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WKU Photo
WKU Photo

Story Courtesy of WKU News

This week’s View From the Hill television segment also focuses on Chinese Language Flagship.

Ashley Norman of Union, Ky., planned to attend another university until she learned about a new program at Western Kentucky University—The Chinese Flagship Institute Pilot Program.

The Flagship is an intensive, four-year Chinese language program funded through a Diffusion of Innovation Flagship Partner Planning Grant from The Language Flagship of the National Education Security Program at the U.S. Department of Defense.

Norman, who studied Chinese at Larry A. Ryle High School, said she changed her mind “almost instantly” upon learning of the Flagship program and other opportunities offered through WKU’s Honors College.

“The Honors College opportunity and the Flagship program are the primary reasons I decided to attend WKU,” she said. “The Chinese experience I had in high school motivated me to continue with Chinese language education, and I feel as though I caught on to the language rather quickly. For this reason, I felt that an intensive program would keep me enthralled to the highest degree.”

Amy Eckhardt, Director of WKU’s Office of Scholar Development, said WKU and the University of Kentucky are the only universities in Kentucky to offer four years of intensive Chinese language instruction.

“We are part of one of the most exciting innovative advances in foreign language education in this country,” Eckhardt said. “This will provide needed opportunities for Kentucky high school graduates to continue Chinese language studies.”

WKU is one of nine funded programs in the United States, along with Indiana University, Ohio State University, Brigham Young University, Arizona State University, University of Rhode Island, University of Oregon, University of Mississippi and San Francisco State University.

Ed McDermott, program manager for The Language Flagship, said the organization was proud to add WKU by creating the pilot program because of the commitment the University demonstrated in its proposal.

“Western Kentucky demonstrated that it intends to integrate this program across disciplines and meet the students’ needs,” he said. “That’s the direction we want to go.”

WKU has recruited Liping Chen as Academic Director of the Flagship and an assistant professor of Chinese language and linguistics. Dr. Chen, who has a doctorate in linguistics from Rutgers University, came from the University of Pittsburgh where she was the Chinese language coordinator.

“The moment I saw the job posting, I told myself I wanted this job because it fits both my passion and my expertise and experience with Chinese language and linguistics,” Dr. Chen said. “I see WKU as an exciting opportunity to use my expertise in Chinese linguistics and language pedagogy to help shape and develop its Chinese Flagship program.”

The Flagship curriculum incorporates a series of overseas experiences and internships, she said. It is also outcome based and student proficiency level will be measured by a series of assessment tools.

“Clearly, it is an ambitious project that calls for the commitment and dedication from both the administration and the students,” Dr. Chen said. “And I am convinced that WKU has both.”

“Students who participate in the Chinese Flagship program are committing to studying Chinese during their entire course of study at WKU,” Eckhardt said. “Along with access to excellent and personalized teaching and advising, students will receive scholarships to support summer language study and at least two funded overseas experiences in China as part of the pathway to proficiency.”

With China’s importance in the global economy, the Chinese Flagship program will play an important role in Kentucky’s economic development, Eckhardt said. Not only will learning Chinese help students become global professionals, having the program in Kentucky will have a positive impact on the state’s trade relationship with China, she said.

That importance was cited by Kentucky Gov. Steve Beshear in a letter to WKU President Gary Ransdell. Beshear, who recently attended an economic development conference in China, said the Flagship program would be a positive correlation for Chinese investors and for economic development with China in Kentucky.

Dr. Ransdell added: “If there is a language that is going to help define this small global village, we’ll put our stake with the Chinese language.”

Eckhardt added that Chinese is also considered a critical language to the U.S. military.

Rachel Reetzke, a senior from Franklin, enrolled in the Flagship program after traveling to China this summer through the Honors College. For one month she volunteered and observed at the Chengdu Autism Training Center as an independent research project.

“It was through my volunteering and observations that I developed a passion for further learning the Chinese language in order to continue to help the children that I had the opportunity to work with,” the communication disorders major said. “After completing this Flagship program at WKU, I hope to utilize my new language skills to continue helping the individuals with autism in China.”

The Flagship is already attracting the “kind of students every teacher wants,” Dr. Chen said. “They are extremely smart, polite, motivated and dedicated,” she said. Of the 16 currently enrolled in the Elementary Chinese class, eight are members of the Gatton Academy of Mathematics and Science in Kentucky, a residential program at WKU for select gifted high school juniors and seniors. Others are studying in areas such as photojournalism, the arts and psychology.

