www.winchesterstar.com By Andrew Martel The Winchester Star

The subject of war with Iraq has come up in curious places at Shenandoah University.

A resident advisor posted a survey on a hallway bulletin board to measure his floor’s support.

A business class discussed the impact of a potential war on international economics and finance.

The looming international crisis has even been a topic in a class on state and local government.

SU students say they do not discuss the possibility of war much, but they almost all have an opinion.

William Shendow, SU’s political science program chairman and director of the school’s John O. Marsh Institute for Government and Public Policy, polled 35 students in two of his entry-level political science classes three weeks ago.

In the four question survey, Shendow said he found a nearly equal distribution of those fully against the war and those fully supporting it, and then twice as many students somewhere in between.

Shendow said he starts every class with an open discussion on the latest news of the potential war.

“I’m giving all of my classes the opportunity to talk about the politics of the world around them,” Shendow said. “A war with Iraq will have an impact on their lives.”

One of Shendow’s students, a junior who was considering a run for student body president, left school earlier this semester after his reserve unit was mobilized.

The in-class survey of Shendow’s introductory political science class and his class on local government found that students outright opposed to the war slightly outnumbered students who outright support it.

The majority of students said the United States should go to war only with the endorsement of the United Nations. But 35 percent of these students added that their support would wane if more than 500 American soldiers were killed.

The biggest reason to go to war, the respondants stated, is Iraq’s possession of weapons of mass destruction. Students also think the war should be fought to lessen the threat of terrorism, free the Iraqi people, and protect U.S. oil interests in the Middle East.

The biggest reasons to stay out of a war, the students said, are the fear of both U.S. and Iraqi casualties, harm to the U.S. economy, and opposition to a preemptive assault on Iraq.

So, if the United States goes to war against Iraq, SU may not be a hotbed of anti-war protest, but there may be friction between the differing ideologies.

For now, though, the campus is largely quiet, many students say.

Freshman Andrew Greenwood said he does not discuss the prospect of war with friends often.

Greenwood’s resident advisor took a survey of his floor, which was overall in support of U.S. action, but Greenwood added that it’s an all-male floor and offers an incomplete representation of the entire campus.

“I think opinion’s divided, maybe slightly in favor,” said Greenwood, who is against the war.

Brad Tatum, Greenwood’s resident advisor, said he is not sure how he feels about the war, but he sees merit to arguments both for and against it.

Junior Brian Jones said the war is discussed often in his business classes, particularly how it would affect global markets.

He is opposed to the conflict, as are many of his classmates, he said.

“We don’t believe the war is our only option. There are other methods that can be taken,” Jones said.

Shendow said he feels opinion is divided not only among students, but faculty as well.

Support for the war varies depending on whether people study or work in the conservatory, the business school, or the College of Arts and Sciences.

Some of the quietest students are among the most opposed.

Several students in SU’s international student community say they are very much against the war, although it does not come up much within their circles.

“I don’t think international students worry about it much,” said Baola Maduro, an English as a Second Language student from Venezuela.

Maduro added that she is opposed to the war, but she feels it does not affect her as much as it would others.

Freshman Mariana Pino, from Panama, said the prospect of war has her scared, “because I’m so far from home.”

Pino said she agrees that Saddam Hussein has committed some terrible crimes, but it is not worth of an invasion of another country.

Her experiences growing up in Panama have given her a unique perspective.

“It brings back memories from when the other President Bush invaded our country,” Pino said, speaking of the U.S. siege in December 1989 to overthrow Panamanian President Manuel Noriega.

www.sun-sentinel.com By Joe Kollin Staff Writer Posted March 14 2003

PEMBROKE PINES · The owners of a 5,500-student private university in Venezuela have leased space for a campus off University Drive that will offer classes in education, computers and business graphics.

The new university, however, won't be affiliated with the Venezuelan operation, Universidad Jose Maria Vargas, and will seek all students rather than targeting those from the South American country. It will use the same name.

The owners of the new college are awaiting approval from three state agencies before opening in the 24,530 square feet of space leased from the city of Pembroke Pines. The space is in the Senator Howard C. Forman Human Services Campus -- the old South Florida State Hospital.

Alicia Parra de Ortiz, the university's vice president for administration, declined to discuss the plans for the new college until the state approves her application.

But Bill Edmonds, spokesman for the state Education Department, said his information shows the college will be independent rather than a branch of the Venezuelan operation and that it won't appeal strictly to Venezuelans.

