La educación de vacaciones

Most people think vacations are a time to escape everything. To some, a break or holiday is a moment or two in time when you can turn off your brain and swim , whether physically or mentally, in freedom.

But honestly, this is not the reality for everyone. There are plenty vacations that I've taken when I choose to learn more about the history and traditions of my surroundings. I know I'm not alone in my experiences. Whoever said vacation should be free from learning and education clearly has never met Zach Sokolow.

Sokolow, who is a 22-year-old UA Judaic studies senior, traveled to Israel for the second time in December 2011. Although he'd already explored various cities on his Birthright trip during summer 2012, he said he wanted to learn more about himself and the Jewish culture.

"This time I did it by myself so I learned a lot about who I am and life," Sokolow explained. "I was forced to be out of my comfort zone, to try new things and meet new people. I was just really open."

The Encino, Calif. native signed up with a program called Israel 2.0 so that he could visit Jerusalem, Tel-Aviv, Safed [Tzfat], Tiberius, Eilat and a couple other small cities while on his 2-week venture.

"I did it with people who have already been on Birthright or some other Isreal trip. It [Israel 2.0] was subsidized, like it wasn’t as expensive because people give money so that others can keep visiting Israel," he said.

Sokolow explained that the program allowed for one week of site seeing and another week of informational sessions. A sample itinerary can be found here.

"The first week of the trip was touring and visiting a ton of places like museums and army bases. You see different attractions like the beach and stuff. You’re basically doing it all," he said. "The second week was all in Jerusalem. We spent almost all our time in a building in front of the Western Wall. There were guest speakers about topics that pertained to us. For example, we talked about representing Israel in the United States, and marrying someone that’s Jewish. There were a bunch of different talks that I at first was a little skeptical about. Then it ended up being one of the things I enjoyed most about the trip."

Sokolow explained that the group was what made the trip most enjoyable. The 35 college students spent almost waking hour of the day together. They became close friends as they traveled, toured and learned together. Just a few weeks ago, Sokolow said his travel group had a reunion weekend on the east coast.

When he's not reuniting with his fellow travel members, he has two items to remind him of all that he learned on his journey through Israel. The first is a silver necklace that is engraved in Hebrew that says, "Yesterday is history, tomorrow is a mystery and today is a gift."

"My sister actually went to Israel last May and she got an engraved ring," he said. "And even though there’s a book of nearly 1,000 things you could get engraved, when I got home I was talking to her and found out we got the same exact quote and I had no idea."

Not only is the piece of jewelry emblematic of his travels, but also of the close bond he has with his sister, Lexi.

The second item is a small Hebrew painting that translates to say, "Nothing is coincidence." He currently has the colorful painting hanging across from his bed in his room.

Sokolow said he'd be quick to encourage others to venture to countries to learn about themselves, other cultures and history.

"I learned personal, historical and cultural aspects. The food and the music, the daily interactions they’re all so different. Even the way that on Shabbat the whole city shuts down and nothing is open. It’s a really big deal in comparison to here, he said. "I’d done summer camp and Birthright and nothing compares to this trip I took on my own."

Sokolow has provided me with and given me permission to use the following photos and short captions to depict his trip.

Riding camels in the Negev Desert.

Covered in mud at the Dead Sea.

On top of the building where we had classes and lectures, outside of the Western Wall.

Saying a prayer in front of the Western Wall, wearing Tefillin on my arm and head.

Unos quieren mas...

The past few weeks, the subjects of my blog have helped me understand that obtaining education in the United States is nothing short of a privilege. One word continues to be associated with American education - opportunity.

Although there are those who travel to the U.S. for higher education, there are also those that leave the country. Studying abroad is not a new concept, but something that has been popular for students of all ages for years.

Exchange programs are of all shapes and sizes. Students can choose to travel solo or go with a group, or even go with faculty from the university.

The University of Arizona's Office of Global Initiatives is home base for faculty led, student exchange and study abroad programs. Through various study abroad events and information on the websites, students are able to do research about various programs. This way, the individual can figure out which program will enable them to learn and do the most pertaining to their interests. Students not only take classes while away from the UA, but also are fully immersed in another country's culture.

Eleanor Beatty is a senior nutritional sciences major at the UA. Last fall she studied abroad at the University of Newcastle in Australia. Although she's been involved in clubs, Greek life and volunteer programs since starting college, she said she's always wanted to travel and learn more.

"I wanted to see a different part of the world that I had never been to. I have been lucky enough to go to Europe, and had always wanted to go to Australia. When I talked to my mom and dad about studying abroad they were totally supportive, and thought Australia would be a great place for me to go," Beatty said.

As previously mentioned, students have the opportunity to venture out with or without their own friends. While some choose to go on trips together, others decide to study abroad to meet new people and grow as an individual. Beatty said she did both.

