Inspiring Women Magazine September 2022

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.


WOMEN<br />

<strong>Women</strong> & Youth:<br />

<strong>Inspiring</strong> the<br />

Future Generations<br />

<strong>September</strong> <strong>2022</strong>, Volume 6 Issue 3

Contents<br />

<strong>September</strong> <strong>2022</strong>. Volume 6, Issue 3<br />

profiles<br />

features<br />

16<br />

Introducing the FAWCO Youth Program<br />

In 2013, the FAWCO Board launched the FAWCO Youth Program, which<br />

has now run seven times in different countries across the world.<br />

In Their Own Words 17, 28, 41, 49, 57 & 63<br />

8<br />

18<br />

30<br />

Our Cover Story<br />

Finding the Eureka Moments<br />

Dr. Pooja Joshi runs science workshops<br />

for young children, nurturing<br />

their problem-solving capabilities.<br />

"Everyone Is Who<br />

They Are for a<br />

Reason"<br />

Paula Brandenburg<br />

helps adults and<br />

teens develop the<br />

mindset and skillset<br />

of respect.<br />

Habits of Mind:<br />

Art Tours with<br />

3rd and 4th<br />

Graders<br />

Pat Lawrence is a<br />

docent at the Museum<br />

of Fine Arts, Houston,<br />

where she conducts<br />

40 tours a year.<br />

42<br />

"What Makes You Different From<br />

Everyone Else?"<br />

Marelie Manders loves to learn what<br />

makes her students tick.<br />

50<br />

58<br />

Developing the<br />

Leaders of the Future<br />

Elizabeth Kelly teaches<br />

an international program<br />

in Belgium which prepares<br />

young people to be<br />

future business leaders.<br />

Sponsoring<br />

Childrens'<br />

Summer<br />

Activities<br />

Nancy Evans sets<br />

up a project in her<br />

daughter's memory.<br />

23<br />

A Club Inspires:<br />

AIWC Rabat<br />

Club President<br />

Nancy Lukas-Slaoui<br />

and FAWCO Reps<br />

Hafida Lahrache<br />

& Souad Tadlaoui<br />

introduce their club<br />

to us.<br />

37<br />

<strong>Inspiring</strong><br />

Future<br />

Generations<br />

Katja Malinowski<br />

uses the Sustainable Development Goals in<br />

her teaching.<br />

47<br />

FAWCO Youth<br />

Cultural<br />

Volunteers<br />

Program <strong>2022</strong><br />

The American<br />

<strong>Women</strong>'s Club<br />

of Amsterdam<br />

hosted this program for 15 volunteers<br />

from 11 countries.<br />

55<br />

Learning Leadership<br />

and Practical Life<br />

Skills<br />

Kristin Bayer is chair of<br />

the Berlin unit of the USA<br />

Girl Scouts Overseas.<br />

65<br />

"What Is Going<br />

On Here?"<br />

Jane Indreland,<br />

is a docent at the<br />

Yellowstone Art<br />

Museum in<br />

Billings, Montana.<br />

77<br />

<strong>Inspiring</strong> the<br />

Future<br />

Generation -<br />

One Award at<br />

a Time<br />

Barbara Bühling explains how the<br />

FAWCO Education Awards function.<br />

85<br />

Live in the Garden with Friends<br />

Carol-Lyn McKelvey, one of the hosts of<br />

the <strong>Inspiring</strong> <strong>Women</strong> LIVE Garden Party,<br />

tells us more<br />

about the<br />

event.<br />

91<br />

<strong>Inspiring</strong> Reads:<br />

What is a Perfect<br />

World?<br />

by Nancy Lynner is the<br />

author of What is a<br />

Perfect World? - her first<br />

book for children,<br />

parents and teachers.<br />


profiles cont.<br />

68 80<br />

Destined to Be<br />

a Teacher<br />

Rebekka Klingshirn<br />

started her teaching<br />

career when still a<br />

child herself!<br />

5<br />

A Note from the Editor<br />

Liz MacNiven<br />

6 Advertisers Index<br />

95<br />

7<br />

93<br />

86<br />

Working to Provide Quality<br />

Education to Children in Nepal<br />

Mary Palmer has spent two months<br />

every year volunteering in Nepal since<br />

she retired.<br />

Introducing This Issue<br />

More about what you can find<br />

in this issue from Elsie Bose.<br />

<strong>Inspiring</strong> You<br />

in every issue<br />

94<br />

96<br />

Empowering<br />

Athletes to<br />

Achieve Their<br />

Best<br />

Kayleigh Karinen is<br />

a four-time world champion athlete who<br />

works with and enables athletes globally.<br />

More About This Issue<br />

Our Next Issue<br />

That’s Inspired!<br />

“There is no shortage of<br />

reasons for pessimism in the world<br />

today: climate change, the pandemic,<br />

poverty and inequality, rising distrust<br />

and growing nationalism. But here is<br />

a reason for optimism: children and<br />

young people refuse to see the world<br />

through the bleak lens of adults.”<br />

Henrietta Fore<br />

Former Executive Director - UNICEF<br />

For this issue of <strong>Inspiring</strong> <strong>Women</strong> we decided<br />

it was time to turn our attention to our young<br />

people and those who work with them. Did you<br />

know more than half the world’s population<br />

is under 30 years old, which is the largest it’s<br />

been in history? There is also an expectation<br />

that the world will get even younger with 10<br />

billion more people to be added to that group<br />

over the next century. That’s a lot of people!<br />

It seems to me that young people play an<br />

increasingly vocal part in world affairs than<br />

was true when I was a kid. The UNICEF global<br />

study of young people from 21 countries done<br />

in 2021 had some interesting conclusions:<br />

“Born into a more digital, interconnected<br />

and diverse reality, young people see a<br />

world that is largely a better place for<br />

children than the one their parents grew<br />

up in – a safer and more abundant world<br />

that offers children better education,<br />

opportunities and hope for the future.<br />

At the same time, young people are not<br />

complacent. They report greater struggles<br />

with mental health conditions. Amid a sea<br />

of mis- and disinformation, they report low<br />

levels of trust in the information sources<br />

they use most.”<br />

Henrietta Fore also said that compared with<br />

older generations :<br />

“The world’s young people remain<br />

hopeful, much more globally minded,<br />

and determined to make the world a<br />

better place. Today’s young people<br />

have concerns for the future but see<br />

themselves as part of the solution.”<br />

So it seems to me what is essential is that<br />

those of us of an older generation give these<br />

hopeful young people a voice and a place,<br />

so that their optimism can be nurtured and<br />

lead to progress. Young people need to know<br />

that even if they are not globally well-known<br />

a note from<br />

the editor<br />

like Malala or Greta Thunberg, they still have an<br />

important part to play in making things better.<br />

There are various formats for young people to<br />

get involved globally, which you can read more<br />

about. For example, I was interested to learn<br />

about the Global Shapers Community and the<br />

Millennial Manifesto, which has six key<br />

principles:<br />

1. We will create space for<br />

intergenerational dialogue.<br />

2. We will ask big questions to<br />

advance bold solutions.<br />

3. We will pursue systems change<br />

and collective action.<br />

4. We will make space for diverse<br />

lived experiences.<br />

5. We will embrace uncomfortable<br />

conversations.<br />

6. We will care for ourselves, others<br />

and our ecosystem.<br />

FAWCO itself has been working with young<br />

people for many years, creating a space for<br />

intergenerational discourse and learning,<br />

amongst other things. We also have many<br />

members across the world who use their skills<br />

and talents, working with the youth of today.<br />

I hope you enjoy reading the profiles and<br />

features about it in this issue.<br />

Here at <strong>Inspiring</strong> <strong>Women</strong> magazine, we aspire<br />

to remain young and fresh and, in this vein,<br />

I am sure you have already noticed the new<br />

layout (big thanks to Kristin!).<br />

We would really<br />

appreciate your<br />

views on it via our<br />

survey (see p. 93<br />

for the link).<br />

Best wishes and<br />

happy reading!<br />

Liz<br />

<strong>Inspiring</strong>women.<br />

editor@fawco.org<br />


advertisers<br />

index<br />

Be Fearless.<br />

introducing<br />

this issue<br />

The Short List pp. 14 & 15<br />

The Short List assists students with the<br />

college admissions and application process.<br />

If your child is about to start or is in the<br />

midst of the admissions process, register<br />

for their next FAWCO Club Workshop<br />

webinar scheduled for October 6th.<br />

Your questions will be welcome!<br />

London & Capital p. 29<br />

Whether you are a US Citizen living abroad<br />

or a foreign entity with US reporting, their<br />

dedicated teams take care of your wealth,<br />

giving you time to concentrate on the things<br />

that matter to you. London & Capital has<br />

been supporting FAWCO since 2016.<br />

TASIS p. 35 NEW!<br />

The American School in England TASIS<br />

England is a leading international day and<br />

boarding school (ages 3-18) located 35<br />

minutes from central London on a beautiful<br />

campus in Thorpe, Surrey. Register for their<br />

next Whole School Open Morning on<br />

<strong>September</strong> 30th.<br />

Tharien's Art p. 35 NEW!<br />

AWC Antwerp member and former Target<br />

Program Chair Tharien van Eck is a superb<br />

artist. She creates beautiful hand painted<br />

cards and prints. Proceeds from her cards<br />

continue to support education programs for<br />

Hope for Girls and <strong>Women</strong> Tanzania.<br />

London Realty Intl. p. 45<br />

London Realty Intl. is owned by AWC London<br />

member Lonnée Hamilton, who is a worldwide<br />

property consultant. Her firm works with the<br />

best agents across the globe to fulfill your<br />

property needs.<br />

Janet Darrow Real Estate p. 79<br />

Around the corner or a world away, contact<br />

Janet Darrow, FAUSA member, to find the<br />

best properties. FAWCO referrals to Janet<br />

help the Target Program!<br />

The Pajama Company p. 89<br />

The Pajama Company, founded by<br />

Ellie Badanes, member of FAUSA and<br />

AW Surrey, sells pajamas that are cozy,<br />

cheerful and available online!<br />

The current generation has a<br />

responsibility for our community<br />

and for making it a place that is<br />

worth passing on to the next<br />

generation. It’s never a perfect<br />

world when it is passed on but<br />

there should at least be a solid<br />

foundation with a tease of exciting<br />

potential that makes the future<br />

worth it.<br />

Worldwide, we are contending with a growing force of naysayers who are afraid<br />

of the future. I am not sure if they are evil or ignorant. They deny science and<br />

eschew facts. They lie with reckless abandon. Many are downright cruel because<br />

their power allows it. And they are gaining ground.<br />

So, current generation, we have a bit of work to do.<br />

Those who teach and work with our youth are part of a partnership between<br />

education professionals, support organizations, parents and families. This<br />

partnership, when carefully managed and nurtured, creates a place for growth,<br />

knowledge and confidence. Youths prosper in this environment, as does the<br />

community.<br />

Throughout the years FAWCO has relied on advertisers and sponsors to augment its<br />

income. This revenue has allowed FAWCO to improve services and the flexibility to try the<br />

latest innovations to enhance the FAWCO experience. FAWCO’s advertising<br />

partners believe in our mission and support our goals. Some directly<br />

support our activities and projects.<br />

We encourage club leadership throughout the FAWCO network to<br />

share our publications with their membership. Our advertising<br />

partners have valuable products and services and we want your<br />

members to take advantage of what they offer. Please support them!<br />

For more information on these advertisers or if you have any questions about<br />

FAWCO’s advertising program, please contact Elsie Bose: advertising@fawco.org.<br />

The FAWCO members profiled here are in a special position. Their work with<br />

youth is helping to shape the leaders and guardians of tomorrow. These women<br />

are either working with young people from their host countries or with those who<br />

are experiencing a new country or culture. They are adding cultural awareness to<br />

the partnership’s tool kit, which is vital to a better understanding and acceptance<br />

of the differences that exist in the world.<br />

Here’s hoping that we can equip our youth with knowledge and experience that<br />

allows them to live a life that’s fearless, not reckless.<br />

Elsie<br />

Founder<br />


profile<br />

Finding the Eureka<br />

Moments<br />

Pooja Joshi, a member of HIWC (Heidelberg International <strong>Women</strong>'s Club),<br />