“Students came to my office hour the first day of class to practice their pronunciation and they could tell each other’s Chinese names in the second meeting of class,” Dr. Chen said. “I can’t wait to see them communication in Chinese when we are in China in January.”

Participants in the inaugural Chinese Flagship Institute Elementary Chinese class

WKU Students
Chris Groves, Bowling Green, Ky.
Jesse Hazel, Bowling Green, Ky.
Charles Meredith, Bowling Green, Ky.
Sara Moody, Bowling Green, Ky.
Ashley Norman, Union, Ky.
Angel Piper, Sebree, Ky.
Rachel Reetzke, Franklin, Ky.
Darra Jackson, Atlanta, Ga.

Students in the Gatton Academy for Mathematics and Science in Kentucky at WKU
Amy Cordero, Pikeville, Ky.
Samuel Firkins, Taylorsville, Ky.
Jason Ludden, Columbia, Ky.
Ballard Metcalfe, Eminence, Ky.
Jared Mink, East Bernstadt, Ky.
Joshua Robinson, Elizabethtown, Ky.
Sarah Schrader, Bowling Green, Ky.
Benjamin Venable, LaGrange, Ky.

More about the Chinese Flagship program at WKU

The WKU Chinese Flagship Pilot Program is an intensive undergraduate four-year course of study that leads to an Honors degree in a home major and to certified proficiency in Chinese. It is the only fully articulated four-year Chinese language program in the state and will offer students from Kentucky and throughout the U.S. an affordable, high-quality undergraduate education that combines the study of Mandarin Chinese with rigorous academics in an engaged Honors community setting.

The WKU Chinese Flagship Pilot Program will be an independent Honors-level certificate program housed in University College, with formal affiliations with the Honors College, Potter College of Arts & Letters and the International Office.

No prior Chinese language experience is required, but students must commit to the intensive study of Chinese for the duration of their degree program at WKU.  Students must also commit to a year of study and professional internship in Nanjing, China, and all students must be admitted to,  or be in good standing in, the Honors College.

There is a Pre-Flagship Summer Intensive Language Training for students with no Chinese or with beginning (Novice level) Chinese.  Students (entering freshman, transfer, or currently matriculated students) who are accepted into the program will receive full scholarships for an intensive Mandarin language course in the summer term before their first fall term in the Flagship program.

In years 1-4, students will enroll each year in a minimum of 12 Chinese credits (eight credits in fall and spring and four credits during winter term).  These classes will count toward Honors College credit requirements.
Additionally, each year between the fall and spring semester, students will participate in an intensive four-week Winter Language Practicum in China during WKU’s winter term.   This immersion overseas language program will allow students to engage authentically with the culture and language from the outset. Financial support for this program is available to all Flagship students through the generous support of the Honors College and the Office of Internationalization.

All students graduating in this program will complete a capstone year of study at Nanjing University and an internship experience in China. The timing of the Capstone year is determined by each student’s language proficiency and academic major.  Staff and faculty from the Honors College, the WKU Chinese Flagship, the Office of Scholar Development, and the Study Abroad office are available to provide guidance and personalized advising to students. While at Nanjing, they complete courses in their major and work individually with native-speaking tutors. Immediately following the semester in Nanjing, scholars complete professional internships at various locations in China.

For more information on WKU’s Chinese Flagship Pilot Program, visit http://www.wku.edu/chineseflagship/ or call (270) 745-2081.

More WKU news is available at http://www.wku.edu/news/index.html and at http://wkunews.wordpress.com/.

For more information, contact Amy Eckhardt, (270) 745-2081.

Athens, GreeceThe 2009-10 school year is really just getting started, yet we’re excited to announce our January 2010 Winter Term program in Greece. From January 2-13, 2010, up to thirty Gatton Academy students will explore the cities, culture, and history of Greece. The Greece Experience marks the third consecutive travel/study program facilitated by the Gatton Academy. Students traveled to Spain and Portugal in 2009 and Italy in 2008.

Sites visited will include Athens, Meteora, Thessaloniki, Delphi, Olympia, Mycenae, and more.  For a full list of excursions, visit the Academy website at http://www.wku.edu/academy/?p=1009.

The cost for this year’s trip will be $2,200.  (The overall program cost is $3,300 with the Academy supplementing $1,100 of the total cost.) This includes roundtrip airfare from Nashville or Cincinnati, hotel accommodations in all destinations, breakfast and dinner while in Europe, admission to most historic sites and museums listed on the itinerary, and travel by chartered motor coach for excursions.