"I signed up and filled out an application not knowing a single person going abroad to Australia, let alone my school. My study abroad advisor once I was accepted told me one other girl was going as well, and we got in contact with one another. We both ended up being from Phoenix, so we were able to hang out before we left so we had at least one friend from the start," she said. "We lived in different parts of the campus which was great because we were able to make our own friends, and have our own lives but were able to still have that friend from home that understood what it was like to be half way across the world. I now cannot imagine not knowing her, and she and I still hang out."

Although Beatty did not have to learn a new language to adapt to the culture, she said there were notable differences compared to her daily lifestyle in the U.S.

"They were about the same [in terms of schoolwork] when it came to the content, but the biggest difference was homework. They had none," she said. "Your final grade was your midterm and final. That made it more difficult in my mind because I needed to stay driven on my own, not because I had homework due.

She also learning the style of speech was a necessary adaptation.

"The biggest issue I had was catching onto their lingo," she explained. "They also talk fast which took me about two weeks to catch onto, but I didn't have any real problems."

Beatty said that the experienced helped to teach her a lot about life.

"I learned to stay personally driven with school. I have found myself more on top of my work because I do not want to fall behind," she admitted.

Additionally, she said she's recommend studying abroad to anyone.

"It was the best experience of my life," she explained. "I would tell them that I have never learned more about myself in my life, I met some of the most amazing people that have forever changed me, I learned that I can live in a new country without the help of my parents, and that those memories I will never forget. I have never been so happy for such a long time in my life."

Beatty has provided me with the following photos to share a piece of her experience.

Beatty visits the Big Banana in Coffs Harbour with three of her friends: Jess, Michelle, and Lindsay.

Beatty photographs an Aboriginal man playing a didgeridoo downtown.

Beatty poses "with" the Sydney Opera House.

Unos estereotipos de la educación en los estados unidos

Let's talk about stereotypes. We all have them, yet we all claim that we hate them. My goal this weekend was to Skype with a dear friend of mine who lives in Argentina to ask about her own stereotypes about education in the United States.

I've visited her family twice in Buenos Aires and we always find ourselves watching American movies. She loves A Cinderella Story and Step Brothers. But what are foreigners thinking when they see filmmakers' portrayal of American education? This weekend I asked my friend about this topic and about others as well. See below as I reveal our question and answer session.

Meet Eliana Rey Quintana, or Elu.

This is us in June 2008 at the first-ever Starbucks location in Buenos Aires. I'm on the left and Elu is on the right.

Here we are saying our goodbyes... I went back to Arizona and she stayed in Argentina.

In summer 2010, we reunited when I went to do volunteer work with a neighborhood church in Buenos Aires called La Puerta Abierta. During my visit, her family let me stay in their home.

Now get a look into Elu's perspectives and personal educational experiences through our Skype question and answer session.

S: ¿Cuántos años tenés?¿Qué carrera haces en la universidad? ¿Cómo se llama tu universidad?

[How old are you? What are you studying in university? What is the name of your university?]

E: Tengo 21 años, estoy estudiando Diseño Grafico en la Universidad de Buenos Aires (UBA).

[I am 21 years old and I am studying graphic design at the University of Buenos Aires.]

S: ¿Cuántos anos has estudiado allá?

[How many years have you studied there?]

E: Este año que comienza es mi 4º año en la facultad.

[This year I began my fourth year of college.]

S: ¿Qué te gusta de tu universidad?

[What do you like about your university?]

E: De mi universidad me gusta el alto nivel de exigencia, y sus títulos son reconocidos mundialmente. Es una universidad gratuita, y es la mejor en muchas carreras. Los docentes de mi universidad solo pueden ser graduados en la UBA, no aceptan docentes con un titulo en otra universidad. Según me cuentan mis amigas, en los Estados Unidos las universidades publicas (gratuitas) no tienen un buen nivel académico, en cambio de las universidades privadas, las cuales son muy costosas.

[I like that my university has high standards and qualifications that are recognized worldwide. It is a free university and is the best in many different areas or careers. The teachers from my university can only be graduates from UBA, they do not accept teachers with degrees from other universities. According to my friends, public (free) schools in the United States do not offer education as good as the prove schools, which are very expensive.]

S: ¿Cuántas días asistir a la universidad?

[How many days a week do you attend college and how many hours of homework do you have a week?]

E: Suelo asistir 20 horas semanales a la universidad, 5 días a la semana.

[I attend college 20 hours a week, five days a week.]

S: ¿Tenés algunas ideas preconcebidas sobre la educación americana, cuales son?

[Do you have any preconceived ideas about American education, what are they?]