runs science workshops for young children, nurturing their problemsolving<br />

capabilities.<br />

My life journey<br />

I grew up in Pune, India at a time when India was<br />

opening up to the world - with an influx of new<br />

ideas and fresh outlooks. My parents shared their<br />

openness and compassion with me along with<br />

affording me a safe space to question everything<br />

– traditions, religion, science and more. The<br />

possibility of experiencing and understanding a<br />

lot of life‘s important lessons from a very young<br />

age had the most impact on my life. I am able to<br />

accept people, young people included, as equally<br />

able individuals with independent thoughts and<br />

ideas. I remember spending my summers<br />

playing with my cousins and friends. There were<br />

no restrictions on what we poked or prodded and<br />

investigated. We made up our own games and<br />

played them as long as we wanted to. Thinking<br />

back, this kind of boundless free play was key in<br />

my creative journey.<br />

Ready for<br />

investigating<br />

the world of<br />

microbes!<br />

Pooja Joshi<br />

After leaving home<br />

I volunteered to teach underprivileged children<br />

and help them with Science and English while<br />

I was still a teenager. I left home to complete<br />

my higher education, traveled and explored the<br />

world for myself away from the safety net of the<br />

known – in a foreign country to add to the<br />

adventure! After receiving the Commonwealth<br />

Scholarship from the British Commission and<br />

the University of Leeds, I wanted to give back to<br />

society and taught Biotechnology to graduate<br />

students at the University of Pune.<br />

I got involved in outreach programs later on<br />

when I was doing my PhD, where making<br />

science easy first took root in my mind.<br />

Organizing<br />

members of a<br />

cultural group of<br />

native Marathi<br />

speakers in<br />

Heidelberg,<br />

Germany.<br />


Life changes<br />

After having worked in the UK for over a decade,<br />

I moved to Germany to support my husband as<br />

he changed roles at work. I prioritized my young<br />

family when we first moved. As we settled into<br />

the humdrum routine, I struggled to find jobs<br />

in the industry without any knowledge of the<br />

German language. I then prioritized the<br />

language learning process, which also opened<br />

up new friendships and partnerships that have<br />

become my support systems in this foreign land.<br />

Pooja Joshi and family – hiking in the Alps.<br />

To help my son get accustomed to the BIG<br />

change in his life, I wrote a storybook for<br />

him, about him, with a different name for<br />

the protagonist - The Boy Who Had Many<br />

Friends. The book helped him reconcile<br />

that he hadn’t lost all his friends and that<br />

he would soon find new friends in the new<br />

place. My boy loves books and stories and<br />

his own world of imagination, so I started<br />

converting our science adventures into<br />

books for him. Like The Boy Who Loves BIG<br />

Words, where we explored words like<br />

Metamorphosis, Photosynthesis,<br />

Germination, Vaccination, etc. My son went<br />

to a bilingual kindergarten (German –<br />

English) and I started doing volunteer work<br />

Exploring the world of science with some<br />

little scientists.<br />

there with the kids, reading them well-loved<br />

stories followed by science activities based<br />

on the stories. For example, we followed Julia<br />

Donaldson’s The Detective Dog by investigating<br />

the sense of smell, where they tried to guess the<br />

smells around them with closed eyes. We even<br />

tested how taste and smell are connected all<br />

the way back to the brain. I loved feeding their<br />

curious minds with knowledge bites and<br />

watching the awe in their eyes. For me science<br />

is a way of life, and to have this opportunity to<br />

share it with young minds filled<br />

me with so many creative ideas,<br />

I had to do something about it.<br />

That’s how my little business started.<br />

It was born out of my need to<br />

tell stories and my<br />

passion for all things science!<br />

Involvement in youth and youth<br />

work<br />

I’m always intrigued by how<br />

curious young people can be and<br />

how much unbridled joy they can<br />

get when they are given the independence<br />

to realize their ideas. I<br />

love sharing the energy and the<br />

enthusiasm they feel when they<br />

discover something new. It’s the<br />

Eureka moment when they figure<br />

something out for themselves. It's<br />

priceless!<br />

I always loved making scientific<br />

concepts easier for everyone to<br />

understand. After giving birth to my son, I could<br />

experiment to see how simple I could make<br />

science. I started exploring ways to nurture<br />

my son’s inherent curiosity and that led me<br />

to designing experiments for little children to<br />

explore and understand. My son’s birth was<br />

the catalyst that made me really reflect on<br />

how big a role science plays in our lives.<br />

My experience in academia and research<br />

prepared me for the scientific aspect of the<br />

work I do, but I am self-educated when it comes<br />

to working in the early education sector. As<br />

Little scientists at work.<br />

a scientist, research comes easily to me, so I<br />

researched and read from the early education<br />

gurus. My biggest mentors, though, were all the<br />

little scientists who patiently allowed me to work<br />

with them – their brutal honesty about what<br />

they liked, they disliked, and their innocence<br />

when they happily shared what they understood<br />

and what they didn’t have helped me hone my<br />

skills as an educator. I always have a list of the<br />

most probable answers for any experiments I<br />

have designed for them, but the little scientists<br />

never fail to go above and beyond, coming up<br />

with novel ways to solve a problem. Every<br />

workshop is also a learning experience for me.<br />

It’s a gentle reminder that the problem-solving<br />

capabilities in kids are not for me to instill in<br />

them, only for me to nurture.<br />

Contributing to a better future generation<br />

I think my biggest mission is to dispel the stigma<br />

and the supposed difficulty surrounding science.<br />

I want to make science<br />

easy and simple,<br />

because that is exactly<br />

what it is. I look forward<br />

to a world where our<br />

kids can grow into<br />

THINKING adults who<br />

do not simply consume<br />

but understand and<br />

critically look at how<br />

and what they<br />

consume. Catch them<br />

young, as they say! The<br />

books and stories that<br />

I write for the science<br />

workshops are usually<br />

centred around a<br />

model that aids kids<br />

to process more than<br />

what they are told<br />

without the added<br />

baggage of always<br />

being right or looking<br />

for the right answer.<br />

That for me is the<br />

beauty of science:<br />

to tinker about and<br />

experiment and figure<br />

out what might be<br />

the answers to your<br />

questions, whilst<br />

happily stumbling upon<br />

yet more questions to<br />

explore. It's a world<br />

away from the trappings of fake news and into<br />

a world of the scientific method.<br />

Biggest challenges<br />

Personally my biggest challenge is<br />

communicating science in a language that is<br />

my fourth language – after moving to Germany<br />

I conducted several workshops for kids in<br />

German but I am still finding my comfort zone.<br />

Even after four years here, I find giving the<br />

exact same workshop in English much easier<br />

to conduct.<br />


Professionally my biggest challenge was<br />

leaving the comfort of academia, where I<br />

worked all my adult life by venturing into the<br />

unknown. I started a science-themed workshop<br />

series for kids, going back to the basics and<br />

digging deep to make it appealing to parents<br />

who probably were traumatized by the school<br />

system into “studying science” and convincing<br />

them that science can be fun and playful, too!<br />

Instead of teaching science, I show them the<br />

science already present in their lives.<br />

Pooja conducting science workshops for kids.<br />

I still remember how difficult it was to get kids<br />

into the first workshops. We had the minimum<br />

number of participants, just enough to avoid<br />

making a loss. At the end of the workshop<br />

though, the parents who were initially anxious<br />

and hesitant about sending their kids to a<br />

so-called science workshop were my biggest<br />

champions in spreading the good word and<br />

promoting the workshops in the wider<br />

community. Some of the little scientists since<br />

have attended every single workshop. It has not<br />

only been encouraging but gives me immense<br />

joy in seeing them grow up into these amazingly<br />

aware human beings.<br />

Things that make me sad<br />

I am saddened that the world of science is<br />

ageist and gendered. Under the umbrella of<br />

STEM activities, a lot of science gets categorized<br />

– cars for boys, glittery slime-making for girls,<br />

programming for boys, perfume-making for<br />

girls. A lot of the biases are social and cultural.<br />

I believe science communication is mostly<br />

targeted toward adults. That<br />

is too little, too late. We<br />

need to have more science<br />

communicators and engaged<br />

science teachers who can<br />

speak the language of the<br />

youth and make them<br />

comfortable with the scientific<br />

method. We need to have<br />

young cheerleaders for<br />

science to take us forward<br />

into the future. When kids<br />

can look at science without<br />

fear of judgement and<br />

discrimination, we can<br />

expect a fairer future for all.<br />

Pandemic changes<br />

If it wasn’t already huge, the<br />

many ways in which young<br />

people can consume content<br />

online have exploded during<br />

the pandemic. A huge<br />

percentage of young kids have<br />

been raised in front of screens<br />

in the last few years. Right or<br />

wrong is not the argument I<br />

would like to pose. I feel we<br />

should accept that change<br />

and improve and regulate consumption. The<br />

way forward is to make kids more aware of how<br />

and what they receive.<br />

A new skill I'd like<br />

I would love to learn more about creating<br />

content for kids in an interactive way –<br />

making videos about scientific concepts. There<br />

is so much misinformation on the internet, that<br />

I would love to have content that could rival fake<br />

news. When someone searches for a fact they<br />

should not encounter opinions. The scientific<br />

method and logical thinking should be in the<br />

spotlight.<br />

Science is everywhere<br />

The biggest myth is that science is not for<br />

young children. Science is everywhere and in<br />

everything, from getting your center of mass<br />

in the right spot as you wake up and stand, to<br />

the water you drink. It's in the chemicals in the<br />

toothpaste you put in your mouth, to the food<br />

you eat, and the smartphone you have in your<br />

pocket. Science is what makes buildings you<br />

live in stable and able to weather all seasons.<br />

It’s part of everything from the transportation<br />

you use to the end of the day when you fall<br />

asleep and your brain cells fire up even as your<br />

body relaxes. It is all Science. Science is in the<br />

air. Kids experience science without knowing<br />

the vocabulary for it. What I want to do is add<br />

to their ever-expanding vocabulary so that<br />

scientific words don’t feel difficult or alien when<br />

they first come across them. They are part of<br />

daily parlance.<br />

The best advice I gave myself was to trust my<br />

instinct and experience. Coming out of academia,<br />

I questioned my ability to teach very young kids<br />

(four- eight years). I have had to learn to<br />

consciously avoid letting the impostor syndrome<br />

creep in and to keep reminding myself why I do<br />

what I do – make science simple and accessible<br />

for all.<br />

My guiding principles<br />

I love putting everyday things under the<br />

microscope – literally and figuratively – and<br />

finding the EXTRAORDINARY in the ordinary.<br />

Curiosity, creativity and wonder are my guiding<br />

principles. I use stories as a medium to engage<br />

kids in thinking and experimenting and<br />

discovering for themselves the secrets of<br />

science. Stories and storytelling are universal<br />

to our human experience, making them a<br />

wonderful tool to communicate complex ideas<br />

simplistically. Children find science easier to<br />

digest when they SEE it in their everyday lives<br />

and can apply the concepts seamlessly by using<br />

plain common sense. It brings science into the<br />

realm of language – as commonplace, not<br />

something that is difficult and therefore needs<br />

to be learned!<br />

A story from my childhood<br />

My mother often tells my son that I always<br />

opened up all the gadgets in the house. It<br />

started with pens. I always opened them up for<br />

investigation – why does it click, where is the<br />

ink, what does the spring do and so many other<br />

questions. These included fountain pens, ink<br />

pens, ball pens, and sketch pens; I even opened<br />

up a wooden pencil to look what the lead<br />

inside looked like. They were all fascinating to<br />

me. I opened up so many pens for so long that<br />

my parents started hiding pens from me, just<br />

to have at least one properly functioning pen<br />

around in case of emergencies.<br />

This constant need to understand how things<br />

worked has made me the scientifically thinking<br />

person that I am today.<br />

Pooja with her mother and son.<br />

Resemblances to my mom<br />

My mother was an educator as am<br />

I. In caring for my son, I am like my<br />

mother – she was always present<br />

whenever I needed her, and she has<br />

been my therapist throughout my<br />

life. It’s her rebellious behaviour that<br />

made my attitude seem acceptable<br />

and normal to me. Growing up in the<br />

Indian patriarchal society she was the<br />

person who made me confident in my<br />

uniqueness.<br />



feature<br />

Introducing the FAWCO<br />

In their own words Dubai 2013<br />

Youth Program<br />

My-Linh Kunst, AWC Berlin<br />

Inspired by former United Nations<br />

Secretary General Ban Ki Moon’s statement<br />

“Working with and for young people is a<br />

priority in my Five-year Action Plan,” the<br />

2013-2015 FAWCO Board under the<br />

leadership of President My-Linh Kunst<br />

launched the FAWCO Youth Program<br />

in 2013.<br />

Youth make up nearly half (48%) of the<br />

Berlin 2018 with chairs Karen Castellon and My-Linh Kunst.<br />

world's population, and in less than 10<br />

years will account for almost 75% of the<br />

global workforce. It is time for our youth<br />

to start working together and empowering one another towards creating a better world for<br />

future generations. FAWCO, being a global family, is in an advantageous position to engage<br />

our members’ children in this endeavor.<br />

The Cultural Volunteers module of FAWCO's Youth Program is designed to foster cultural<br />

awareness and volunteerism among FAWCO youths. The program is hosted by a FAWCO<br />

member club, open to high-school-aged children of<br />

FAWCO members. The teens stay with club member<br />

families for a week and experience a new culture<br />

while volunteering with local charities. The purpose<br />

of the program is to help the youth discover<br />

volunteering, develop their cultural understanding,<br />

and raise their awareness of global issues and their<br />

sense of global citizenship.<br />

Our inaugural Cultural Volunteers program was in<br />

Dubai (2013), followed by Shanghai (2014), Mumbai<br />

(2015), Dublin (2016), Berlin (2018) and Athens (2019).<br />

After a two years’ pause during the pandemic, <strong>2022</strong><br />

was hosted by AWC Amsterdam on June 25 - July 2<br />

(see page 47 for a recap of the program).<br />


Throughout this issue, you will find<br />

pages (starting with the opposite<br />

page) called In Their Own Words<br />

with quotes from participants from<br />

the Cultural Volunteers Program.<br />

All were asked:<br />

"What was the highlight of the<br />

experience for you?"<br />

Julia Goldsby, AIWC Cologne<br />

On meeting other third culture kids and local Emirati kids: We may dress differently and<br />

practice different religions, but teenagers around the world are pretty much the same—<br />

we're all goofy, curious, and hoping our generation can improve life for all of us.<br />



"What was the highlight of the<br />

experience for you?"<br />

Monica Jubayli, Program Chair<br />

I'll never forget the first FAWCO Youth Cultural Volunteers who had just experienced<br />

Ramadan with Emirati teenagers, waiting respectfully while the Emiratis prayed before<br />

"iftar" (the meal breaking their Ramadan fast), and then all joined in to share the homecooked<br />

food. The girls wore their abayas (coat dress) and shaylas (scarf), and the boys were<br />

in their kandouras (robe) and ghutras (headdress). By the end of the evening, my living<br />

room was full of noisy teenagers who could have been from anywhere in the world. Later,<br />

driving to another event, my two young charges (I hosted two young men) spoke candidly<br />

between themselves. I was the proverbial "fly on the wall" during their conversation. I<br />

knew the FYCV program was a success when I heard them comment that Muslims were<br />

often misjudged in Europe. They realized that underneath it all, there are more similarities<br />

than differences.<br />

Ben Maher, AWC Dublin<br />

But what sticks out most in my mind is the coming<br />

together, the universality of us as people,<br />

and the possibility of becoming friends with<br />

people strange to us if only given the opportunity.<br />

It was undoubtedly the best programme I have<br />

ever been involved with. It was a pleasure and an<br />

experience of a lifetime.<br />


profile<br />

Habits of Mind: Art<br />

Tours with 3rd & 4th<br />

Graders<br />

Pat Lawrence, FAUSA member and former member of MIWC (Munich<br />

International <strong>Women</strong>'s Club), is a docent at the Museum of Fine Arts,<br />