Full information and an application are available in the online brochure.

Students must submit the completed application and $500 deposit no later than Monday, October 12.  Space is limited to 30 students.  Should there be an excess of interest, priority will be given to seniors first and names randomly drawn thereafter.

The Academy will provide three full scholarships to students who require financial assistance.  Students wishing to apply to for this scholarship must submit the following items no later than Monday, September 28: a copy of their parents’ 2009 tax return, a parental statement of need, and a student statement describing his or her reasons for wanting to travel abroad as well as the impact of their overall Gatton Academy experience.   Student selection will occur on or before Monday, October 12.  Students receiving the scholarship will be required to perform community service in consultation with a staff member.

Please direct any additional questions to Tim Gott or Corey Alderdice.

Western Kentucky University’s German Program will host 10 high school students from the Sophie-Charlotte-Oberschule and the Goethe-Gymnasium in Berlin, Germany, from Sept. 6-13.

English teachers Martina Scheyhing and Lothar Schmitt will accompany the group. The visit is supported by a grant from the Checkpoint Charlie Foundation of Berlin, Germany. This is the second time that the foundation has supported student travel to the WKU campus.

The German high school students are: Zoё Alfes, Marwin Bannehr, Sebastian Grimm, Christian Hassenstein, Carolin Kempfer, Lisa Nix, Leon Schwenke, Timo Seegelken, Daniel Witte and Koray Yesilli.

Dr. Laura G. McGee, interim head of the Department of Modern Languages, made the contact to the two Berlin schools several years ago. “We have had a very fruitful exchange with the Sophie-Charlotte-Oberschule and the Goethe Gymnasium in Berlin,” she said. “WKU students have enjoyed home stays with families from these schools. Now we look forward to showing them our campus and its many resources.”

The home stays were part of a study abroad program Dr. McGee has led to Germany each year since 2006. In 2009 Dr. Phil Lienesch of WKU’s Biology Department co-led with Dr. McGee a program for WKU students in the sciences, which was supported by a Group Study Visit Grant from the German Academic Exchange Service.

Fifteen WKU students took part: Katie Dillinger, Jarred Grider, Nathan Griffin, Jess Heichelbech, Tyce Hodges, Benjamin Messick, Holly Mitchell, Rachel Moore, Claire Priddy, Nathan Salazar, Jacob Turner, Dakota Waddell, Amanda Webb, Jeremy Webb and Jennifer Wojno.

The German students are interested in experiencing life on an American university campus. They will be hosted by WKU students, almost all of whom are studying German, and they will visit classes in disciplines they might like to study after graduating from high school.

While here, the students from Germany will make presentations in German classes and at a campuswide event sponsored by the Gatton Academy of Mathematics and Science in Kentucky and the WKU Honors College at 4
p.m. Tuesday (Sept. 8) at the Gatton Academy.

In addition to observing classes and attending WKU’s first home football game on Sept. 12, the group will canoe on the Green River at WKU’s Upper Green River Biological Preserve. Also planned are a visit to the Bowling Green International Center and a tour of the Corvette Assembly Plant. The group has also been invited to two area high schools.

The visit provides a unique international experience for American and German students. WKU student Magen McCrarey met several of the German students who visited last September. She kept in contact and even visited her German friends this past summer. She will be a host to Lisa Nix, who arrives with this year’s group from Berlin.

The next WKU study abroad program in Berlin is planned for May 2010; the topic will be Leadership Studies in Germany. For information, contact Laura McGee at laura.mcgee@wku.edu or the program’s co-leader John Baker at john.baker1@wku.edu.

More WKU news is available at www.wku.edu and at http://wkunews.wordpress.com/. If you’d like to receive WKU news via e-mail, send a message to WKUNews@wku.edu.

For information, contact Laura McGee at (270) 745-2401.

Ports of Call

Eight Western Kentucky University students, including two Gatton Academy Class of 2009 members, will be setting sail Aug. 28 as part of the prestigious Semester at Sea study abroad program.

“Semester at Sea is one of the most unique educational programs in the world,” said Dr. Bernie Strenecky, scholar-in-residence at WKU. He also is the ship’s director of service learning and a member of the Semester at Sea’s alumni board of directors.