According to the 2000 census, 8,807 Venezuelans live in Broward County, and 21,593 live in Miami-Dade.

The college, in its application to the state, said it plans to apply to the Southern Association of Colleges & Schools in Atlanta for accreditation, but it must graduate its first class first.

The state permit will have no limit on the number of students it enrolls.

The state Commission for Independent Education on March 21 will consider the owners' application for a license. The commission licenses independent schools, colleges and universities.

The Universidad Jose Maria Vargas was started in 1983 and has two campuses in Caracas. It offers graduate and undergraduate degrees in law, political science, architecture, business, education and engineering, according to its spokeswoman, Mercedes Montilla in Caracas.

Sandra M. Hernandez contributed to this report. Joe Kollin can be reached at jkollin@sun-sentinel.com or 954-385-7913.

www.socialfunds.com 03/13/2003: Press Release from Coalition for New Philanthropy

(CSRwire) NEW YORK, NY - The Coalition for New Philanthropy in New York, a partnership that encourages African American, Latino and Asian American donors in the New York metropolitan region, has named CAO K. O, as chairman of its Executive Committee. Mr. O is executive director of the Asian American Federation of New York (AAFNY).

The Coalition also announced that it recently received a two-year, $150,000 grant from the Carnegie Corporation of New York to support research and program evaluation. The research project focuses on the charitable interests and practices of African American, Latino and Asian American donors throughout the tri-state region, while the evaluation project tracks the effectiveness of the Coalition's activities to engage them.

"The Coalition, which has received more than $1 million in grants to date, believes that philanthropy is a vital and powerful tool for community progress, civic empowerment and social good," Mr. O said. "As more African Americans, Latinos and Asian Americans achieve financial success and accumulate more assets, the options are greater than ever for them to invest in metro New York City communities."

According to the 2000 U. S. Census, people of color now encompass more than 50 percent of New York City's population.

"While these communities already have strong traditions of charitable giving and usually give a higher percentage of their incomes than other individual givers, we have found that their giving is often personal and informal," Mr. O pointed out.

Mr. O replaces outgoing Coalition Executive Committee Chairman Enrique Ball, a native of Venezuela and the development director of the Hispanic Federation, an umbrella organization for 75 Latino social service agencies in the tri-state area. Mr. Ball will continue to serve on the Coalition's Executive Committee.      Mr. O, a native of Vietnam who has held key social service positions in the public and private sector, has been the executive director of the Asian American Federation of New York since its launch nearly 13 years ago. Under Mr. O's direction, AAFNY has grown in size, reach and influence. His accomplishments as AAFNY's leader include building substantial gains in financial and management resources, launching new programs and services as well as serving as a public policy advocate for Asian American New Yorkers.

The New York Coalition for New Philanthropy, operating from offices at 505 Eighth Ave. in New York, is composed of five collaborating organizations - The Asian American Federation of New York, the Center for the Study of Philanthropy of the Graduate School and University Center, City University of New York; the Hispanic Federation, the New York Regional Association of Grantmakers, and the Twenty-First Century Foundation. These five partners represent the main philanthropy association of the region, a leading philanthropy research center and three major ethnic funds.

Visit Corporate Social Profile for Coalition for New Philanthropy

www.vheadline.com Posted: Thursday, March 13, 2003 By: Thais J. Gangoo

VHeadline.com lifestyle correspondent Thais J. Gangoo writes: Years ago, finding someone who spoke English in Venezuela was not an easy job. All over the country, big companies tried to find professionals with high-standard capabilities and if they spoke English that was the key to open the door to a bright future.

Years have passed, and people have become more aware of the fact that English stopped being a key to open a door and has begun to be the language in which you write your resume.  No English capacity,  no resume … no to a good job!

Being an English teacher has given me the opportunity of interacting with people from all ages and different social classes. They all have a dream … learn English. I must admit that I never thought I would ever be a teacher, but I decided to give it a try and I found that it is one of my vocations.

The beginning…

When I first came into a classroom full of people, I believe I was more scared than the students. It’s funny, but it is true. However, after a while I realized that I was the teacher and they trusted me ... they put their hope in me to learn not only a language but a culture.

I've found that a great ice-breaker is asking why they want to learn English ... and I'm often amazed by the different answers I get.