Houston, where she conducts 40 tours a year.<br />

My life journey<br />

I grew up in the NJ suburbs with my parents and<br />

three sisters. My mom was an artist. I was a very<br />

active Girl Scout and enjoyed camping, hiking and<br />

canoeing. During the summer, my grandparents<br />

would take my older sister and me across the<br />

country on a train to visit relatives in the<br />

Midwest and West starting when I was four.<br />

One trip I fondly remember was visiting my aunt’s<br />

dude ranch in Tumacacori, Arizona, and then the<br />

newly opened Disneyland in California. That<br />

started my love of travel. On most Christmases,<br />

my grandmother, who grew up in Manhattan,<br />

would take the girls to church at St. Patrick’s<br />

Cathedral and then Radio City Music Hall for the<br />

Rockettes and Holiday Show. That started my love<br />

for NYC. We spent many summer vacations at the<br />

Jersey Shore in Long Beach Island. I graduated<br />

from Rutgers U in New Brunswick, NJ with a<br />

degree in Sociology but took several Art History<br />

and Art classes and received my MBA from<br />

Fordham University in NYC.<br />

Pat in one of her dirndls.<br />

After leaving home<br />

Upon receiving my BA, I worked in the field of<br />

Marketing Research. It was fascinating to learn<br />

how people develop preferences and why they<br />

make the choices they do. I lived in NYC and<br />

moved into Brand Management<br />

for Loewe’s Corporation and the<br />

company that makes Lysol. Brand<br />

Management is like being the hub<br />

of a wheel and leading all aspects<br />

Pat Lawrence<br />

to develop a brand, from strategy<br />


to advertising and promotion to packaging and<br />

profit. I frequently walked to my office on Fifth<br />

Avenue from my apartment on E. 84th St. This<br />

entailed walking through the Central Park Zoo<br />

and the Alice in Wonderland Plaza, then past<br />

Bergdorf’s and the Plaza Hotel. I considered it a<br />

privilege to see those sights daily! I would ride<br />

my bike on Sundays to the Metropolitan<br />

Museum of Art and spend hours appreciating<br />

the beauty around me. The ad agencies would<br />

take me to the best restaurants in town and<br />

I’d golf in Greenwich, Connecticut with<br />

Sports Illustrated people. It was an<br />

exciting time.<br />

Life changes<br />

I met and married my husband in<br />

NYC although, oddly enough, we<br />

grew up about 10 miles from each<br />

other in NJ. He is an engineer in the<br />

petroleum industry and at some<br />

point, he found a position in<br />

Houston, TX. We thought it might<br />

be time to begin a kinder,<br />

gentler life outside of the city and I<br />

networked to see if there were any<br />

Brand Management positions in<br />

Houston. I was fortunate to find the<br />

perfect spot as a Marketing Director<br />

for Minute Maid and Hi-C juices and<br />

drinks with the Coca-Cola Company.<br />

By the time I left Coke, I was the<br />

Managing Director for the Southeast<br />

area and commuted from Houston<br />

to Tampa, Florida.<br />

Houston, I promptly joined FAUSA and applied<br />

to become a docent at the Museum of Fine Arts,<br />

Houston. It was something that I had wanted to<br />

do for a long time. My husband still works in the<br />

petroleum industry, my son lives and works in<br />

NYC in a tech field that didn’t exist when I was<br />

growing up, and my daughter is a doctor in<br />

Michigan. I stay active with docent tours and the<br />

study of art history, leading FAUSA meetings, two<br />

book clubs, water aerobics and travel. And we<br />

just purchased a vacation casita in Santa Fe,<br />

New Mexico.<br />

about what it means to them. It’s amazing when<br />

students bring up a point that I hadn’t noticed<br />

and show great originality.<br />

Contributing to a better future generation<br />

The art tours with third and fourth graders help<br />

them to develop critical thinking skills and<br />

patterns of intellectual behaviors,<br />

called Habits of Mind, that lead to<br />

productive actions. The tours are<br />

designed to help them think deeply<br />

about a work of art and overcome<br />

the fear of ambiguity, develop grit<br />

through problem-solving skills, and<br />

understand bias and assumptions.<br />

My role is mainly as a facilitator of<br />

conversation about an object so<br />

that students participate and<br />

communicate. For future scholars<br />

and cutting-edge work, regardless<br />

of the field, students need to<br />

communicate well, take risks, be<br />

unafraid of failure and work well<br />

with others.<br />

Biggest challenges<br />

I love working with the kids!<br />

Although I have taught graduate<br />

students before, I wasn’t sure if I<br />

would be able to relate to eight to<br />

ten year olds in a teaching<br />

situation. It takes a little extra<br />

patience at times. And the<br />

students come in with different<br />

bases of knowledge and different<br />

life experiences. Many have never<br />

been to a museum before, some are<br />

hungry and tired, and some speak<br />

only Spanish, so I need to adjust my<br />

I also started my family and we had<br />

a boy and a girl. When my daughter<br />

turned two years old, I quit the<br />

commute and consulted for several<br />

companies in Houston, such as Shell.<br />

I also taught Brand Management to<br />

MBA students at Rice University’s<br />

Jones School of Management.<br />

For all the international travel that<br />

my husband did, I stayed in Houston<br />

while the kids attended school.<br />

However, when he received a Munich<br />

assignment, I officially retired and<br />

joined him there. The timing was perfect as my<br />

son had just graduated from New York<br />

University and my daughter was attending<br />

Harvard College. They were both on the East<br />

Coast and visited us more often in Munich<br />

than they did in Houston. When we returned to<br />

Pat giving her art tours to 3rd and 4th graders.<br />

Involvement in youth and youth work<br />

Spending time with young people keeps me<br />

energized and young at heart. I love when they<br />

consider a work of art, whether it’s a portrait or<br />

an abstract painting, and have an epiphany<br />

I became a docent when I returned from living<br />

overseas in Munich. It was something that I had<br />

always thought about doing but never seemed<br />

to have the time for. It involved 18 months of<br />

training and I had to commit to giving 40 tours a<br />

year. The museum mostly hires former teachers<br />

or artists; however, I believe that my college art<br />

history courses and passion for touring<br />

museums in Europe helped me become a<br />

viable candidate.<br />

Listening to young people<br />

I like to really listen to what they<br />

have to say and build upon their<br />

comments, peppered with a few<br />

facts. It makes each person feel<br />

special and know that they have<br />

something to contribute. When they<br />

know that their opinions count they<br />

are inspired to think more critically<br />

and let their creativity show.<br />

Working with Third and Fourth Graders<br />

I love working with the kids! I never thought I<br />

would have the patience to deal with third and<br />

fourth graders, but I find them to be refreshing<br />

and interesting. The best experience is when<br />

students volunteer that they want to come<br />

back to the museum with family. That tells<br />

me I’ve been successful in engaging them.<br />


feature<br />

A Club Inspires:<br />

AIWA Rabat<br />

Nancy Lukas-Slaoui, Club<br />

President of AIWA Rabat, and<br />

FAWCO Reps Hafida Lahrache<br />

and Souad Tadlaoui introduce<br />

their club to us. AIWA is one of<br />

four clubs in FAWCO's Region 7.<br />

T<br />

he precursor of today’s American<br />

International <strong>Women</strong>’s Association<br />

Rabat was the American <strong>Women</strong>’s<br />

Association, which was started by<br />

the United States Embassy wives in 1962. The<br />

association was formed to engage in charitable<br />

work in the greater Rabat-Sale area and offer<br />

cultural exchange activities for embassy wives.<br />

The original association was open to all<br />

embassies and therefore had an international<br />

composition to it. It was and still remains an<br />

English-speaking association whose focus is<br />

on community service and cultural exchange.<br />

How many members do you have and what is<br />

their nationality?<br />

The current AIWA-Rabat membership is 125,<br />

and the majority of the ladies are Moroccan.<br />

Typically, our international members are expats<br />

from the United States, Europe, Asia and<br />

Spanish-speaking countries, as well as US<br />

embassy wives. Our large Moroccan contingent<br />

is made up of professional ladies who may have<br />

studied abroad or lived in the US, Canada, or the<br />

UK. Regardless of our backgrounds, we all share<br />

a common bond of helping the less fortunate<br />

through our CDC (Community Development<br />

Committee) work and enjoying a spirit of<br />

cultural learning.<br />

AIWA General<br />

Meeting, Mega<br />

Mall, Rabat<br />

How does the club run?<br />

We try to have at least two vice<br />

presidents or co-chairs in every<br />

Fundraising: Christmas Bazaar at the Rabat<br />

American School.<br />

board position, of which there are eleven<br />

(general meeting, cultural exchange,<br />

communications, fundraising, CDC, membership,<br />

hospitality, recording secretary, treasurer,<br />

FAWCO reps, board advisors and US Embassy<br />

liaison rep). There is only one AIWA president<br />

and vice president. As with most associations,<br />

there is a core of 40+ ladies who are very active<br />

and carry the club. We encourage all members<br />

to get involved, build friendships, find joy in<br />

community service and be proud of making a<br />

difference in the lives of so many less fortunate<br />

in the greater Rabat area. In the spring, our<br />

board advisors form a selection committee,<br />

and a specific protocol is followed to vote in<br />

the new board.<br />

What kind of events do you have in your club?<br />

We have several fundraising events that are<br />

organized by our VPs for fundraising and carried<br />

out by the fundraising committee. Our annual<br />

fundraisers are the Thanksgiving Walk-a-Thon,<br />

the Christmas Bazaar, Valentine’s Day Candy-<br />

Gram Sale, and a Spring Fair event. Additionally,<br />

we have a Moroccan cookbook/travelogue for<br />

sale in both Morocco and the United States.<br />


We schedule monthly general meetings that<br />

host a large variety of Moroccan, international,<br />

male and female guest speakers, and we offer<br />

sales tables to our women’s cooperatives.<br />

Our cultural exchange activities are organized<br />

by the VPs with the help of their committee.<br />

for members and their spouses for Halloween,<br />

Valentine’s Day, and St. Patrick’s Day.<br />

In conjunction with the US embassy, we usually<br />

have a Welcoming Tea, Christmas Party, and<br />

End-of-the-Year Tea at the residence. AIWA has<br />

an annual Ramadan Food Drive, Ladies’ F’tir, a<br />

Chabana afternoon event and<br />

an Achoura gift-giving party for<br />

the children in the Ibn Sina<br />

Children’s Hospital. In addition,<br />

International <strong>Women</strong>’s Day<br />

events are organized that may<br />

include a guest speaker panel<br />

on women’s issues at the March<br />

general meeting, a luncheon,<br />

and/or a health and wellness<br />

yoga/Zumba morning workshop.<br />

AIWA Cultural Exchange: St. Patrick's Day Party at the Sofitel Hotel, Rabat.<br />

Members can look forward to a new members'<br />

tour of the Rabat medina with lunch at a lovely<br />

riad and two annual excursions to other cities<br />

not too far from Rabat such as Kenitra, Tangier,<br />

Sale, etc. Holiday cocktail parties are organized<br />

Do you raise money for any<br />

particular cause?<br />

All the money that is raised<br />

through fundraising goes to<br />

our CDC to support the 30 plus<br />

local charities that rely on us to<br />

provide humanitarian assistance.<br />

Local charity organizations send<br />

us a request for materials with<br />

pricing. The CDC meets monthly to review the<br />

requests. Visitations are scheduled to speak with<br />

the director(s) and inspect the sites. The CDC<br />

then votes on how much we can help with each<br />

project. Requested materials/needed items are<br />

CDC: Blankets and warm clothing for the people in the Atlas Mountains to be distributed by the ENIAS university students<br />

when they make their yearly medical caravan into the mountain villages.<br />

Fundraising: 2 nd Hand Caftan Sale with proceeds going to AVENIR Children's Center.<br />

purchased and a follow-up visit is scheduled to<br />

inspect the delivered equipment.<br />

Here are the names of just a few of the local<br />

charities we support:<br />

• Avicenne Ibn Sina Children’s Hospital:<br />

Association Kaouthar.<br />

• AVENIR Children’s Cancer Center.<br />

• Dar Taliba: a resident home for girls<br />

from rural areas to enable them to<br />

finish their studies.<br />

• Vaincre L'Autisme Rabat: training center<br />

for young adults with autism.<br />

• Residential Center for Displaced Elderly<br />

Persons, Ain Atiq.<br />

• BADEL Center for Children with Diabetes.<br />

• Adult Training Center for the Blind .<br />

• A variety of women’s training centers<br />

and cooperatives.<br />

What was your favorite activity last year?<br />

I really don’t think we as a group have one<br />

favorite activity because all our events are fun,<br />

knowledgeable, offer a sense of community and<br />

help build bonds of friendship. However, if I had<br />

to pick one, I think the ladies on the board enjoy<br />

welcoming new members, especially those new<br />

to Morocco at the Welcoming Tea and new<br />

members' tour of the Rabat Medina. We love<br />

sharing the beauty of this country, its<br />

indescribable sense of hospitality and its<br />

cultural richness.<br />

What else would you like us to know about<br />

your club?<br />

<strong>Women</strong> who become members of AIWA-Rabat<br />

enjoy a kindred spirit of community service and<br />

a desire to know and appreciate other cultures.<br />

The ladies of AIWA-Rabat are as dear and<br />

caring as all the women who are involved in the<br />

FAWCO clubs. Our shared goals are our strength<br />

as we continue to make effective changes in big<br />

and small ways. We build bridges between<br />

different nationalities, cultures and religions.<br />

Thus, we empower ourselves and others to make<br />

a difference, work towards positive change, and<br />

bring improvements and dignity to the lives of<br />

many around the world.<br />

Tell us a little bit about Rabat and Morocco<br />

Rabat is one of the four Imperial Cities of<br />

Morocco but didn’t actually become the capital<br />

of Morocco until 1912 when the French<br />

Protectorate moved the title from Fes. This<br />

picturesque city, which lies on the banks of<br />

the Bou Regreg River, embodies the dignity of<br />

ancient Rome with its Chellah Necropolis, the<br />

unique Moorish architectural and decorative<br />

style of the past, the art deco facades of the<br />


colonial era, and now the impressive, modern<br />

structures of a 21st-century capital city. This<br />

distinct blending of the old and the new makes<br />

Rabat one of the most attractive cities in<br />

North Africa; it is now a center for culture and<br />

tourism, as well as a UNESCO World Heritage<br />

Site. Without a doubt, expats and embassy<br />

personnel living here find Rabat to be a very<br />

attractive city, easy to live in with all its modern<br />

conveniences, yet it retains an ambiance of<br />

historical and cultural beauty that is intriguing<br />

and endearing.<br />

Any unusual/interesting traits of the locals?<br />

Morocco is internationally renowned for its<br />

warm and inviting hospitality a reputation that is<br />

well deserved. Its cuisine is rated one of the top<br />

three in the culinary world. It is often referred<br />

to “a cuisine of 1001 flavors.” The blend of<br />

varied spices is a culinary art that is rich and<br />

multi-layered. Moroccan food has a distinct,<br />

savory appeal due to the variety of<br />

vegetables used in making salads and<br />

tagines (stews made with meat,<br />

chicken, lamb, or fish); the use of<br />

olives in some tagines and prunes,<br />

apricots, honey and almonds in<br />

others; grains like couscous and<br />

delicious breads; and honey, almond<br />

and sesame desserts. Enjoying a<br />

Moroccan meal is the ultimate cultural<br />

treat and one that you will look<br />

forward to having again and again.<br />

ornate Morocco homes that have been turned<br />

into lovely hotels. Enjoy a real taste of the beauty<br />

of Morocco with their rooftop restaurants for<br />

dining and drinks with views overlooking the city<br />

and surrounding areas. Breathtaking. There are<br />

also many fantastic hidden gems for exploring<br />

nature and appreciating the country’s culture.<br />

• Hiking in the Middle Atlas Mountains:<br />

Ifrane, Aguelmam Azigza, and Tazekka<br />

National Parks, Sefrou, Ouzoud,<br />

Paradise Valley and Jbel Aklim<br />

• The natural stone arch of Imin n’Ifri<br />

• The waterfalls of Oum Er-Rhia River<br />

• The water cisterns and UNESCO-listed<br />

Mazagan Fortress of El Jadida<br />

What are a few undiscovered gems?<br />

Discovering the medinas of Rabat and<br />

Morocco is always a treat. It’s like walking back<br />

hundreds of years into the past. Some hidden<br />

gems in the medinas are the riads – beautiful,<br />

Thank you for your willingness to support this<br />

very important fundraising project. All proceeds<br />

from the sale of this book will aid the less fortunate<br />

in the Moroccan greater Rabat-Salé area through the<br />

charitable work of AIWA’s Community<br />

Development Committee (CDC). The price of the<br />

Presents:<br />

All proceeds<br />

Casablanca<br />

from<br />

and Volubilis<br />

the sale of this book will aid the less fortunate<br />

in the Moroccan greater Rabat-Salé area through the charitable<br />

work of AIWA’s Community Development Committee (CDC). The<br />

Examples of AIWA-Rabat support in the Rabat-<br />

Salé AIWA area includes cookbook Children’s Hospital; costs Center for $20 and is available exclusively at<br />

Children with Diabetes; Center for the Blind;<br />

equipment for handicapped in rural areas; www.lulu.com<br />

support<br />


AIWA cookbook is $20 and available exclusively<br />

at www.lulu.com. At the Lulu website, click on<br />

Wish to order our cookbook/travelogue?<br />

Cookbook of 70+ recipes covering:<br />

Soups<br />

Bastila<br />

Fish<br />

Chicken<br />

Beef<br />

Lamb<br />

Salads & Pickles<br />

Vegetables<br />

Couscous<br />

Bread<br />

Desserts<br />

Infusions<br />

And a Travelogue for Rabat, Fes,<br />

Meknes, Marrakech, Tangier,<br />

of various women’s cooperatives including rural<br />

farming and rug-making; support of women’s health<br />

issues; supporting school and training for children<br />

and young adults with autism; supporting vocational<br />

training to young people in smaller towns; etc.