E: Las ideas que tengo sobre la educación en los Estados Unidos son como ¨sectas¨ muy privadas donde solo pueden asistir los pertenecientes a esa universidad o grupo. Además suelen tener dormitorios dentro de la facultad, creo que esto no permite desarrollarse en un medio ambiente habitual, los conocimientos aprendidos. También creo que la universidad en los EE UU. es solo para personas con mediano o alto poder adquisitivo, o deben ahorrar los padres desde que nacen sus hijos para poder pagarle la universidad.

[The ideas that I have about education in the United States is that there are very private groups or sects with people belonging to those groups that can attend college. Also usually they have bedrooms within the facility, I believe that this does not permit development in a normal environment, the knowledge learned. Also I believe that the university in the United States is only for people with middle to high purchasing power, or parents should save money since the birth of the children to pay for college.]

S: ¿Qué imagen tienes cuando piensas en una universidad de los estados unidos que esta dedicada a diseño grafico?

[What do you imagine when you think of a university in the United States that is dedicated to graphic design?

E: Cuando pienso en una universidad de los EE UU. de donde se dicte la carrera de Diseño Gráfico, me imagino una facultad muy avanzada en cuanto a tecnología, usando las computadoras y programas de ultima generación, aulas súper equipadas, etc. En la universidad pública no gozamos de esos beneficios, ya que los edificios se encuentran en mal estado, muchas veces no hay asientos, hay mucha gente para escuchar a un solo profesor, lo cual dificulta mucho a la hora de adquirir conocimientos y hacer los trabajos en lugares reducidos e incómodos.

[When I think about a University in the United states where they teach graphic design, I imagine a college with very advanced technology, using the most ultimate computers and programs of the generation, super-equipped classrooms, etc. In public university we do not enjoy those benefits and the buildings are in poor condition, often there are no seats, there are many people who are to listen to one professor, which makes it very difficult to acquire knowledge and time to work in confide and uncomfortable places.]

S: ¿Deberías mudarte a los estados unidos para obtener mas oportunidades con tu carrera?

[Should or would you move to the United States to obtain more opportunities with your career?]

E: Yo iría a los Estados Unidos a hacer cursos para mejorar mi nivel académico, así como también iría a Alemania o Australia, los cuales son países del primer mundo donde la tecnología y la investigación sobre el diseño ha llegado mucho mas lejos, y a la Argentina todavía no.

[I would go to the United States to take courses to better my academic level, also I would go to Germany or Austria, for these are the countries with the premier technology and investigation about research the design which has advanced very far and to Argentina.]

S: ¿Cuál es el trabajo de tus sueños?

[What is your dream job?]

E: El trabajo de mis sueños es en una empresa de publicidad grafica y televisiva muy grande, donde podamos promocionar mediante el diseño productos masivos de una manera inteligente y pregante para el público.

[The job of my dreams is to work for a graphic company and very large television where we can promote massive products in an intelligent manner for the public.]

*Please note these are rough translations and my interpretations of her responses.

El programa de español para hispanohablantes de la UA

The University of Arizona has a Spanish program that is specifically for native, or heritage learners. But, what indicates that a student should identify as heritage learner?

The UA Spanish and Portuguese department says, "Heritage learners of Spanish are students who have been exposed to Spanish in their homes or communities from a young age. As a consequence of that early exposure, they can understand and/or speak the language and have a personal connection to it. The Spanish for Heritage Learners program at the University of Arizona offers classes for every student level, from beginning to advanced."

Cesar Marcelo Claros, a 22-year-old political science and economic senior, is a heritage learner. He was born and raised in Bolivia until 2001, when his family moved to the United States for what he calls better opportunities.

"The main reason was that my mom, who is a widow, raised us by herself since I was four years old, decided that there were more opportunities in United States," said Claros. "Her two brothers and her dad had moved to Arizona in 1990 and told her to come live with them for a better future economically and educationally for us."

Eleven years later, Claros, along with his mother and older brother, moved to Arizona from La Paz, Bolivia.

Since beginning his college career at the UA, Claros said the heritage program has enhanced his education. It is common for most heritage learners to speak the language better than they are able to write it.

"The heritage learning program at the UA has definitely help me perfect and improve my knowledge of my primary language, Spanish," he said. "Before taking any classes, when I signed up to have a Spanish minor, I thought [they would] all be pointless because its just Spanish and I've been speaking it for my entire life. But, ever since my first [heritage] class I've learned so many things that have helped understand more about my roots."

Claros said his favorite class has been Spanish 333. The class consists of learning the phonetic rules, and then applying those standards to various dialogues. Students also analyze the different pronunciations and tendencies of heritage learners, in comparison to those who've learned Spanish as a second language.

"Even though it was the hardest and busiest, overall it was fun and I learned a lot," he said.