This fall, the Semester at Sea program will celebrate its 100th voyage with about 520 students aboard the floating campus. The University of Virginia serves as academic sponsors. Schools such as Pittsburgh, Colorado, Stanford, Virginia and UCLA traditionally send groups of students on the voyages.

“WKU is going to have a presence there and be among the best universities in the world,” Strenecky said.

WKU students making the trip are Carley Brooks, a senior from Louisville; Joey Coe, a junior from Louisville; Lauren Gray, a senior from Franklin, Tenn.; Jennifer Hail, a sophomore from Brandenburg; Kaitlin Hartley, a junior from Versailles; Cameran Smith, a sophomore from Campbellsburg; Caroline Wells, a junior from Glasgow; and Bobbi-Lee Williams, a senior from Portland, Tenn.

The voyage will begin Aug. 28 in Halifax, Nova Scotia, and will end Dec. 14 in San Diego. In between, the ship (the MV Explorer) will dock in Spain, Morocco, Ghana, South Africa, Mauritius, India, Viet Nam, China, Japan and Hawaii.

“Semester at Sea gives our students an international academic experience that is unique,” said Clay Motley, assistant director of academics for WKU’s Honors College. “We have a lot of cool study abroad experiences, but to do this whole semester on a ship is unique.”

Kaitlin Hartley

Hartley will take coursework in global studies, zoology, global music and leadership.  Hartley believes this program will be unlike any other opportunity for learning: “This is something unique to put on a resume and say you’ve been part of this program,” Hartley said. “I’m really excited. I think it will be a fun environment to be on ship with all the students.”

Caroline Wells

Wells will study zoology, global studies, leadership development and history of jazz.  Wells sees a world of possibility ahead in the coming weeks:  “It’s a wonderful opportunity to expand my views on other cultures in the world and to experience things that most people only get to see or hear about on TV or in the media. I can’t wait!”

Established in 1963, Semester at Sea is the only study abroad program of its kind in the world. Using a ship as its traveling campus, students, faculty, and lecturers learn and reside together while fully circumnavigating the globe each fall and spring semester and exploring a world region each summer. More than 2,000 undergraduates representing 200-300 institutions worldwide study abroad with Semester at Sea each year.

Semester at Sea classroom learning is integrated with hands-on fieldwork and service learning in destinations around the world-as many as 12 each semester — where participants gain deeper knowledge of world issues, economies and cultures through comparative experiential study. Participants receive full transferable credit to their home institutions from the University of Virginia, which serves as academic sponsor.

During the voyage, WKU students will be taking classes such as global learning, psychology, zoology, leadership, music, poetry, communication, management, business and service learning.

In the area of service learning, all students will have an opportunity to participate in the $100 Solution, a humanitarian project developed by Dr. Strenecky. Through this project, which is headquartered at WKU, students are provided with knowledge, skills and funds which are used to solve social problems at the national and international levels.

The idea is, Dr. Strenecky said, that many social problems can be solved with $100 not millions of dollars. Last year, for example, a group of students bought a water heater for an orphanage in Vietnam and provided the first hot showers for 45 children there, he said.

Through service learning efforts like the $100 Solution, students learn about the value and importance of giving back to society, Dr. Strenecky said. “We as a university have the responsibility to teach them,” he said.

This fall’s itinerary includes the following locations: Halifax, Nova Scotia, Canada; Cadiz, Spain; Casablanca, Morocco; Accra, Ghana; Cape Town, South Africa; Port Louis, Mauritius; Chennai, India; Ho Chi Minh City, Viet Nam; Hong Kong/Shanghai, China; Yokohama/Osaka, Japan; Honolulu/Hilo, Hawaii; San Diego, Calif.

For more about the Semester at Sea program, visit http://www.semesteratsea.org/ and http://www.semesteratsea.org/voyages/upcoming-voyages/fall-2009.php

More WKU news is available at www.wku.edu and at http://wkunews.wordpress.com/. If you’d like to receive WKU news via e-mail, send a message to WKUNews@wku.edu.

For information, contact Jerry Barnaby at (270) 745-2571.

The 2009-10 school year isn’t even under way and yet we’re excited to announce several of the cities and sites Gatton Academy students will visit during our January 2010 Winter Term program in Greece. From January 2-13, 2010, Gatton Academy students will explore the cities, culture, and history of Greece. Further details will be announced in the coming days, so check back soon. The Greece Experience marks the third consecutive travel/study program facilitated by the Gatton Academy. Students traveled to Spain and Portugal in 2009 and Italy in 2008.