In their own words<br />

Shanghai 2014<br />

We<br />

understand<br />

your world<br />

Jacob Barnes, AWC Dublin<br />

While most of the surprises I met were pleasant, I was not so happy about a number of<br />

unexpected aspects. The biggest of the unwelcome surprises I met whilst in China was<br />

the extreme poverty that exists. Stateside, most of what we hear about China is on their<br />

growing economy and swift progression from "Developing" to nearly "Developed,"<br />

leaving me appalled at how negligent the government seemed to be of the most<br />

vulnerable in their society. While working with the children of migrant workers, we got to<br />

visit the home of one of the children. We found that the family of six was living in what<br />

many of us would consider a small room, with several of the children sleeping on no more<br />

than broken cardboard boxes. For a country that is constantly being heralded for its<br />

growing economy, I expected it to recognize the needs of its people more aptly.<br />



"What was the highlight of the<br />

experience for you?"<br />

Charlotte Knopp, AWC The Hague<br />

“Heart to Heart” funds surgeries for underprivileged children from all over China. In China,<br />

healthcare is only available in the province of birth. In some provinces, adequate healthcare<br />

is unavailable, meaning that all necessary medical care must be received in another<br />

region, and thus must be paid for out of pocket. The expat organization shares the<br />

hospital's playroom, which is used for hospitalized children and children visiting hospitalized<br />

families. After the playroom opened, I helped<br />

one boy pick out a book. He was probably six or<br />

seven and Tibetan – meaning we couldn’t communicate<br />

in the slightest nor understand the Chinese<br />

characters. We sat and flipped the pages,<br />

followed the pictures, and made up stories,<br />

trying to get the gist of the book. It brought<br />

about a wave of nostalgia for when I was teenytiny,<br />

pretending to read by myself but really just<br />

paging through the pictures.<br />

International Americans: we believe<br />

in truly borderless wealth management.<br />

One team will manage your global<br />

strategy, wherever you go.<br />

London & Capital.<br />

The destination for international Americans.<br />

Arrange an introduction with Jenny today<br />

jenny.judd@londonandcapital.com<br />

Search London & Capital US Family Office to learn more.<br />

The value of investments and any income from them can fall as well as rise and neither<br />

is guaranteed. Investors may not get back the capital they invested. Past performance is<br />

not indicative of future performance. The material is provided for informational purposes<br />

only. No news or research item is a personal recommendation to trade. Nothing<br />

contained herein constitutes investment, legal, tax or other advice.<br />

Copyright © London and Capital Wealth Advisers Limited. London and Capital Wealth<br />

Advisers Limited is authorised and regulated by both by the Financial Conduct Authority<br />

of 12 Endeavour Square, London E20 1JN, with firm reference number 120776 and the<br />

U.S. Securities and Exchange Commission of 100 F Street, NE Washington, DC 20549,<br />

with firm reference number 801-63787. Registered in England and Wales, Company<br />

Number 02080604.<br />

London and Capital Wealth Management Europe A.V., S.A. registered with the<br />

Commercial Registry of Barcelona at Volume 48048, Sheet 215, Page B-570650 and<br />

with Tax Identification Number (NIF) A16860488, authorised and supervised by the<br />

Comisión Nacional del Mercado de Valores (“CNMV”), and registered at CNMV’s<br />

register under number 307 (www.cnmv.es/portal/home.aspx).<br />


profile<br />

"Everyone Is Who They<br />

Are for a Reason"<br />

Paula Brandenburg, member of AWCL (American <strong>Women</strong>'s Club of<br />

London), helps adults and teens develop the mindset and skillset<br />

of respect.<br />

My life journey<br />

I grew up in the United States, in Oklahoma and<br />

Colorado. My parents divorced and remarried<br />

when I was very young. I was raised by two<br />

different sets of parents who were very different<br />

from each other.<br />

In Colorado, I had a very large, Italian family living<br />

in a small community. My grandmother took care<br />

of my cousins and me while our parents were<br />

working. My cousins and I spent our days playing<br />

outdoors. My sister was born when I was ten.<br />

I remember the first day that I saw her; I<br />

immediately loved her with all my heart.<br />

In Oklahoma, the only family I had was my mom<br />

and dad. I attended a small, private school. There<br />

was one teacher I had, every year for eight years,<br />

Mr. Sennhenn. As an adult, I realized that he had<br />

been a rock for me; he was there for me day by<br />

day. He taught me the importance of consistency<br />

and dedication.<br />

I loved growing up with diversity. I loved and will<br />

always love all four of my parents. They each<br />

played an important role in my life and had a<br />

hand in me becoming the person that I am today.<br />

Paula Brandenburg and her teacher<br />

of eight years, Mr. Sennhenn.<br />

After leaving home<br />

I studied Early Childhood Education at university<br />

and supported myself waiting tables. In my<br />

program of study, another student made a very<br />

large impact on the person that I am. She always<br />

wanted to be in groups with me and sit next to<br />

me. I wasn’t rude to her, but I did try to<br />

avoid her as much as possible. She was<br />

too needy. In one of our psychology<br />

Paula Brandenburg<br />


classes, she shared<br />

that the year before<br />

she started university,<br />

she was pregnant and<br />

lived in her car with<br />

her dog. One day, as<br />

she put a gun to her<br />

head, her dog licked<br />

her. She realized that<br />

she couldn’t leave her<br />

dog; he needed her.<br />

The moment that she<br />

shared that, I felt<br />

terrible and ashamed.<br />

There was a reason<br />

that she wanted a<br />

person in her life. In<br />

every class that I have<br />

taught, whether it’s<br />

children, young adults<br />

or adults, I end the<br />

sessions with this: “Everyone is who they are<br />

for a reason. We may never know that reason,<br />

it is not our right to know that reason, but we<br />

should always treat everyone with respect."<br />

Life changes<br />

I married my childhood crush, Rob. With his<br />

profession, we moved many times. In each<br />

new location, I located our doctors, the kids'<br />

schools and, just as important, friends for us.<br />

We have two biological sons, Robert and Lee.<br />

As soon as the boys were old enough to join<br />

the Boy Scouts, I also became involved. I joined<br />

a Boy Scout leadership and team building<br />

training, Wood Badge. This is an intense six-day<br />

training that immerses adults in team building<br />

and leadership activities. At the conclusion of<br />

my session, I was asked to be on the staff of<br />

the next session. Serving on a Wood Badge<br />

staff is a big honor; I have served on five. In<br />

addition to being on Wood Badge staff, I<br />

became the director of a National Day Camp<br />

Paula with her family, "adopted" daughter (above) and her "drama" son (left).<br />