Most of them do it because they need it for their jobs ... or their university classes. Others do it for fun! Oh, well ... children study English because most of the time their parents tell them to do so, but there are still a few who just want to learn because they like the language.

Of course, we can’t forget those who study English because their main goal is to go and live overseas. There are all kind of reasons for people to go into a classroom and be immersed into a new language.

The little ones…

Because the story has always two sides, I believe it’s fair to show them both, and try to come to a conclusion.

Sometimes, when a teacher sees a group of students for the first time, there are some expectations. Although the teacher knows that when students want to learn a language they're usually excited about it ... even when they're in the classroom only because their parents sent them.

In the case of children, it is amazing how they respond in a very positive way when they decide go learn English and ask mom and dad to take them. They learn so much in a very short period of time ... not only that, they're willing to do homework and participate more and more each day in a very active way in class. But… Unfortunately, many times the children are pushed by the parents ... told that they must learn English because it's important.

How would they know why it’s important if we don’t explain that to them?

It’s even worse when parents send the children to so many activities in the afternoon and during the weekends only with the idea of taking them away from their computer games ... I'm pretty sure many of our VHeadline.com readers feel familiar with this situation one way or another ... no matter that we're talking about English or any other subject.

Do our children really need to be taken away from what they like (in this case computers)?

...I truly believe that “communication” is the key word in a parent-child relationship.

Why then don’t we sit down and talk about their future and it’s needs ... instead of just giving them orders they won’t accept.

Computers are part of our future as much as knowing different languages.

It’s just a matter of establishing priorities in our lives ... our children can have enough time to do anything they want ... including some entertainment from time to time.

“Communication”…. I believe it is a word that implies more than just talking.

A need for many…

After a few years, people have become more aware of their needs ... they think about their future and their children too; though sometimes they believe it’s too late for them to go back into a classroom.

When they finally decide, they know they'll face a sometimes uncomfortable reality… they will have to deal with teachers, homework ... and even classmates they might not like.

From personal experience, I must admit that my favorite part, when I first started teaching, was when I came into the classroom and the students looked at me and ask how old I was ... I was 21 when I first taught class and I knew I was going to love my career as an English teacher.

Nowadays, the question is asked a few days after the first day of classes and it causes a different reaction ... people look at teachers and they see an authority no matter how old the teacher is.

However, for those VHeadline.com readers who don’t know, I must tell you that here in Venezuela some people still see teachers and believe they should be older than the students.

Is Venezuela the land of equal opportunities for all now?

Usually, I ask my students why they decided to study English ... and, as I said before, their answers were a lot different a few months ago, but now the common answer is: “Teacher, I need to learn because I would like to leave and find a job in another country.”  That’s the main reason for many.

Even though, I know how they feel, I truly believe it is very sad to see how people see their future built far away from their homeland ... Venezuela.

Why can’t we feel the freedom of doing what we like and enjoy it?

Why do we feel like we must do things we don’t want, to finally feel we got the happiness we have always wanted for us and for our children?

Learning English is only one of those restrictions we have now to find all the things we have always wanted.  A good job, a solid ground for our kids to live … a brighter future after all.

No matter what language we speak, Venezuelans do want to break down all those barriers and be able to say the words: “I am who I want to be, in my own homeland!”

www.energypulse.net 3.12.03   Roger Anderson, Director, Energy Research, Columbia University Albert Boulanger, Snr Staff Assoc, LDEO, Columbia Univ. James Longbottom, Director of Ultra-Deepwater Research Initiative, TEES, Texas A&M University Ronald Oligney, Director of Engineering Research Development and Adjunct Professor, Cullen College of Engineering , University of Houston

Abstract Both the gas industry and United States government face tremendous challenges to deliver the supply required by the increasingly gas-dependent electricity demand in the United States of the 21st century. The U.S. will be hard pressed to build the large number of Liquid Natural Gas terminals that provide the only significant alternative to North American supply increases. Huge new reserves of gas must be brought to market to offset the natural exponential decline in known gas production from within the borders of the United States. We must explore, discover, appraise, develop, and exploit the vast new gas reserves discovered in waters deeper than 1500 meters in the ultra-deepwater Gulf of Mexico if we are to have any hope of meeting this demand increase. In addition, we must deliver to market new gas from deep and tight reservoirs on land, coal bed methane, and Alaska or we may have to ration gas between heating and power, particularly in the Northeast. No one wants to be responsible for such a choice.