Meteora, Greece
Meteora, Greece

Meteora

Meteora is an area in Thessaly (Central Greece) and Kalampaka is the city under the rock towers of Meteora. The thing that makes Meteora so special is the monasteries on the top of the rock towers. The monasteries, the amount of peaks to climb and the paths for hiking brings in Meteora the whole year many tourists.

The monasteries are built on rock pinnacles of deltaic origin, called ‘Meteora’, rising over 400m above the Thessalian plain.  The pinnacles were created some 60 million years ago in the Tertiary period, emerging from the cone of a river and further transformed by earthquakes. The pillars are of brown sandstone.  The Meteora Group of Monasteries comprises the following monasteries: Ascension of Jesus Christ; Transfiguration of the Saviour; Varlaam, Saint Nikolas Anapafsas; Roussanou; Holy Trinity; and Saint Stephan. These are built directly on the rock’s surface without foundations as such. Religious life, starting in the form of hermits dwellings, can be traced to around 1,000 AD. The first monastic community emerged in the 14th century, and was most successful during the 15th and 16th centuries. By the 17th century, the monastic population had dwindled to one-third of its original size. The site was bombed during World War II and many art treasures stolen. Details of the history of individual monasteries are available in the World Heritage nomination. The monasteries represent a unique example of monastic life since the 14th century.  Since 1972 the monasteries have been restored and conservation work is carried out annually by specialists, including archaeologists, restorers, craftsmen and laborers. A variety of methods are used in the conservation work. The monasteries lie in an area within which different types of building work is prohibited or limited.

Vergina, Greece
Vergina, Greece

Vergina

A highly important ancient city, certainly to be identified with Aegae, the first ancient capital of the kingdom of Macedonia, spreads over the low hills in the northern slopes of’ the Pierian range, between the modern villages of Palatitsia and Vergina. This city was the most important urban center in the region until the 4th c. BC. Here were to be found the ancestral sanctuaries of the Macedonians, and the palaces and the tombs (with their famous treasures) of the Argead dynasty, which traced its origins to the mythical hero Heracles and gave Greek history its most captivating figure, Alexander the Great.

Archaeologists were interested in the hills around Vergina as early as the 1850s, knowing that the site of Aigai was in the vicinity and suspecting that the hills were burial mounds. Excavations began in 1861 under the French archaeologist Leon Heuzey, sponsored by the Emperor Napoleon III. Parts of the Macedonian royal palace of Palatista were discovered. In 1937, the University of Thessaloniki resumed the excavations. More ruins of the ancient palace were found, but the excavations were abandoned on the outbreak of war with Italy in 1940. After the war the excavations were resumed and during the 1950s and 1960s the rest of the royal capital was uncovered. The Greek archaeologist Andronikos became convinced that a hill called the “Great Tumulus” concealed the tombs of the Macedonian King.

Veria
Veria, Greece

Veria (BEREA)

The capital city of the prefecture amphitheatrically built at the foot of Vermion Mountain. Forests and fruit-tree plantations thrive in the rainy climate of the area and the remains of historic and prehistoric agricultural settlements are evident. it is believed was named after Feronas, a general in the army
of Alexander the Great.  The city’s golden age was during the 13th century and the subsequent economic and commercial activity resulted in the significant cultural and spiritual growth of the city. Christianity has a vulnerably long history here.  Saint Paul preached in Veria (Acts 17: 1-13 of the New Testament) on two occasions, and a gaudy alcove shrine at the base of Mavromikhali marks the supposed spot of his sermons. But the town is more famous for fifty or so small medieval churches, mostly sixteen to eighteen century.

Thessaloniki
Thessaloniki, Greece

Thessaloniki

Thessaloniki is undoubtedly the center not only of northern Greece but of the entire Balkans -as it has been since the time of the birth of Christ. It is an administrative and commercial center with its own distinctive intellectual and artistic personality, and it serves as a major cosmopolitan crossroads whose cultural influence is far-reaching. Thessaloniki is one of the oldest cities in Europe and it is also the second- largest city in Greece, after Athens, which is why Greeks often refer it as the country’s “co-capital”. The wealth of its surviving monuments has made it a living Byzantine art museum.