school. This is an intense training that certifies<br />

adults to start and run a day camp for Scouts.<br />

The Boy Scouts of America was a place where I<br />

could give to communities.<br />

As soon as the boys were settled in their new<br />

community, I also taught in their school district.<br />

Even though I had the luxury of being a housewife,<br />

I couldn’t stay out of the classroom. One<br />

year, I had a 12-year-old student who had a<br />

very challenging past. She was abandoned at<br />

a train station in India when she was around<br />

three years old. The local authorities took her<br />

to an orphanage, where she lived for a little<br />

more than a year. A woman of Indian descent,<br />

who lived in the United States, adopted her.<br />

Unfortunately, when she was my student, her<br />

adoptive mom became abusive. My family and I<br />

became a respite family for that student. When<br />

her mother would have a spell, she would<br />

temporarily live with us. At age 17, she became<br />

a permanent member of our family.<br />

That same year, I had a student who was<br />

unable to get involved in the school’s drama<br />

department because he depended on the bus<br />

to get home after school. I knew this young<br />

man had a passion for the technical side of<br />

theater. Unfortunately, his single parent<br />

wasn’t interested and didn’t feed that passion.<br />

With permission from his mom, I became his<br />

“drama mom.” I was his transportation and held<br />

the parental role that all the other drama<br />

parents held. I am extremely proud to say that<br />

he was successful through high school, was the<br />

first generation in his family to go to college<br />

and is a technical director of a theater. He also<br />

became a member of our family; I am no longer<br />

his “drama mom.” I am his “white mom” and<br />

we are his white family. That year, Rob and I no<br />

longer had two children, we had four.<br />

Involvement in youth and youth work<br />

I enjoy the challenge of getting to know them,<br />

figuring out what makes them click. I love the<br />

fact that they are one person when I first meet<br />

them and as I work with them, they grow into a<br />

different human being. I don’t work to change<br />

them into what I think that they should be, I<br />

allow them to grow into the person that they<br />

are, deep in their core.<br />

Ever since I can remember, I wanted to be a<br />

teacher. At university, I learned about<br />

Differentiated Instruction. This new knowledge<br />

showed me the path to be the teacher that<br />

was naturally me; I was born to teach. I always<br />

knew that teaching was more than lecturing<br />

and distributing new information. I knew that<br />

I would expend the energy to learn and teach<br />

each individual how they best learned and at<br />

the level they needed. I now had the skills to<br />

make that happen.<br />

Going to make a difference in this world<br />

I have a degree in Early Childhood Education.<br />

However, I have a mentor who made more of<br />

an impact on me than anything. In 1986, I was<br />

17 and participating in the Model United<br />

Nations. Betty Williams, a Nobel Peace Prize<br />

Laureate, was a guest speaker. One of her<br />

statements was: One person who believes<br />

deeply enough and is concerned enough can<br />

make a difference. As she addressed the<br />

audience, there were a few moments when<br />

she and I made eye contact. After her speech,<br />

I walked to the podium and introduced myself.<br />

She grabbed my hand with both of hers and<br />

said, “Paula, you are going to make a difference<br />

in this world.” I wrote her and thanked her a few<br />

years ago and she replied. One of my biggest<br />

wishes in life is to shake her hand again.<br />

Contributing to a better future generation<br />

During the last few years in a classroom, in<br />

addition to teaching youth, I was coaching<br />

their parents to parent. It seemed that parents<br />

were taking a step back and no longer teaching<br />

their children how to be respectful, to build<br />

their character. Through the Boy Scouts, I<br />

was educating adults on youth character<br />

development when I realized that most parents<br />

needed that training. That is when I developed<br />

Respekt, LLC. I started it to help teens and adults<br />

develop the mindset and skillset of respect,<br />

which is needed to succeed not only in their<br />

personal and professional lives but ultimately<br />

in the communities in which they live. I worked<br />

with youth and parents and I was also hired for<br />

executive coaching and employee development<br />

in companies that were having a difficult time<br />

growing. I hope to better our communities one<br />

person at a time.<br />

Importance of face-to-face interaction<br />

Many adults and youth spend more time face to<br />

face with their phones than each other. Time in<br />

the car, in the grocery store and waiting in lines<br />

is time that parents could have their child’s<br />

attention. Instead, they allow their children to be<br />

entertained by a screen.<br />


Paula out hat shopping in London.<br />

I don’t know what we can do about it; I find it very<br />

sad. I am thinking about making a business card<br />

that briefly states the importance of face-to-face<br />

interaction. As I am walking away from a parent<br />

who is allowing their children to sit with a screen<br />

to their face, I can hand them the card. Maybe it<br />

will make a difference in at least one family.<br />

Favorite way to inspire young people<br />

One year I had a 6-year-old student who was the<br />

mascot of the Crip gang. I recognized how much<br />

he loved music and liked to sing. Just spending<br />

the first 10 minutes of class dancing, I turned<br />

Michael from a violent gang member to a learner.<br />

I taught him how to read, but more importantly,<br />

I taught him to love learning. I have a talent for<br />

observing people and finding commonalities.<br />

Through those commonalities, I gain trust, and<br />

through that trust, I educate. I inspire youth by<br />

accepting who they are and show them, through<br />

experiences, how they can grow as a person.<br />

Story from childhood<br />

I spent my childhood growing up in two very<br />

different areas and communities at the same<br />

time. I see differences as the norm. In one of<br />

those communities, Oklahoma, we did not have<br />

family. My parents' friends and a few of my friends<br />

became our family. I have always brought people<br />

together; I build communities, through kindness.<br />

Working on teens social skills<br />

My degree is in Early Childhood Education.<br />

I wanted to teach 6 to 10-year-olds. I was<br />

terrified of young teens and teenagers. After<br />

several years of teaching, I branched out and<br />

learned how exciting teaching young teens is.<br />

While working with that age group, there are<br />

days when academics need to be set aside, to<br />

spend time working on social skills. Young<br />

teens are at an age when they are exploring<br />

and experimenting with who they want to be.<br />

I love being part of that process.<br />


feature<br />

<strong>Inspiring</strong> Future<br />

Generations<br />

Katja Malinowski, a member of AWCB<br />

(American <strong>Women</strong>'s Club of Berlin),<br />

uses the Sustainable Development<br />

Goals in her teaching.<br />

“There is no more powerful<br />

transformative force than education—<br />

to promote human rights and<br />

dignity, to eradicate poverty and<br />

deepen sustainability, to build a better<br />

future for all, founded on equal rights<br />

and social justice, respect for<br />

cultural diversity, and international<br />

solidarity and shared responsibility, all<br />

of which are fundamental aspects of<br />

our common humanity."<br />

Irina Bokova, former Director-General<br />

of UNESCO<br />

T<br />

oday, there are 1.8 billion people<br />

between the ages of 10 and 24 –<br />

they are the largest generation of<br />

youth in history. Connected to each<br />

other like never before, young people want to<br />

and already do contribute to the resilience of<br />

their communities, proposing innovative<br />

solutions, driving social progress and inspiring<br />

political change.<br />

To change course, the world<br />

needs our youth to have the<br />

knowledge, values and skills to<br />

better navigate this uncertain<br />

future and tackle its profound<br />

challenges. Research shows that<br />

Education for Sustainable Development (ESD) is<br />

a crucial tool, which not only empowers<br />

students to shape a better world, but also<br />

perform better in school.<br />

What is ESD?<br />

ESD is not about inserting new thematic content<br />

into an already overcrowded curriculum, which<br />

would make it impractical – both time and<br />

content-wise – especially for the teacher. Nor is<br />

it about removing or minimizing the importance<br />

of academic content. Instead, it is about<br />

reorienting subjects into serving a more<br />

socially and globally relevant purpose: that of<br />

contributing to a sustainable, just and peaceful<br />

world, with young people motivated, prepared<br />

and empowered to address persistent and<br />

emerging local and global challenges. Now,<br />

more than ever, education has a responsibility<br />

to be in sync with 21st-century challenges and<br />

aspirations, and foster the right types of values<br />

and skills that will lead to sustainable and<br />

inclusive growth, and peaceful living together.<br />

My introduction to the SDGs<br />

I was first introduced to the SDGs, 17 ambitious<br />

objectives for a greener, healthier, more<br />

peaceful and equal planet, in late 2015 right<br />

after they were adopted by the United Nations<br />

Campaign’s<br />

Global Festival<br />

of Action in<br />

2019.<br />


while I was teaching IBDP Geography. I was<br />

immediately attracted to them not only because<br />

of the bright colors, but because they seemed<br />

to give so much purpose and meaning to the<br />

world – they were a roadmap/blueprint to a<br />

better future at a time when our children were<br />

demanding answers to uncomfortable questions<br />

and inconvenient truths regarding the<br />

environment and their future.<br />

The importance of SDG 4 for me<br />

As a History, Geography and Politics teacher,<br />

TeachSDGs Ambassador and Advocate, and<br />

Mentor for SDGs and Education for Sustainable<br />

Development, SDG 4 - Quality Education is very<br />

close to my heart, in particular target 4.7. This<br />

aims at ensuring that by 2030 “all learners<br />

acquire knowledge and skills needed to promote<br />

sustainable development, including among<br />

others through education for sustainable<br />

development and sustainable lifestyles, human<br />

rights, gender equality, promotion of a culture<br />

of peace and non-violence, global citizenship,<br />

and appreciation of cultural diversity and of<br />

culture’s contribution to sustainable<br />

development.” At the core of my teaching lies<br />

the desire to instill a sense of social and<br />

environmental justice, a healthy and robust<br />

sense of inquiry and creativity, as well as a<br />

deeper commitment to global citizenship. One<br />

of the greatest testaments to the worldview of<br />

my students is their engagement with the UN<br />

Sustainable Development Goals, empowering<br />

them with the knowledge, skills and pathways<br />

to be effective and confident agents of change<br />

and advocates of shaping the future they<br />

would like to see and live in. The Global Goals<br />

empower them by giving them permission to<br />

believe in a better world. Activating our youth<br />

then happened in three stages: Awareness,<br />

Understanding and Action. I have been in a<br />

truly unique position of influence to educate<br />

my students to overcome the greatest<br />

challenges of the 21st century and lead healthy<br />

and productive lives, in harmony with nature.<br />

A recurrent theme for me<br />

The SDGs became a recurrent theme and<br />

common thread throughout my teaching<br />

and our school’s curriculum, providing many<br />

opportunities for interdisciplinary projects<br />

and student-led actions, e.g., our annual Week<br />

to Act 4 SDGs, creating an SDGs in Action<br />

newsletter or organizing regular events for our<br />

school community with expert guest speakers<br />

on SDG related topics. The students have<br />

participated in various global projects, e.g.,<br />

the Goals Project, for which they designed a<br />

life skills unit on sexual harassment with the<br />

support of UN <strong>Women</strong> and the HeforShe<br />

Campaign linked to SDG 5 – Gender<br />

Equality, and have connected with 16 other<br />

schools around the world to focus on SDG 17 –<br />

Partnerships for the Goals. Meanwhile, we have<br />

embedded and infused the goals and education<br />

for sustaniable development across the sections<br />

of our school and have put them in the focus of<br />

a whole-school approach, while redesigning our<br />

curriculum. With the help of the Design Thinking<br />

method, a problem-solving approach, our<br />

students have been inspired through<br />

extracurriculars like the SDG Action Club, Model<br />

United Nations and the Biomimicry project in<br />

Science to design, create and discuss innovative<br />

and sustainable solutions to the global issues<br />

we face today. We achieved the same level of<br />

activism in a pilot project in which we turned a<br />

Geography class into an SDGs course aligned<br />

with the Berlin state curriculum. Additionally,<br />

we expanded our annual “Amazing Race History<br />

Challenge” in Berlin, which is a photo scavenger<br />

hunt highlighting Berlin’s rich and diverse<br />

history. This year, the students launched an<br />

SDG edition of the “Amazing Race,” encouraging<br />

other students to walk through their city with<br />

open eyes and find evidence of sustainable<br />

development. In some cases, students showcased<br />

littering in the park or found the SDGs<br />

visually on government buildings. It is this<br />

commitment to education for sustainable<br />

development for which we were awarded the<br />

Eco-School certificate.<br />

Is any of this achievable?<br />

While wanting to give the students hope, there<br />

was always that sense of disillusionment and<br />

skepticism from their side regarding the<br />

achievability of the Global Goals and the<br />

question if they were not too ambitious.<br />

After more than two years of COVID-19<br />

John F. Kennedy once said to the<br />

youth „...I come here today...not just<br />

because you are doing well and because<br />

you are outstanding students,<br />

but because we expect something of<br />

you. […] We ask the best of you...I<br />

congratulate you on what you have<br />

done, and most of all I congratulate<br />

you on what you are going to do."<br />

This perfectly sums up what I desire<br />

most for my students and future<br />

generations.<br />

reversing any progress towards the SDGs, their<br />

criticism is, of course, valid. At the same time, it<br />

was important to prove to them how important<br />

partnerships and commitment worldwide<br />

were. My students and I had the incredible<br />

opportunity to go to the SDG Action Campaign’s<br />

Global Festival of Action in 2019, where they<br />

met and interacted with politicians, social<br />

entrepreneurs, business people and youth<br />

activists from all around the world and<br />

experienced and were inspired by the<br />


tremendous actions and projects to make the<br />

world a better place. I remember how<br />

disappointed they were that, although a lot of<br />

topics and workshops were about the youth,<br />

they were the only young people at the event.<br />

However, this in turn, encouraged them to<br />

become engaged even more.<br />

The importance of engaging with youth<br />

Over the last years, I/we have been very<br />

fortunate to have been supported by the United<br />

Nations Association in Germany, which has<br />

hosted many incredible events and panel<br />

discussions with amazing guest speakers on<br />

SDG-related issues as well as SDG weekend<br />

seminars in which many of my students have<br />

participated. From gender equality, sustainable<br />

cities, climate action and ocean protection to<br />

sustaining peace and partnerships for the goals,<br />

the students have been inspired on so many<br />

different levels. The experience of participating<br />

in Model United Nations and global conferences<br />

enhances their world view and their<br />

engagement with global issues. This has led<br />

to many students wishing to pursue their<br />

university studies in international relations and<br />

sustainable development.<br />

In the context of the SDGs, we have seen an<br />

extraordinary movement of young people from<br />

all around the world who have come together<br />

and become agents of change. Youth leadership<br />

is essential in rebuilding a post COVID-19 world<br />

with the SDGs. We have to harness the momentum<br />

of this movement and their engagement<br />

and continue to empower our youth.<br />

Provided with the necessary skills and<br />

opportunities needed to reach their potential,<br />

young people can be a driving force for<br />

supporting development and contributing to<br />

peace and security. With political commitment<br />

and adequate resources, young people have<br />

the potential to make the most effective<br />

transformation of the world into a better place<br />

for all. Inspired by the words of Robert F.<br />

Kennedy – “Some men see things as they are<br />

and ask why. I dream of things that never<br />

were, and ask why not.“ – I aim to instill a<br />

sense of social and environmental justice and<br />

responsibility in my students to take action<br />

and transform our world.<br />

Teaching the SDGs is about changing the<br />

angles of how we view things. It’s an adventure,<br />

but it’s a good one with very positive learning<br />

outcomes. It’s what we want to give the<br />

students; it’s what we owe them.<br />

In their own words<br />

Louisa Bühling, AIWC Düsseldorf<br />

Mumbai 2015<br />

The experience of the FAWCO Youth Program really opened my eyes to the inequalities<br />

in the world, and visiting the four different charities showed me for how many different<br />

reasons people in our world need help.<br />

Meenakshi Advani, Program Chair<br />

All involved in the program have lasting impressions of this incredible week. Some of the<br />

host moms with children at home found that sharing their space with a child from the<br />

program improved their own child's experience at home in a unique way.<br />

The participants became best friends, cried, laughed, and were inseparable; were all well<br />

behaved at their host homes; shared with us their sensitive emotions while visiting our<br />

Mumbai supported charities; fit right into the cultural environment with no fuss and<br />

ate the local foods; loved meeting and interacted beautifully with our membership; felt<br />

the vast impact of being in a five-star hotel after visiting a homeless group of women<br />

living in a garage together; spent their down time discussing their personal lives and daily<br />

observations; spread their joy and knowledge not only to themselves but also to all of us<br />

in Mumbai!<br />



"What was the highlight of the<br />

experience for you?"<br />

Renger Van Eerten, AWC The Hague<br />

These (charity) experiences really stood out<br />

for me and gave me a completely different<br />

perspective on what I had previously thought<br />

about Mumbai and charity work in general.<br />

It taught me that I had to be a lot more<br />

appreciative of the things around me and to be<br />

less wanting.<br />


profile<br />

"What Makes You<br />

Different From<br />

Everyone Else?"<br />

Marelie Manders, a member of HIWC (Heidelberg International<br />

<strong>Women</strong>'s Club), is a university lecturer and she loves to learn<br />

what make her students tick.<br />

My life journey<br />

I grew up in Johannesburg, South Africa.<br />

Something that really stood out to me as a child<br />

was the moment when the first democratic<br />

elections in South Africa took place. I believe<br />

I was about 12 years old at the time and I<br />

remember the atmosphere in the country.<br />

I remember taking my bicycle and riding up and<br />

down past the voting station to see everyone<br />

voting. That election resulted in Nelson Mandela<br />

becoming the president of South Africa.<br />

After leaving home<br />

After leaving school I didn’t move too far from<br />

home, about 40 minutes away to Pretoria.<br />

There, I went to university to study law, which I<br />

really enjoyed. While I was at law school I found<br />

my ultimate passion in law - international law.<br />

International law as a subject made a big<br />

impression on me as it was exciting, more<br />

current and deals with the relationship between<br />

countries on the international scale. I ended up<br />

staying in Pretoria for six years and completed<br />

my masters degree in international law.<br />

Marelie and her husband Bart<br />

For work I eventually relocated to Durban, a<br />

lovely city on the eastern coast of South Africa.<br />

It was the first time I was truly in a city of my<br />

own, without any friends or family<br />

nearby, and this ended up<br />

being the best experience of my<br />

life. I met wonderful people and<br />

eventually ended up meeting my<br />

Marelie Manders<br />

husband, who was in the city for a<br />


hear. We are lucky that our subject<br />

matter is current, which piques their<br />

interest even more. Interestingly I also<br />

learn from them, as they teach me about<br />

German law and how it differs from the<br />

foreign law I am teaching them, which is<br />

great, as the legal systems are theoretically<br />

completely different.<br />

Contributing to a better future<br />

generation<br />

During exam time I always ask students<br />

one question: "What makes you special/<br />

different from everyone else?" The<br />

responses I get are so wonderful and<br />

varied, and this really teaches me who<br />

my students are. In Germany the<br />

classroom culture is very different and<br />

the relationship between lecturer and<br />

student is more formal.<br />

Biggest challenges<br />

With the subjects I teach, I hope to inspire<br />

at least a couple of students to go on and<br />

follow careers in the fields of human rights<br />

or international law. Having the right<br />

people in these positions would hopefully<br />

end up making a bigger difference in the<br />

lives of people internationally.<br />

Marelie podcasting during the pandemic.<br />

short time on an assignment for his company,<br />

which is based in Germany. From there he asked<br />

me to accompany him to his next assignment in<br />

Brazil, and I agreed.<br />

Life changes<br />

Living in Brazil was challenging, as we were<br />

based in a small town. But we eventually<br />

managed to learn Portuguese and enjoyed our<br />

time there. I spent my time teaching English as<br />

a volunteer and met some wonderful people at<br />

the language school, including life-long friends.<br />

After three years we returned to my husband’s<br />

“home base” for work, Germany, and we still live<br />

here now, about six years later. We will probably<br />

stay in Germany permanently and I think it is<br />

a good balance between the places we’ve lived<br />

before. I am proud to say that we are integrated<br />

and I am very happy that I prioritized learning<br />

German immediately when I arrived. At home it<br />

is just me and my husband.<br />

Involvement in youth and youth work<br />

I have worked at universities as a lecturer on<br />

and off since I left university myself and it seems<br />

I just can’t step away from university settings!<br />

Honestly it gives me immense pleasure working<br />

at universities and enjoying the wonderful<br />

atmosphere on campus. In my current job I am<br />

teaching first-year students and students on<br />

exchange to Germany.<br />

I love working with young people, and especially<br />

the first-year students, as it is just wonderful<br />

to see them grow from high school kids,<br />

completely from “school mode” where they are<br />

the seniors, into "university mode," where they<br />

are adults who have to take charge of their own<br />

lives at university. I am in a unique position<br />

where I get to teach them exciting and out of the<br />

ordinary courses, and I really enjoy seeing their<br />

faces light up in excitement at the things they<br />

The biggest challenge I have had to<br />

overcome was certainly the language and<br />

cultural differences working in a foreign<br />

university environment. Reaching students<br />

is certainly much easier now that I<br />

understand the differences in the classroom<br />

culture in Germany.<br />

A big difference in how young people are<br />

seen between here and my home country,<br />

at least from my background, is that<br />

students in South Africa are not always<br />

treated like independent adults when they<br />

are at university. I have to say that this could<br />

have changed since I lived there, as I last<br />

lived there about nine years ago. But I feel<br />

like the students there were still “spoon fed”<br />

a little more and treated less like adults than<br />

is the case in Germany.<br />

The relationship between lecturer and<br />

students in South Africa was also less formal<br />

and much more open than the relationship<br />

between German students and lecturers<br />

here. I am always trying to encourage my<br />

students to approach me when they need<br />

help with anything, including personal<br />

problems, but I haven't had many visitors come<br />

through my door in Germany.<br />

In South Africa students were not afraid to ask<br />

for help. Lastly, the socioeconomic differences<br />

between South African and German students<br />

are, of course, very clear. Some South African<br />

students also had a clear disadvantage coming<br />

out of high school and had to work extra hard to<br />

catch up and succeed at university. I saw some<br />

wonderful students succeed in these situations<br />

after brutally hard work! Some of these are now<br />

successful lawyers and advocates in South Africa<br />

today. This is really the most inspiring to see!<br />

Inspiration from my mother<br />

Although we always think that we would not<br />

want to be like our mothers, I think many of us<br />

realize that this is inevitable. I have inherited<br />

my mother’s personality and her drive to always<br />

be busy with something. She is really energetic<br />

and is always busy with diverse projects, social<br />

or otherwise. She managed to put this to good<br />

use to create ways for our family to earn extra<br />

money while we were students. Luckily I have a<br />

love for cooking, which I did not inherit from my<br />

mother - so in that sense we are very different.<br />


feature<br />

FAWCO Youth Cultural<br />

Volunteers<br />

Program <strong>2022</strong><br />

Boat ride on<br />

the IJ River.<br />

Here, the CVs<br />

posed with<br />

91-year-old<br />

World War II<br />

survivor Myriam<br />

Mater, who<br />

shared her<br />

inspiring<br />

message of<br />

tolerance and<br />

kindness and a<br />

positive outlook<br />

for this future<br />

generation.<br />

The American <strong>Women</strong>'s Club of<br />

Amsterdam hosted this program<br />

for 15 volunteers from 11 countries.<br />

T<br />

he American <strong>Women</strong>’s Club of<br />

Amsterdam successfully hosted the<br />

<strong>2022</strong> edition of the FAWCO Youth<br />

Cultural Volunteers Program from<br />

June 25th to July 2nd. This was an especially<br />

exciting event after two postponements due to<br />

the pandemic. During the one-week itinerary, 15<br />

Cultural Volunteers (“CVs”), aged 15-18, traveled<br />

from 11 different countries (Belgium, Denmark,<br />

Finland, France, Germany, Italy, Scotland,<br />

Sweden, Switzerland, UK and the US), stayed<br />

with local host families and immersed<br />

themselves in a variety of enriching activities<br />

which were designed to provide insights into<br />

critical global issues and Dutch culture while<br />

offering them opportunities to give back to the<br />

local community … all while making new friends<br />

and having a ton of fun.<br />

Here are a few highlights from their week:<br />

The CVs learned from engaging and inspiring<br />

speakers, covering topics from WWII to the<br />

current refugee crisis, homelessness and<br />

human trafficking.<br />

It was difficult to imagine how 285 Eritrean and<br />

Ethiopian refugees took a voyage from Egypt to<br />

Italy on the very same boat that the CVs rode<br />

on the IJ River. They were inspired by Tommy’s<br />

personal story of leaving his home country after<br />

persecution and the challenges he encountered<br />

as a newcomer to the Netherlands.<br />

No trip to Amsterdam is complete without a ride<br />

through the canals. The Plastic Whale Boat Tour was an<br />

opportunity to check this off the bucket list while also<br />

learning more about sustainability and having a friendly<br />

competition to see which team could collect the most<br />

trash in a two-hour period. As you can see, both boats<br />

did a great job!<br />

The CVs volunteered to prepare a meal at a<br />

homeless day shelter, spruced up a kids’<br />

playground, and maintained yards in a social<br />

housing area, meeting residents who were<br />

grateful for help with gardening tasks they<br />

were unable to do. The CVs found the activities<br />

rewarding and enlightening.<br />


In their own words<br />

Dublin 2016<br />

The group enjoyed some typical Amsterdam<br />

pasttimes - visiting the Rijksmuseum, picnicking<br />

on Museumplein (complete with a pick-up<br />

football match), and biking from the quaint village<br />

of Haarlem to the beach. Some even swam in<br />

the chilly North Sea. They dined with local families<br />

and youth at garden dinners hosted at AWCA club<br />

members' homes.<br />

Sustainability was also the focus of a visit to de<br />

Ceuvel, an innovative, creative social enterprise<br />

for a sustainable workplace, and to the Fashion<br />

for Good museum, where the CVs learned about<br />

the economics of fast versus sustainable fashion<br />

and the wave of the future where more clothes<br />

CVs volunteering at a homeless shelter and doing gardening tasks.<br />

are made of reclaimed materials and colored<br />

by bacteria and air pollutants. They learned<br />

how many of these topics link closely to the<br />

Sustainable Development Goals.<br />

This group of volunteers was intelligent,<br />

inquisitive, engaged, and eager to return<br />

their new learnings to their home countries.<br />

We hope the program in Amsterdam instilled<br />

new perspectives, purpose, and a life-long<br />

desire to give back to their communities. Many<br />

thanks to the AWCA community for donating<br />

their time to house, feed, educate and hang<br />

out with the Amsterdam Cultural Volunteers!<br />

Tot ziens!<br />

Pascal Shrady, AIWC Cologne<br />

I think what will stick with me most from the program were the days we spent doing volunteer<br />

work. I know, some people may argue that it doesn't sound very exciting cutting<br />

the hedges and mowing the lawn for someone. It was really fun: I could not believe how<br />

satisfying it was to let years of anger out on gigantic plants.<br />

I also felt that we all learned so much about teamwork during those two days. Not only<br />

did it bring all of us together and strengthen bonds within the group, but it also built up<br />

our confidence to take matters into our own hands and to want to volunteer in the future.<br />

