent and to my family. But I realize that it is also good to see something new” she concludes.


Reflections on two life-changing years

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May is not quite the same as other months at RCN, students have exams and teachers have invigilations. Invigilation is another name for exam supervision. The idea is that if we walk around the room it will stop the students cheating. Doesn’t work at all in the auditorium, where first year exams are held, since it’s impossible to walk around with students sat at each table. Well OK, not impos-sible just very difficult and very disturbing to those trying to concentrate on their exams. There is a way up through the middle but beware of the triangular tables. I don’t think I’d like to do an exam there, not enough space to spread out your papers. I guess every student and staff member has had the experience of accidentally collapsing the little table with your elbows. In the 17 years I’ve done it loads of times. It’s quite a good anti-sleep design feature really. You start with elbows by the edge but as you tire they slide forwards until the point of no return, and I do mean no return, when passed that table closes remarkably fast. It’s all to do with levers (you can see them on the side but don’t get your fingers caught). The back slides down whilst the front whips up and forwards, slapping

Camping on Svanøy by Chris Hamper

you on the back of your arms. The problem is that no matter how many times you have done it it’s still impossible to judge how far you can go. Would be quite impressive if you’d just lined up your coloured pencils for a D studies exam and your elbows slipped past the equilibrium position firing the pencils into the air. Table roulette might be fun, moving forward a cm at a time.

Second year exams are in the Høegh of course. In the early years of the college I was responsible for making the exam seating plan. In an attempt to minimise invigilators I had all students doing exams in the Høegh. They were upstairs, down-stairs in the office and out into the Foyer (posh word for entrance). Every available space was utilised. I was quite proud of my efficient schedule until Ann Macoun

pointed out that the students on the balcony couldn’t really see their papers properly due to the poor lighting, and what if someone wanted to go the toilet. I also had the revolutionary idea of creating stickers to put on the tables so that students would know where to sit, this was before the IB had the idea of cover sheets. Saved a lot of time at the start of the exam but took

ages to peel them off afterwards. The next year we used lower admin as the overflow for big exam days. I used to like doing invigila-tions there. You could sit in the middle with all the doors open waiting for the opportunity to deliver paper. Not that I had many invigilations in those days of course, well, I made the schedule didn’t I.

June is the time for the ToK experience. We’ve had ToK boats, ToK island and ToK boat to a place quite near

the island. When we did the quite-near-the-island version too many students walked home before they’d experienced enough. The move to the island solved that problem. As far as I know no one has managed to escape. I don’t mind going to the island but I’ve never gone for the full experience of sleeping in the Lavvu with 12 students. I always take my little tent and pitch it as far away as possible.

This year I’m going to Svanøy for the first time. Taking my tent of course.

Chris - on Svanøy

Svanøy field trip


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ToK trip to Heggnes Las Americas!

This term’s cultural day belonged to the Americas. Beginning on Friday night with a flash mob in the Kantina - performing ‘Don’t Stop Believing’ - the Americas Day was a weekend-long

celebration of culture from Chile to Canada.

On Saturday afternoon the students held a bazaar set up in the K building

showcasing food, music and other aspects of the cultures of American nations.

Later that night the entire college gathered in the Leif Hoegh Center to view a show

put on with comedy, musical and dance perfor-mances from the represent-ed nations. The show was the culmination of weeks of preparation for the celebra-tion of an important part of the great diversity at UWC Red Cross Nordic.

The Theory of Knowledge (ToK) field trip is a unique experience at UWC Red Cross Nordic. We departed after school and walked to Heggnes, an old property - formerly a farm - which is one hour away from school over a hill and through a forest. After arriving we did some chores to help keep the place in order, then we each went off alone for an hour to reflect on our relationship to the environ-ment. Then we sat around a campfire, had dinner with a long, fruitful discussion afterwards. The topics that we discussed are mainly about our attitude towards

nature. It was a really relax-ing experience as the aim of ToK trip is to be away from school and let our brains take a good rest. We live in a very close community at the school and this sometimes

makes it difficult to concen-trate on thinking. By having this kind of ToK trip, we had time to appreciate some moments of silence, some moments to be in nature to refresh our minds.


With thanks to the students of the Communications EAC for articles, editing and distribution:

AxelHoel

PoloYeung

JonahBerean-Dutcher

KristofferUldahl

Mette Dehlbæk

UWC Mission StatementUWC makes education a force to unite people,

nations and cultures for peace and a sustainable future.

Red Cross Mission StatementThe purpose of the Red Cross is to

protect life and health andensure respect for the human being.It is guided solely by individual need.

It makes no distinction as to nationality,race, religious beliefs, class or political opinion.

6968 Flekke, Norway+47 5773 7000

uwcrcn.no

Photographs by: Kathrine Norsk, Mark Chalkley, Rudy Herrero, Marcella Ho,

Pishun Tantivangphaisal, Edmund Cluett and others

red cross nordic united world college currents spring 2012

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