Delphi
Delphi, Greece

Delphi

Delphi was considered by the ancients to be the physical and spiritual center of the earth.  The shrine of Apollo, set nearly 2,000 feet up on the slopes of Mount Parnassus, exerts today a potent grip on the visitor. Here was the most respected oracle of antiquity.  Even the most intelligent individuals who lived during the brilliant civilization of Athens believed implicitly in the responses of the god. These were given by the inspired priestess Pythia and were interpreted, usually with an ambiguous touch, by the priests.  The site is breathtaking and the view from the top, down to the blue waters of the Gulf of Corinth, is spectacular.  The drive will take guests by the sacred Castalian spring and close to the ancient site of Apollo’s sanctuary.  Guests will then walk the sacred way, visiting the treasuries, the place of offerings, the Grand Temple of Apollo and the theater, with its splendid acoustics.

The Museum is housing many treasures.  Omphalos, which marked the center of the world and the Charioteer, one of the finest pieces surviving from the fifth century B.C. are among the many wonders housed in the museum.

Ancient Olympia
Ancient Olympia, Greece

Ancient Olympia

Olympia Greece was the site of the ancient Olympic Games, which were celebrated every four years by the Greeks. Olympia was situated in a valley in Elis, in western Peloponnisos (Peloponnesus), through which runs the Alpheus River. It was not a town, but only a sanctuary with buildings associated with games and the worship of the gods. Olympia was a national shrine of the Greeks and contained many treasures of Greek art, such as temples, monuments, altars, theaters, statues, and votive offerings of brass and marble. The Altis, or sacred precinct, enclosed a level space about 200 m (about 660 ft) long by nearly 177 m (nearly 580 ft) broad. In this were the chief centers of religious worship, the votive buildings, and buildings associated with the administration of the games.  The most celebrated temple was the Temple of Zeus, dedicated to the father of the gods. In this temple was a statue of Zeus made of ivory and gold, the masterpiece of the Athenian sculptor Phidias. Next to the Temple of Zeus ranked the Heraeum, dedicated to Hera, the wife of Zeus. In this temple, probably the oldest Doric building known, stood the table on which were placed the garlands prepared for the victors in the games. The votive buildings included a row of 12 treasure houses and the Philippeum, a circular Ionic building dedicated by Philip II, king of Macedonia, to himself. Outside the Altis, to the east, were the Stadium and the Hippodrome, where the contests took place; on the west were the Palaestra, or wrestling school, and the Gymnasium, where all competitors were obliged to train for at least one month.The Archaeological Museum of Olympia, one of the most important museums in Greece, presents the long history of the most celebrated sanctuary of antiquity, the sanctuary of Zeus, father of both gods and men, where the Olympic games were born. The museum’s permanent exhibition contains finds from the excavations in the sacred precinct of the Altis dating from prehistoric times to the Early Christian period.

Corinth Canal

In the connection of continental Greece and Peloponnese, the Isthmus of Corinth cut by the famous canal of the same name, separates the Gulf Saronique of the Gulf of Corinth. 6343 meters long, 24.60 meters wide, the canal possesses walls achieving 79.50 meters in height the highest point.

Epidavrus Theater

The theater was constructed in the late 4th century BC. Originally it had 34 rows and was used for dramatic performances. The Romans added another 21 rows. Even in ancient times, the theater was considered to have great acoustics. The actors can be perfectly heard by all 15,000 spectators without the sound having to be amplified. The limestone rows filter the low-frequency sounds –such as the murmur of the crowd – but amplify the sounds from the stage.  It still is one of the most beautiful open-air theaters. The view behind the scene was and still is an  integrated part of the theater. The theater was discovered in 1970 and the excavation began in 1972.

Mycenae
Mycenae, Greece

Mycenae

High above the modern town of Mycenae are the ruins of an ancient city. The ruins of Ancient Mycenae date back to the second millennium B.C. Though most of the original city state has been destroyed over time, parts of the Acropolis that overlooked a fertile plains still remain. The Acropolis sits atop an impressive mountain and is flanked on either side by taller mountains forming a very formidable fortification for the site, as well as a very scenic view . The Lions Gate is the main entrance into the city. The lions, with their front paws on an alter of some sort was suppose to represent the mycenaean’s power. The entrance to the Treasury of Atreus at Mycenae is actually a circular tomb or tholos.