Personally, I learned again how much little things can have a huge impact. The two people<br />

we helped with their yards seemed so grateful, and that is what really matters. Now I have<br />

more of an idea about First World volunteering and experience to go along with it.<br />



"What was the highlight of the<br />

experience for you?"<br />

Harriet Käte Ludolph, AWC Hamburg<br />

We helped an organization called “Serve the City”. They do work for people who are not<br />

capable of doing it themselves anymore. That could be because of a handicap (mental or<br />

physical) or just simply old age. We helped an old man with anxiety issues with his garden<br />

work. We stayed there for five hours and I feel like in those five hours we really accomplished<br />

something. It felt good to be able to help somebody with a simple task like that. To<br />

make someone's life a bit easier. Back home most<br />

volunteering work is very organized with no loose<br />

ties and strict guidelines. Climbing around on<br />

sheds and ripping out weeds was a great change<br />

especially since I was not surrounded by people<br />

my mother’s age. Not that I'm complaining, I love<br />

babysitting refugee kids with my mother. But doing<br />

garden work was very satisfying and I enjoyed<br />

being able to make life a tad bit more enjoyable<br />

for him.<br />


profile<br />

Sponsoring Children's<br />

Summer Activities<br />

Nancy Evans, a member of AWCB (American <strong>Women</strong>'s Club of Brussels),<br />

on losing her daughter suddenly and setting up a project in her memory<br />

to help the children whom she loved.<br />

My life journey<br />

I was born in New Jersey, then moved to a little<br />

town in upstate NY, and later to a suburb of<br />

Boston, where I attended high school. My<br />

teenage years with a local youth group in<br />

Newton, Mass. greatly influenced my future,<br />

by getting me involved in community service.<br />

Lina in front of<br />

the New York<br />

city skyline, her<br />

favorite city.<br />

After leaving home<br />

Right after I graduated from high school, my<br />

dad got a job in Brussels, Belgium. So, I came<br />

to Brussels even before my family arrived. I<br />

enrolled in a beginner’s French class during the<br />

summer and two months later started my<br />

university studies in Medical Technology, in<br />

Leuven (in French!). I met my future husband<br />

there, who was Syrian. We got married during<br />

my final year of college. After college I was very<br />

lucky to find the job of my dreams, working in<br />

the Microbiology department of a local hospital<br />

here in Brussels. It was very difficult to obtain<br />

a work permit, but the hospital was so pleased<br />

with my work that they did everything possible<br />

for me to stay and it worked out well. I held<br />

down a full-time job, while raising three children.<br />

Involvement in youth and youth work<br />

I worked at the hospital for 45 years, taking a<br />

year’s sabbatical from 1992-1993, to go back to<br />

the US with my youngest daughter, Lina, who<br />

Children's<br />

was seven at the time. When we returned to<br />

artwork from<br />

Belgium after a year, it was very important to<br />

Lina's Project,<br />

Nancy Evans<br />

depicting some<br />

me that my daughter stay in contact with her<br />

of the summer<br />

activities they<br />

50 participated in.<br />


Last day of work. Nancy with her boss.<br />

them involved. I love sharing<br />

what I know and encouraging<br />

them to try something new. I<br />

think hands-on activities are<br />

the best way to do this.<br />

I discovered my affinity when<br />

I became a single mom and<br />

was free to explore many<br />

possibilities that were not an<br />

option while I was married.<br />

My current project sponsoring<br />

summer activities for<br />

underprivileged children in<br />

Brussels was sparked by my<br />

daughter’s passing. I wanted<br />

to do something that was a<br />

continuation of who she was.<br />

Contributing to a better<br />

future generation<br />

Children are our future. Those<br />

who come from low-income<br />

families deserve to dream,<br />

broaden their horizons, and<br />

have new experiences, just<br />

as much as any other child.<br />

Summer activities can<br />

accomplish this and the<br />

memories last a lifetime.<br />

It gives them hope and<br />

self-confidence that will help<br />

them in the future as they<br />

grow into adulthood.<br />

Biggest challenges<br />

Raising money so that Lina’s<br />

Project can continue is my<br />

biggest challenge. Every year<br />

we sponsor more children<br />

and I hope I don’t ever have<br />

to turn anyone away for lack<br />

of funds.<br />

Best experiences<br />

I usually organize a party<br />

in <strong>September</strong> for all the<br />

participants and their<br />

families to meet the<br />

children and hear about<br />

their experiences (except<br />

during COVID-19,<br />

restrictions). The smiles on<br />

the children’s faces and the<br />

gratitude expressed by the<br />

parents are the greatest<br />

gifts I could ever receive.<br />

The youth-related issue<br />

that makes you saddest<br />

Seeing girls left behind. So<br />

my project makes sure that<br />

girls participate.<br />

Inspiration from my mother<br />

My mom and I are very different, but she definitely<br />

passed on to me her organizational skills, her<br />

determination, and her capacity to survive despite<br />

difficult times. I have her genes and I am very grateful<br />

that she gave me life.<br />

Importance of languages<br />

I hated studying French in high school. I never thought<br />

I would speak it fluently! I’m glad I do now. It has<br />

opened many doors. I loved learning words in Arabic<br />

to communicate with my in-laws. I would never have<br />

imagined that in the past either.<br />

American culture. So, we joined an English-speaking<br />

church, Girl Scouts and an English-speaking sports<br />

association for children. As a scout leader and Sunday<br />

school teacher in my free time, my focus was working<br />

with children and being active in community service. I<br />

was divorced by this time and wanted my daughter to<br />

learn generosity and compassion for others through<br />

hands-on activities. She did in fact learn these lessons<br />

and grew to become a kind, generous young woman.<br />

Unfortunately, she passed away suddenly of a<br />

pulmonary embolism in 2016, at the age of 30.<br />

I decided to start a project in her memory involving<br />

children, whom she loved. With the help of her former<br />

employer and the non-profit organization Nativitas, we<br />

set up Lina’s Project, sponsoring summer activities for<br />

children in Brussels.<br />

Working with young people<br />

They are enthusiastic and are interested in so many<br />

things. You just need to capture their attention to get<br />

Nancy with her son, Jamale,<br />

and her daughter, Rime.<br />

“We have a powerful potential in our<br />

youth, and we must have the courage to<br />

change old ideas and practices so that we<br />

may direct their power toward good ends”<br />

Mary McLeod Bethune<br />


feature<br />

Learning Leadership<br />

and Practical Life Skills<br />

Kristin Bayer, member of AWCB<br />

(American <strong>Women</strong>'s Club of<br />

Berlin), is chair of the Berlin unit<br />

of the USA Girl Scouts Overseas<br />

All around Berlin, troops of girls from five<br />

to 18 years old are being trained to be<br />

the next generation of female leaders.<br />

And, of course, having a lot of fun doing<br />

it. Who are we? We’re the Berlin unit of the USA<br />

Girl Scouts Overseas.<br />

Camping<br />

Trip <strong>2022</strong><br />

In over 90 countries globally, USA Girl Scouts<br />

Overseas (USAGSO) is delivering the same Girl<br />

Scout Leadership Experience that is available to<br />

girls and their families in the US. Though most<br />

troops tend to center around military and<br />

diplomatic communities, our unit in Berlin is<br />

different in that we’re now made up of mostly<br />

civilian families.<br />

In 1999, I made my first Girl Scout pledge as a<br />

Daisy Scout in the US. 23 years later, it is my<br />

honor and privilege to serve as the Chair of our<br />

Berlin unit and make use of my own 12 years<br />

of Girl Scout leadership training, having gone<br />

through the program myself until I graduated<br />

from high school.<br />

The vision for generations of female leadership<br />

began over 100 years ago. In 1912 in Savannah,<br />

Georgia, Juliet Gordon Low believed that girls<br />

should learn leadership and practical life skills<br />

and founded what is now known as the Girl<br />

Scouts of America. And here’s a<br />

fun fact: the first age group of<br />

Girl Scouts is called Daisies<br />

because Juliette Gordon Low's<br />

nickname was “Daisy.” It’s a sweet<br />

reminder that we begin our Girl<br />

Kristin Bayer<br />

Scout journey in the footsteps of our founder.<br />

The program has adapted through the years to<br />

the times, but today as in the past, Girl Scouts<br />

is at its core focused on being girl-led.<br />

To be girl-led means that, as girls keep aging up<br />

in the program, they should be able to plan and<br />

carry out more and more of it for themselves<br />

and for the younger scouts. After all, when a<br />

girl is five or six years old, it is much more<br />

exciting to learn from an older girl who feels<br />

more like a cool sister than just another adult.<br />

And the older girls simultaneously learn key<br />

leadership skills that will serve them well into<br />

adulthood, no matter what path they take.<br />

Some highlights of our leadership program<br />

have been girls earning one of Highest Awards<br />

(Bronze, Silver, and Gold). Over the past years,<br />

we have seen various troops and girls earn<br />

each type of these. The Gold Award – the<br />


Left<br />

Junior Girl Scout bridging<br />

to Cadettes at the <strong>2022</strong><br />

Campout.<br />

In their own words<br />

Berlin 2018<br />

Below<br />

Fall 2021 All-Level Service<br />

Project - Leaf Raking.<br />

Anna Sheehan, AWC Berlin<br />

capstone of the Girl Scout experience – asks the<br />

Girl Scout to identify a problem in society and<br />

develop a sustainable program to tackle this issue.<br />

We are fully volunteer-run here in Berlin and<br />

have had great adult participation over the past<br />

few years. The secret about doing Girl Scouts as<br />

an adult is that it can be just as much fun to do<br />

as it is for the girls. It’s also a great way to bond<br />

with your daughter. And dads are welcome too!<br />

In June, we held our annual all-level campout in<br />

the German state of Brandenburg. A highlight of<br />

the trip was our bridging ceremony, which<br />

Kristin Bayer is a Gold Award Girl Scout and Lifetime<br />

Member turned adult volunteer. Since <strong>September</strong><br />

2019, she has served on the board of the Overseas<br />

Committee Management Team for the Berlin unit<br />

of the USA Girl Scouts Overseas. She currently lives<br />

in Berlin, Germany with her beloved husband Paul,<br />

splitting her time between working full-time, taking<br />

economics classes at Humboldt University, and<br />

volunteering with the Girl Scouts. Kristin has been a<br />

member of the American <strong>Women</strong>’s Club Berlin since<br />

December 2018 and was a recipient of the 2020<br />

FAWCO Foundation <strong>Women</strong> in STEM Award.<br />

celebrates Girl Scouts aging out of a certain<br />

troop level (Daisies, Brownies, Juniors, etc.)<br />

and being welcomed into the next level. The<br />

girls made a bridge with their arms for the<br />

“bridging” girls to run to, symbolizing them<br />

leaving one level of scouting to cross onto the<br />

next. In 2021, three of our Girl Scouts bridged<br />

for the final time into adulthood. It was an<br />

amazing testament to our younger girls about<br />

how far Girl Scouts can bring you by the time<br />

you graduate from high school.<br />

Although COVID-19 has had a substantial impact<br />

on the types of activities we have been able to<br />

do over the past two years, we are so grateful<br />

that we were able to resume camping and alllevel<br />

events. There is no greater feeling of<br />

success than watching the older girls spending<br />

time with the younger ones. The leaders also<br />

find supportive friendships in each other as<br />

we all work towards developing the girls in our<br />

care. At the end of the day, we are all there for<br />

the same goal. Juliette Gordon Low summed it<br />

up best when she said, "Scouting rises within<br />

you and inspires you to put forth your best."<br />

May we all put forth our best daily as we honor<br />

those who mentored us and work hard for the<br />

future of the girls still to come.<br />

This trip has inspired me to do more<br />

because I am fortunate enough to have<br />

the ability to do so. I want to thank the<br />

FAWCO Youth Program for helping me<br />

find what makes me passionate and<br />

makes me strive to be better, not just<br />

for myself, but in hopes that one day I<br />

can do better for this world.<br />



"What was the highlight of the<br />

experience for you?"<br />

My-Linh Kunst, Program Co-Chair<br />

The highlight for me each year is reading their post-program personal essays. The<br />

preparation and execution of each year’s program is busy, leaving little time for reflection.<br />

But when I read the youth’s essays, I am proud and happy to see our goals achieved. We<br />

aim to raise their awareness that social inequalities and people in need are everywhere<br />

(even in “rich” places like Dubai), and to show that they CAN make a difference – in big and<br />

small ways. Another program goal is to get the teens together to share their experiences<br />

as mixed-culture kids living outside their parents’ home countries. The youth write about<br />

their continued friendships from the program. I hope that these short one-weeks will leave<br />

lasting impressions and spark a lifelong interest in our youth to engage in social issues.<br />

Natalie Parker, AWC Amsterdam<br />

During this trip, our group spent a lot of time<br />

talking about world issues. We discussed what<br />

issues are prevalent in the places we live and the<br />

differences and similarities in our cultures. These<br />

discussions also helped me gain a new perspective<br />

on different cultures around the world.<br />


profile<br />

Developing the Leaders<br />

of the Future<br />

Elizabeth Kelly, a member of AWCA (American <strong>Women</strong>'s Club of<br />