Athens
Athens, Greece

Athens (City Tour & the Acropolis)

Tour starts with a sightseeing of the main points of interest in Athens, both ancient and modern, of Athens. Guests have the opportunity of viewing from inside the bus Constitution square, the former Royal Palace, where the Evzones, members of the National Guard, keep watch in their traditional costume over the Tomb of the Unknown Soldier. Guests will have a quick stop at the Panathenaeum Stadium holding 70,000 spectators was built of Pentelic marble in 1895 for the first modern Olympic Games. Will then pass by the National Gardens and then along University Street with its neoclassical buildings, the Academy, the University and the Library, to Omonia Square, the centre of the modern city.

Upon completion of the city tour, guests will continue with the site of the Acropolis.  On the natural fortress of the Acropolis, reinforced by the hand of man, stand the Propylaea, the temple of the Winged Victory, Erechtheion with the Porch of the Caryatids and, towering over all, and the majestic Parthenon.  A winding path leads to the treasure of antiquity. Visible are the relics of the civilization of which we are the proud inheritors.  From the top guests can see to the North Plaka quarters and the ancient Agora; to the East, Mount Lycabettus; to the South, the theater of Dionysus. This is where the tragedies of Aeschylus, Sophocles and Euripides were performed. Here also stands the Odeon of Herodes Atticus, which is used today in the Summer Festival.

Athens (The National Archaeological Museum) –

The National Archaeological Museum is the largest museum in Greece and one of the world’s great museums. Although its original purpose was to secure all the finds from the nineteenth century excavations in and around Athens, it gradually became the central National Archaeological Museum and was enriched with finds from all over Greece. Its abundant collections, with more than 20,000 exhibits, provide a panorama of Greek civilization from the beginnings of Prehistory to Late Antiquity. The museum is housed in an imposing neoclassical building of the end of the nineteenth century, which was designed by L. Lange and remodeled by Ernst Ziller. The vast exhibition space – numerous galleries on each floor accounting for a total of 8,000 square metres – house five large permanent collections: The Prehistoric Collection, which includes works of the great civilizations that developed in the Aegean from the sixth millennium BC to 1050 BC (Neolithic, Cycladic, Mycenaean), and finds from the prehistoric settlement at Thera. The Sculptures Collection, which shows the development of ancient Greek sculpture from the seventh to the fifth centuries BC with unique masterpieces. The Vase and Minor Objects Collection, which contains representative works of ancient Greek pottery from the eleventh century BC to the Roman period and includes the Stathatos Collection, a corpus of minor objects of all periods. The Metallurgy Collection, with many fundamental statues, figurines and minor objects. And, finally, the only Egyptian and Near Eastern Antiquities Collection in Greece, with works dating from the pre-dynastic period (5000 BC) to the Roman conquest.

The New Acropolis Museum
The New Acropolis Museum

Athens (The New Acropolis Museum)

History – General Information

The New Acropolis Museum is a purpose built museum by architect Bernard Tschumi to house the archaeological findings related to the Acropolis Hill in Athens. It is located at the foot of the Acropolis. The construction of the Museum started in November 2004. As construction work neared completion, an operation to move the historic artifacts for a 400 meters distance from the Acropolis rock to the new museum started on October 14, 2007, involving three giant cranes.  The movement of the artifacts to from the top of the Hill was called the Transfer of The Century.  The Museum will exhibit approx. 4,000 artifacts.  The overall budget of the Museum’s construction was 130 million of Euros.

The Concept

The design is about the clarity of an exhibition route expressed through three materials – marble, concrete, and glass. The museum, with its exceptional and significant collection of classical Greek sculpture, will be arguably one of the most advanced in the world.

Blue Sky: A Concept of Light

More than in any other museum, the New Acropolis Museum makes careful use of natural light.

People in Motion: A Concept of Circulation

The visitor’s route through the museum forms a clear three-dimensional loop. Movement in and through time, is an important aspect of this museum in particular. With more than 10,000 visitors daily, the path through the museum artifacts is designed to be of the utmost simplicity.

A Base, A Middle, and A Top

The base of the museum design ‘hovers’ over the existing archaeological excavations on pilotis.  This level contains the entrance lobby as well as temporary exhibition spaces, retail space, and all support facilities. The middle is a large, double-height, trapezoidal hall that accommodates all galleries from the Archaic period to the Roman Empire. A mezzanine level includes a bar and restaurant with views toward the Acropolis, and a multimedia auditorium. The top comprises the rectangular Parthenon Gallery arranged around an indoor court.

Chinese Language FlagshipIn today’s competitive global economy, U.S. undergraduate and graduate students are under increasing pressure to gain skills that set them apart from the rest of the pack upon graduation.