Antwerp), teaches an international program in Belgium that<br />

prepares young people to be future business leaders.<br />

My life journey<br />

I grew up in New Mexico with my two younger<br />

brothers and wonderful parents. While I have<br />

many fond memories of childhood, the two<br />

things that seem relevant are (1) the diversity<br />

of New Mexico with its a large Hispanic<br />

population and significant Native American<br />

population and (2) hosting an exchange<br />

student from Japan during high school. Both<br />

circumstances introduced me to cultures that<br />

were new to me and later helped me to<br />

appreciate the value of differences and that<br />

effectively interacting with people requires effort<br />

but the benefits are worth it.<br />

After leaving home<br />

As a young adult I worked in the healthcare<br />

industry as a healthcare executive. When I<br />

wasn’t working, I worked with the youth of<br />

my church. It was always nice to see them<br />

grow and develop more confidence in who<br />

they were becoming.<br />

Elizabeth Kelly<br />

The third phase of my life began when I met and<br />

married my amazing Belgian husband.<br />

Continuing my work in healthcare didn’t seem to<br />

be an option so I began to teach, first English as<br />

a second language and ultimately intercultural<br />

communication skills. During that time I began to<br />

learn about other cultures and the importance<br />

of understanding and appreciating differences.<br />

Over the last 20 years I have had<br />

the good fortune to work with or<br />

teach individuals, mostly young<br />

people from more than 60<br />

countries. During the last six<br />

years I have taught at a college in<br />

Elizabeth and<br />

her husband<br />


Belgium in an international business program.<br />

We are helping to develop future leaders.<br />

Involvement in youth and youth work<br />

What I love most about working with young<br />

people is the perspective on life. Most young<br />

people are quite open, willing to share ideas<br />

and opinions, willing to listen to other<br />

perspectives without being too judgmental.<br />

I have learned so much from young people<br />

about cultures from around the world. It has<br />

been interesting to see how much students<br />

from around the world have in common, but<br />

also their differences. It has been fabulous to<br />

see them expand their knowledge, tolerance<br />

and respect for cultural differences and<br />

attitudes towards a variety of topics.<br />

In addition to cultural variations, they have also<br />

taught me about sexuality and gender. I had<br />

to learn new terminology but it also impacted<br />

other aspects of life. They introduced me to<br />

the idea of gender-neutral toys. Just after a<br />

presentation, I had to buy a baby present and<br />

their insights influenced my present choice<br />

and how it was wrapped. Change takes time<br />

and is gradual, but there is value in continuing<br />

to learn and evolve.<br />

Contributing to a better future generation<br />

The international program in which I teach is<br />

preparing young people to be future business<br />

leaders around the world. The world is getting<br />

smaller and the more people understand<br />

cultural variations, the more successful<br />

businesses can be.<br />

We teach respect, tolerance and understanding<br />

about differences. In addition, we teach young<br />

people the importance of being authentic and<br />

true to themselves. There is a term coined<br />

by Andy Molinsky, "Global Dexterity," which<br />

Right<br />

Elizabeth's<br />

thesis<br />

presentation.<br />

Below<br />

Artevelde<br />

presentation,<br />

2016.<br />

means it is important to adapt to the<br />

culture in which you live and/or work,<br />

but you must also be yourself. We are<br />

each unique and I try to impart to the<br />

students the importance of leveraging<br />

their cultural differences.<br />

Biggest challenges<br />

Technology entered my life a bit later;<br />

consequently, my aptitude for technology<br />

was limited. However, even before<br />

COVID-19, I had to learn to use various<br />

tools and new technology to manage the<br />

classroom and administrative functions.<br />

Within days, COVID-19 required us to<br />

teach online, learn to use new tools and<br />

to problem shoot issues. Most of the<br />

time, I can solve technical issues. Not<br />

something I would have ever believed.<br />

Favorite way to inspire<br />

It is my enthusiasm and passion for<br />

whatever I teach. Students can tell that I<br />

love what I do and they appreciate my<br />

authenticity. They know that I am<br />

interested in learning from them and that<br />

their voices matter. I also encourage them<br />

to appreciate all of their experiences and<br />

learn from them. Life isn’t a freeway but a<br />

series of paths. Most of the time, the less<br />

direct routes lead to the most worthwhile<br />

destinations in life.<br />

Most important message to pass on<br />

Many of the young people at our<br />

university are the children of immigrants<br />

who moved to Belgium for a better life,<br />

particularly for their children. These<br />

young people know the sacrifices their<br />

parents made to give them a better<br />

opportunity than their home country<br />

offered. The drive and hard-working<br />

attitude of these young people are<br />

impressive. I wish these stories were<br />


the ones being told to the average person,<br />

because it might help people see that most<br />

people are not trying to abuse social systems;<br />

they simply want more for their children.<br />

Who doesn’t?<br />

In their own words<br />

Athens 2019<br />

Story from childhood<br />

As a shy, small girl, I was picked on a bit and<br />

mostly ignored. At some point in college,<br />

that person disappeared. I learned that I<br />

had value and something to offer people.<br />

Over the years, I have had good mentors who<br />

saw my potential, gave me opportunities to<br />

grow and shine and encouraged me to strive<br />

for excellence. While I thrive in positive<br />

environments, I have used negative situations<br />

to learn what I don’t want to be. I am a strong<br />

believer in self-direction, but being supported<br />

and nurtured helps tremendously.<br />

Inspiration from my mother<br />

Pioneering, supportive and much more are<br />

just a few of the adjectives that I would use<br />

to describe my mother. She was intelligent,<br />

fair, hardworking, determined, and always<br />

expressed her opinion. My mother had one<br />

of the first Apple computers because it would<br />

make her work more efficient and she didn’t<br />

shy away from a challenge. If we commented<br />

that she didn’t work, she always corrected us<br />

saying "I work from home, but I work." She<br />

encouraged me to work hard and believe in<br />

myself. In reverse order, I always have an<br />

opinion and am not shy about sharing it. I<br />

view challenges as an opportunity and address<br />

them head-on. Especially in teaching, I have<br />

endeavored to be fair and transparent. My<br />

employees knew where they stood with me<br />

as do students in my classes. I believe I’m<br />

intelligent: at least I’m smart enough to know<br />

that there is a lot I still don’t know. I’m always<br />

interested in learning more.<br />

Our profilees in this issue were asked: "If someone wrote a book about your life,<br />

what would the title be?" Here are some of the titles ...<br />

Bennett Motha, AIWC Cologne<br />

I was impressed by the history of Greece. I personally enjoyed the food, although it was<br />

sometimes too much :). But most of all, I enjoyed the social work we did. It felt very good to<br />

support people and improve their lives during difficult times. Working in the soup kitchen<br />

was the highlight of my week because we could actually engage in conversation with the<br />

people we were helping. That was probably the experience that touched me the most. To<br />

see how much the food was appreciated was especially moving. Through these social<br />

projects, we also became more aware of the many challenges Greece faces.<br />

Stacey Papaioannou, Program Chair<br />

Leading the Athens program reminded me what an inspiration teen volunteers can be,<br />

and their sensitivity and perceptiveness touched me. They also were able to “go outside<br />

the box” in their takeaways from their volunteering experience by seeing both the small<br />

details as well as the bigger picture of the problems faced by the folks they encountered.<br />

I have no doubt that 20 years from now each participant will be doing something in the<br />

way of volunteering because of the time they spent in Athens.<br />

Sophia Kusch, AWC Zurich<br />



"What was the highlight of the<br />

experience for you?"<br />

It was very satisfying to volunteer at so many<br />

charities, especially when you could see the need<br />

for it when just walking down a street. You don’t<br />

see these things in Zurich, so the sheer amount<br />

of people was slightly shocking. My favorite day<br />

of volunteering was when we visited the Caritas<br />

soup kitchen. There we gave food to people in<br />

need and sorted clothes for the same people.<br />

It was my favorite because you could directly<br />

see the people you were helping, and I felt like I<br />

made a difference, however small it may be.<br />


feature<br />

“What is going on here?”<br />

Jane Indreland, a member of FAUSA, is a<br />

docent at the Yellowstone Art Musuem in<br />

Billings, Montana.<br />

All of my life, I harbored a desire to<br />

visit England, so I was thrilled when<br />

my husband Terry told me that we<br />

had an opportunity to live in the area<br />

that is now North Lincolnshire. We lived there<br />

four years before returning to the US. After<br />

two years in Ponca City, Oklahoma, we moved to<br />

London, where I discovered the AWC London,<br />

FAWCO, and The Foundation. I loved working<br />

with these inspirational women, and when<br />

we returned to our roots in Billings, Montana,<br />

FAUSA gave me the opportunity to keep those<br />

connections through the last 23 years.<br />

Education Department — outreach to children<br />

In the year before COVID-19, the Education<br />

Department connected with approximately<br />

8,400 children.<br />

Hank French<br />

looking at Willem<br />

Volkers's Portrait<br />

of My Father.<br />

Between a Rock<br />

and a Hard Place<br />

Bently Spang<br />

(Northern Cheyenne)<br />

Tsetsêhesêstâhase/<br />

So'taahe<br />

This work refers to<br />

the Indian Boarding<br />

Schools, where the<br />

boys had their braids<br />

cut off when they<br />

arrived. This was<br />

devasting culturally.<br />

After a few months, I saw an ad looking for<br />

docents at the Yellowstone Art Museum, and<br />

my volunteer life took a new turn.<br />

Yellowstone Art Museum background<br />

In 1964, the Yellowstone Art Center opened<br />

in the former Yellowstone County Jail. (Some<br />

believe that the building is haunted by its<br />

previous occupants!) After a $6.2 million<br />

expansion campaign, the new state-of-the-art<br />

Yellowstone Art Museum (YAM) opened in 1998.<br />

Montana is in a region that generally focuses on<br />

historical or Western art, but the YAM focuses<br />

on contemporary, avant-garde work originating<br />

in the northern Rockies region. It promises “to<br />

connect the contemporary past and present by<br />

preserving and exhibiting art. We promise to<br />

inspire and educate curious minds of all ages.”<br />

Currently, the museum has 8,500 works of<br />

historic and contemporary regional art and<br />

archival items, either on view or stored in a<br />

separate building called The Visible Vault. In<br />

addition to its own works the YAM features<br />

traveling exhibitions.<br />

There are studio opportunities for children and<br />

families including:<br />

• z Art and a Story for young children.<br />

• z YAM Camp for two weeks during<br />

the summer.<br />

• z Art Academy for one week in partnership<br />

with Rocky Mountain College.<br />

• z Summer Art Studio, one day a week for<br />

eight weeks.<br />

• z Studio Second Saturday October-May<br />

• z Fam at the YAM, classes taught by<br />

local artists every first Friday (a city -<br />

wide event the first Friday of the month).<br />

• z Explorer’s Academy Head Start –<br />

approximately 300 Head Start<br />

students do an art project in their own<br />

classrooms followed by a tour at the<br />

YAM and another art project. An<br />

exhibition in the Young Artists Gallery<br />

for the children and their families<br />

attracts many people who had never<br />

seen the museum.<br />

• z YAM Teens—A group that is currently<br />

working on a mural.<br />


Hank French looking at a work created by Sean Chandler, an Aaniiih (Gros Vente).<br />

“Chandler feels responsible for working toward cultural revitalization for his tribe. He is the president of Aaniiih Nakoda<br />

College in the Fort Belknap Reservation in Harlem, Montana, and is dedicated to revitalizing the Indigenous lifeways and<br />

language of Aaniinen and Nakoda Tribes, all alongside his artistic practice. “ Lisa Ranallo, Minneapolis Institute of Art<br />

• z Partnership with Billings Public Schools:<br />

• y Juried Exhibitions in the Young Artists<br />

Gallery for Grades 5, 7, and 8 with free<br />

bussing for Grade 5.<br />

• z Outreach to underserved populations:<br />

• y Crow Agency Elementary School on the<br />

Crow Indian Reservation (one-hour drive).<br />

• y Students from Lame Deer, on the<br />

Northern Cheyenne Reservation, visit<br />

the YAM for a tour and an art project,<br />

followed by an exhibition in the Young<br />

Artists Gallery.<br />

• z The education department also<br />

has partnerships with three other<br />

surrounding communities.<br />

What is a docent?<br />

The word “docent” is derived from the Latin verb<br />

“docere,” meaning to teach, but a docent is often<br />

much more than a (usually) volunteer museum<br />

tour guide. A docent is the public face of the<br />

museum, and the visitor’s experience is often<br />

determined by the docent.<br />

The 20 members of the YAM Docent Corps<br />

have much more flexibility than those from larger<br />

museums. We give tours, assist in the studio,<br />

visit classrooms, and help out in any way needed.<br />

The group meets every Monday morning,<br />

<strong>September</strong> through May, so we get to know<br />

each other very well.<br />

My specialty is visiting the 4th grade school<br />

classrooms to present the Art Suitcase Program.<br />

When I started 21 years ago, we hauled posters<br />

to schools, but now the images are shown<br />

electronically on the classroom smart board.<br />

During COVID-19, we did it through Zoom, which<br />

was challenging for me, because it was difficult to<br />

see and hear the students.<br />

Our goal as guides is to help the viewers engage<br />

with the artwork. When I started, I thought that<br />

my job was to give information about the artwork<br />

and artist, which didn’t always interest the<br />

students. Then we were educated about Visual<br />

Thinking Strategies. VTS sounds simple at first.<br />

In involves three questions: 1. “What is going<br />

on here?”, 2. “What do you see that makes you<br />

say that?”, and 3. “What more can we find?”. The<br />

leader shows respect to the child by paraphrasing<br />

the answer and pointing out the thing they are<br />

talking about. The presenter never tells a student<br />

that she or he is wrong. In its purest form, the<br />

guide never gives information or tries to lead the<br />

group to a conclusion. I discovered that<br />

using VTS results in a much more engaged<br />

group. (However, personally, I do inject a little<br />

information now and then as well.)<br />

Indian Education for All<br />

Approximately 4% of Montana’s current<br />

population is American Indian. Most tribal<br />

groups currently refer to themselves as<br />

“American Indian,” but the term “Native<br />

American” is frequently used, and when I speak<br />

with the students, I use the term “Native.” There<br />

are 13 tribes and eight reservations in Montana,<br />

and many of them are working on preserving<br />

their original languages and tribal names.<br />

When Montana rewrote its constitution in 1972,<br />

it included Article X, Section 1(2): “The state<br />

recognizes the distinct and unique cultural<br />

heritage of American Indians and is committed<br />

in its educational goals to the preservation of<br />

their cultural integrity.” In 1999, the legislature<br />

enacted the law referred to as Indian<br />

Education for All. It states, “Every Montanan,<br />

whether Indian or non-Indian, should be<br />

encouraged to learn about the distinct and<br />

unique heritage of American Indians in a<br />

culturally responsive manner … all school<br />

personnel should have an understanding<br />

and awareness of American Indian tribes to<br />

help them relate effectively with American<br />

Indian students and parents …” My personal<br />

observation is that the decision to include<br />

American Indian studies in the elementary<br />

curriculum has made a difference. When I<br />

started visiting classes 20 years ago, it appeared<br />

to me that the Native children were reluctant<br />

to participate, but now it seems that they have<br />

more confidence in expressing their opinions.<br />

In spite of their small numbers, Native artists<br />

have made a huge impact on the art of the<br />

Northwest, and many works by Native women<br />

and men are in the permanent collection. I<br />

am proud that the YAM is trying to increase<br />

diversity by reaching out to the Crow (Apsaalooke)<br />

and Northern Cheyenne (Tsetsêhesêstâhase/<br />

So'taahe) tribes, as well as others.<br />

For a docent, there is nothing much more<br />

rewarding than to see children’s eyes light up<br />

when they suddenly connect to an artwork. It<br />

has been my pleasure to work with the staff<br />

and other docents to bring that moment of<br />

inspiration to the museum visitors.<br />

Hank French is looking at pots by Jesse Albrecht,<br />

above and below. They have harrowing images<br />

from Albrecht's military service in Iraq. After his<br />

tour in Iraq, he struggled with PTSD, leading to<br />

seven weeks at the Veterans Affairs hospital.<br />


profile<br />

Destined to Be A<br />

Teacher<br />

Rebekka Klingshirn, HIWC (Heidelberg International <strong>Women</strong>'s Club),<br />

started her teaching career when still a child herself! She has tried other<br />