The Language Flagship, an innovative and relatively new initiative established  by the National Security Education Program, has scholarship and fellowship awards available to students with the motivation and determination to successfully complete an advanced language immersion and cultural studies program.

Western Kentucky University was selected earlier this year as of eight funded programs in the United States to receive the honor.  Other universities participating in the program include: Indiana University, Ohio State, Brigham Young University, Arizona State University, University of Rhode Island, University of Oregon, and the University of Mississippi.

Additionally, six Gatton Academy students have been selected to participate in the program’s first cohort: Jared Mink, a second-year student from Laurel County; Megan Stulz, a second-year student from Kenton County; Amy Cordero, a second-year student from Pike County; Jason Ludden, a second-year student from Adair County; Sarah Schrader, a first-year student from Warren County; and Ben Venable, a first-year student from Oldham County.

By enrolling students from across all majors and disciplines—including the sciences, economics, business, and literature—Flagship programs mainstream language study into a student’s curriculum, ensuring that they will be capable of functioning in their profession in the target language. A U.S. workforce with language proficiency and more sophisticated cultural understanding will create goodwill leading to greater international cooperation and collaboration.

According to Michael Nugent, director of the initiative based in Arlington, VA, “Graduates of The Language Flagship already have started taking their place among the next generation of global professionals through superior proficiency in languages critical to U.S. competitiveness and national security.” In fact, alumni of the program now work in key leadership and diplomacy positions in the government, business, and civic sectors.

For many careers pursued by top college graduates today, it’s not enough to study political science coupled with two years of language instruction that may not have direct relevance to the student’s major.  Today’s professionals need to be able to function at a high level in their chosen fields as well as in their language of study. To meet this need, Flagship programs include intensive language training with long-term overseas study in a non-language subject.

According to WKU’s Office of Scholar Development, these programs are rigorous but rewarding and come with highly personalized advising and lucrative scholarships.  Moreover, participation in the program can increase students’ competitiveness for outstanding jobs in both government and industry.

All of the Flagship programs include two components: a domestic component at one of the U.S. Flagship institutions, and an intensive study abroad component at the Overseas Flagship Centers in China.   Both components are mandatory and essential to student success.

Whitney AntleYou know the drill as our “Five Questions” series keeps rolling.  In this visit, we chat with Whitney Antle, a Class of 2010 student from Hardin County.  Like several Academy students this summer, Whitney spent some time abroad.  Though the Gatton Academy’s programmatic emphasis is on math and science, we strongly support the development of students’ passions in language, the arts, and culture.  There are few better ways to accomplish this development than study abroad.

1. Tell us a little about the project or program in which you participated.

From mid-June to mid-July, I studied abroad through CCIS in Buenos Aires, Argentina. I lived with a host family that did not speak any English. I attended La Universidad de Belgrano, where I studied in an intensive language program for five hours every day. During my spare time, I explored the city, made new friends, and practiced speaking with my host family. I was able to live the life of los porteños, the people of Buenos Aires, whose language and culture are very different from my own.

2. What is the part of the summer experience did you enjoy the most?

In all honesty, I loved every bit of it! But, I would say the best part was learning to speak Spanish with greater fluency. I was able to practice not only in my “No Inglés” Spanish class, but also just by talking to my friends and host family. I loved sitting down with Cheche, my host abuelo, and listen to him talk about his family’s history. The most rewarding thing was being able to walk down the street or ride on the Subte and understand the people around me. (Tango class was pretty great, too!)

3. How is this different from the way you think most high school students spend their summers?

During my time abroad, I lived with a family I didn’t know, in a country whose language I was still trying to learn. Unlike most high school students abroad, I was not on vacation or on a school trip; I went to school every day, and I didn’t know anyone. It was truly one of the most challenging things I have ever done because I was totally responsible for myself. The degree of independence was so much greater than any I have ever had before. It was difficult at times, but so worth it simply because of the confidence I have gained.

4. How does this research experience or internship fit into your educational and professional goals?

Even though my class was not directly involved with math and science, I can use what I have learned in almost any profession. We have to be able to communicate in anything we do. Language skills are becoming more important every day. Now I can learn from people that I otherwise would not be able to understand, and they can understand me, too.

5. What are you looking forward to the most about your second year at the Academy?

I am looking forward to spending time with my friends and getting to know the new juniors. I also can’t wait to start my new classes!