things over the years, but always seems to come back to teaching.<br />

"I'm about 5 or 6 years old in this picture –<br />

of course I can’t remember when it was taken<br />

and what I thought of or felt that moment. But<br />

looking at it now, I see a strong, cheeky, happy<br />

me. Does it show me as someone who would<br />

teach and love it? No, I wouldn’t think so. But I do<br />

remember that I’ve been wanting to be a teacher<br />

since second grade."<br />

My life journey<br />

I grew up between Bonn and Cologne, in a<br />

village called Niederkassel-Rheidt. Before we<br />

moved to our own house, we lived in a cul-desac<br />

and had lots of children our age close by.<br />

We built igloos in winter and played at the playground<br />

closeby, but we did have to be home<br />

for dinner at six.<br />

My favorite memories of my childhood were<br />

the picnic we had in our playroom (we had been<br />

promised one, but on the day it was raining,<br />

so my parents arranged everything for inside:<br />

we had a green carpet, it was perfect!!!), that<br />

my dad took each of us on a cycling tour over a<br />

weekend when we were in third grade, and that<br />

my mom managed to make my birthday special<br />

every time (it’s during the summer break when<br />

lots of kids were away).<br />

I have always loved going to school. When I<br />

started in secondary school, I would go in early<br />

and meet with two friends to watch rabbits and<br />

have the place to ourselves. I enjoyed learning<br />

all the languages I did (Latin, English, French,<br />

Spanish) during my years at the school. In 11th<br />

grade, I took part in an exchange program and<br />

went to high school in Texas before graduating<br />

in 1994.<br />

After leaving home<br />

I started university the same fall,<br />

at the University of Heidelberg. I<br />

was born in Heidelberg, and my<br />

grandma lived in the same house<br />

we live in now, but we didn’t live<br />

together back then – she didn’t<br />

Rebekka<br />

Klingshirn in<br />

New York,<br />

on top of the<br />

Empire State<br />

68 INSPIRING WOMEN Building.<br />


understand the idea of using the<br />

phone to chat and that could have<br />

caused a lot of problems … Instead,<br />

we met each other every week –<br />

except for when I was traveling all over<br />

the world during the semester break.<br />

She passed away just before I went<br />

away for yet another stay abroad; this<br />

time I went to the University of Stirling<br />

in Scotland.<br />

After I had finished university with an<br />

MA in English and German linguistics<br />

and literature in 2000, I was lucky to<br />

be offered a job at Universiti Teknologi<br />

Mara (UiTM) in Shah Alam, Malaysia,<br />

to teach German as a foreign language.<br />

I ended up staying for two years<br />

instead of one, and would have<br />

probably stayed even longer, had I<br />

not met my now husband at the end<br />

of my second year.<br />

Christoph and I got together at my sister’s<br />

wedding, and it was hard to go back to Malaysia<br />

to teach – we basically “instantly” (I had actually<br />

known my sister’s best friend for about eight<br />

years before that wedding) knew that we would<br />

get married. When I returned to Germany, he<br />

was still in Kaiserslautern to finish his PhD; I<br />

commuted between Heidelberg and there, but<br />

Rebekka and her family on a recent trip to Scotland.<br />

then was accepted to do my own PhD in<br />

linguistics at the University of Kiel (ALL the<br />

way in the North of Germany), with a part-time<br />

teaching load. After all the commuting and<br />

trying to figure out what I actually wanted to<br />

do to earn money (I figured life should be<br />

something besides teaching, see more on that<br />

below), we moved to Niederkassel again.<br />

Christoph got a job in Cologne and I was still<br />

commuting to Kiel, but at least the commute<br />

was cut from almost<br />

eight to almost five<br />

hours …<br />

Eventually, I realized that I simply had to do my<br />

student teacher training, and was just about<br />

finished when we were expecting our son.<br />

Christoph realized that he wanted a job change,<br />

applied, and we’ve lived in my grandmother’s<br />

house since 2008, right before Linus was born.<br />

I went back to teaching when he was almost a<br />

year old and am still teaching.<br />

My training and mentors throughout the years<br />

I have formal training for students from 5th-13th<br />

grades (secondary / high school) in Germany, in<br />

English and German as subjects. I love to teach<br />

English, German is ok … (I am German, mind<br />

you). I have not had official mentors, really, but I<br />

had two wonderful elementary school teachers,<br />

Ms. Hunger (German) and Ms. Sick (math) – no<br />

laughing at names here – who were kind, strict<br />

and generous. My mom was a teacher, and<br />

she was my teacher in sixth grade (religious<br />

education). My German teacher in high school<br />

(grades 5-10), Mr. Jacob, taught me to speak up<br />

for myself and use my voice. My US high school<br />

math teacher, Ms. Hebert, was so smart and<br />

was able to “unlock” my brain on so many more<br />

levels than just math. As much credit goes to<br />

these teachers as, unfortunately, has to go to<br />

the terrible ones I’ve had: those were teachers<br />

who were lazy, arrogant towards us students,<br />

who didn’t listen, weren’t empathetic. I never<br />

wanted anyone else to have such bad teachers.<br />

Biggest challenges<br />

Some of the biggest challenges I have faced<br />

were school-related but not teaching-related. I<br />

have been bullied for making my family my first<br />

priority (mind you, I had just lost a child six<br />

months before). My official “mentors” during my<br />

teacher training didn’t mentor me – one even<br />

ate crisps/chips during an official visit from the<br />

My parents and I in 2011 on our way to Kiel to receive my PhD in English Linguistics on the “Syntax and Semantics<br />

of Shakespeare’s Adjectives.” It was such a long and rocky road, but they were always by my side – as was my<br />

husband Christoph, who took the photograph and made my hat, displaying all the things I / we had gone through<br />

during those tedious years. I cannot thank them enough for all the guidance, teaching, mentoring in all these 46<br />

years.<br />

A couple of years ago,<br />

I taught sewing to a<br />

group of students at<br />

an inclusive<br />

elementary school.<br />

We made aprons for<br />

the coming students<br />

as the farewell and<br />

thank-you present at<br />

the end of the school.<br />

The proud moment<br />

for them (and thus<br />

for me) was when the<br />

kids turned the workpiece<br />

inside out and<br />

all of a sudden saw<br />

their finished aprons.<br />


Visiting an experimental art museum with my students in 2018; they graduated<br />

last year. The experiments started before we went in with a rather wet art<br />

installation right at the entrance – heaven-sent on a hot, hot day.<br />

school board (!!!). Currently, the biggest<br />

challenge I face is paperwork that has<br />

nothing to do with teaching and wearing a<br />

mask during the lessons – both these things<br />

tire me out. In these and similar situations,<br />

I have looked for my own, real mentors –<br />

people that inspired me and that I wanted<br />

to learn from.<br />

Best successes<br />

A lot of my (vocational) students tell me that<br />

they are afraid of speaking English because<br />

their previous teachers made fun of them.<br />

Usually, when they leave my classroom<br />

at the end of a school year, they speak at<br />

least a little English – even the refugees that<br />

have not heard a word of English before.<br />

Today, I saw a student for the fourth time<br />

this school year: first session, two class tests<br />

(which he obviously failed) and today. He<br />

said, “I really can’t speak English and I’m<br />

afraid of it, but I thought I’d give it a try with<br />

you.” We have one more session before the<br />

end of the school year. I thought that was<br />

a huge success for both of us. What makes<br />

me happiest as a person is when former<br />

students have become my friends: I don’t<br />

know what I did to make that happen in<br />

any of the four cases I have in mind, but<br />

I am so glad that I get to call my former<br />

students – Pala, Wiebke, Destan and<br />

Sandra – my friends.<br />

Involvement in youth and youth work<br />

What I love most about teaching (young<br />

and old students) is that they teach you<br />

so much. Of course, there are curricula<br />

that I have to follow, and I sometimes have<br />

to push to get things done, but the indirect<br />

feedback I get is incredible. Sometimes it’s<br />

the keen interest in a topic, sometimes the<br />

improvement of the students’ grades that<br />

let me know something went well. The<br />

same goes for lessons that were boring<br />

– both for them and me. When listening<br />

to students and their experiences, I have<br />

found that that helps me to provide lessons<br />

for them so that they can learn what I have<br />

to teach them.<br />

I think I have been a teacher all my life,<br />

really. As an older sibling, I would (sorry<br />

to have to admit that) boss around my<br />

younger brother and sister, thinking that<br />

was teaching. At the same time, I also<br />

learned from my older sister about how<br />

to navigate life. I have wanted to become a<br />

teacher since I was in second grade, and I<br />

started tutoring other kids and working at<br />

a summer camp when I was in 10th grade.<br />

Even though I thought that I was meant to<br />

do other, bigger things for a while, it turned<br />

out that everything I did and tried ended<br />

up in me teaching somebody something.<br />

In the end I caved in.<br />

Inspiration from my mother<br />

I am a teacher, like my mother, although<br />

I think that our methods of teaching are<br />

quite different from one another. She’ll be<br />

80 this fall and still teaches. I guess it runs<br />

in her blood just as it runs in mine: I take a<br />

sewing class at a community college once a<br />

week, and everyone helps out the beginners<br />

whenever the teacher is busy. Quite often,<br />

I am told “Thanks, I’ve learned so much<br />

from you. You explain so well. You should<br />

be teaching.” It makes me smile.<br />

Getting advice<br />

The worst piece of advice was not to trust<br />

students. I have experienced so much trust<br />

and respect because of me trusting my<br />

students. I don’t think that needs an<br />

explanation. The best piece of advice I<br />

have given myself is to trust my guts and<br />

instincts. That might have saved a student’s<br />

life this year: I had a feeling when I saw<br />

him sitting in the hallway and asked him<br />

what the matter was; he had experienced<br />

his friend’s suicide online, while video<br />

chatting with him.<br />

First aid training for teachers<br />

I would really like to have mandatory first<br />

aid training for teachers. A student had a<br />

terrible accident at the beginning of 2020;<br />

he fell off a railing and onto a staircase.<br />

Luckily, we had three or four teachers who<br />

could rush to give first aid. I organized a<br />

first aid course for our colleagues this year;<br />

only 20 signed up out of 60. That makes me<br />

sad and angry.<br />

I would also like to see more empathy and<br />

the corresponding training for all teachers;<br />

this should also be mandatory. It makes me<br />

furious when I tell colleagues about classes<br />

with harassment situations, students with<br />

(mental) health problems, dyslexia, etc., and<br />

that we should get together to find a solution<br />

– and the answer is: “I am a teacher,<br />


that’s not my job.” What also infuriates me is<br />

that not enough is done to detect and help<br />

dyslexic children at an early age. I have no<br />

solution to that, I’m afraid.<br />

<strong>Inspiring</strong> young people<br />

I learn my students’ names by heart in the first<br />

lesson I have with them. This year, that’s about<br />

280 names in 12 classes. All I do is ask them<br />

their names and to tell me the one thing that is<br />

their superpower. What it does is to make them<br />

think about themselves in a positive way and<br />

that sets the tone for the whole school year.<br />

The fun thing for me is that after about the<br />

third or fourth students, the explanations<br />

usually become longer and longer, and that<br />

gives me more time to connect faces and<br />

names. I have had several students contact<br />

me once they had started university, asking<br />

me how I do that: memorize so much in such<br />

little time. And that leads to another, informal,<br />

lesson on how to get organized and focus on<br />

something important. My superpower and<br />

passion is teaching, by the way, but I think that<br />

has become quite obvious by now.<br />

Story from childhood explaining who I am<br />

That is probably the other most difficult<br />

question I have ever come across. I don’t think<br />

there is one simple answer to that, but my<br />

travels all over the world, getting to know<br />

another culture, “surviving” on my own in a new<br />

environment is probably what has made me<br />

an open-minded, soulful, thoughtful, restless,<br />

relentless and inspired person. If I am lucky,<br />

also an inspiring one.<br />

Who knew?<br />

I never, ever thought I would enjoy<br />

gardening and experimenting in the<br />

garden. My dad, a lawyer, frequently asked<br />

for help when we were kids and showed us<br />

how to do this and that, and I hated it every<br />

single time. Turns out, he was also a teacher<br />

in more ways than one. I am so happy with<br />

growing my own tomatoes and trying my hand<br />

at growing potatoes and onions as well as<br />

experimenting with which flowers and herbs<br />

grow best in my garden. It gives me peace of<br />

mind, it relaxes me, it brings me joy – just like<br />

it did (and still does) for him.<br />

Some creative examples of projects and<br />

activities, such games, role playing, and<br />

English conversation that Rebekka has<br />

used to inspire her students.<br />

Contributing to a better<br />

future generation<br />

I do hope that all of my students<br />

are more empathic and kinder to<br />

each other after my time with them,<br />

and that that is my doing. I would<br />

love for them to be proud of their<br />

accomplishments, yet humble.<br />


feature<br />

<strong>Inspiring</strong> The Future<br />

Generation - One Award<br />

at a Time<br />

Barbara Bühling, President of the<br />

FAWCO Foundation, explains how the<br />

FAWCO Education Awards function.<br />

T<br />

his issue of <strong>Inspiring</strong> <strong>Women</strong> is<br />

truly about each and every FAWCO<br />

member past and present. Whatever<br />

role you choose to play in FAWCO,<br />

large or small, shows that you care.<br />

Your involvement with FAWCO can serve as a<br />

role model for other members, and your<br />

fundraising activity helps more students further<br />

their education. We at the FAWCO Foundation<br />

are very proud of what we have achieved in our<br />

efforts to provide Education Awards to FAWCO<br />

members and their children.<br />

I believe that the best way to inspire the<br />

future generation is to invest in it and, as any<br />

investment adviser will tell you, the wisest way<br />

to invest is to diversify! The FAWCO Foundation<br />

Education Award Program has been diversifying<br />

its investments in the future for over 50 years!<br />

The first Education Award was given to Joy,<br />

whose mother was a member of AWC Madrid.<br />

Since then, the FAWCO Foundation has given<br />

out 359 awards totalling $1,142,000!<br />

Here are some of the most common categories<br />

of Education Awards offered:<br />

Arts, Humanities and Sciences:<br />

These award categories are our<br />

mainstay. At least one award in<br />

each category has been offered<br />

each year since 2005.<br />

Special Challenges:<br />

There have been ten awards granted in this<br />

category. These awards were given out before<br />

the world went digital; this means that we have<br />

limited information about the recipients.<br />

Vocational:<br />

This category has been offered since 2019.<br />

Sadly, in <strong>2022</strong>, there were no applicants. We<br />

believe that this is a wonderful opportunity for<br />

an individual enrolled in a training program or<br />

course at a trade school – we can only<br />

encourage you to apply!<br />

Dual Cultural:<br />

First awarded in 1988. Since then, 29 Dual<br />

Cultural Awards have been given to children of<br />

FAWCO members who have one American and<br />

one non-American parent and who have lived<br />

outside of the US for more than six years. With<br />

the award comes the opportunity to attend an<br />

American high school or structured summer<br />

educational program in the US, allowing the<br />

recipient to experience the American way of life.<br />

Member Awards:<br />

Approximately 50 Member Awards have been<br />

granted since 1997. FAWCO members have<br />

benefited in many ways by pursuing a further<br />

degree, by learning a new skill or by broadening<br />

and fine-tuning already existing qualifications.<br />

Setting up<br />

Silent Auction<br />

items at<br />

Foundation<br />

Night.<br />


This article would be incomplete without recognizing the inspiring women who have spent amazing<br />

amounts of time and energy to fundraise for the FAWCO Foundation Education Awards Program<br />

as well as those who work behind the scenes to review all the applications. Everyone does her part,<br />

and together we keep the Education Awards Program alive. As a team, we can be proud to call<br />

ourselves inspiring women for the future generation.<br />

Barbara Bühling<br />

There are many, many different kinds of awards<br />

that have been given, sponsored by individuals<br />

or clubs. There have been Foundation Awards,<br />

Federation Awards, Achievement Awards. We<br />

have lists of all awards, but often the details<br />

are lacking. If you have any information about<br />

awards (especially pre-2010), please share and<br />

send it to me at president@fawcofoundation.org.<br />

Each and every award given has helped to<br />

shape a future, and we would love to know<br />

more about them!<br />

We have received wonderful messages from the<br />

EA recipients who had dreams of being doctors,<br />

lawyers, architects, scientists, teachers, fashion<br />

designers and more, as well as from students<br />

enrolled in varying degree programs. What is<br />

common to each communication is the heartwarming<br />

messages of gratitude and thanks.<br />

Bernadette: “I could not have done<br />

this without you and send<br />

a multitude of thanks to<br />

FAWCO.” (2003)<br />

Martha: “I would like<br />

to thank FAWCO for<br />

making this life changing<br />

experience possble.” (2004)<br />

Robin: “I would like to<br />

express my gratitude for<br />

the support that FAWCO<br />

and the FAWCO<br />

Foundation have provided<br />

not only to me, but also<br />

to past recipients. For<br />

students, whether at the undergraduate or graduate<br />

level, acquiring funding for their research<br />

is extremely difficult. This support is pivotal for<br />

young scholars just beginning their careers and<br />

acts as the seed for future research, scholarship,<br />

and advocacy.” (2020)<br />

Not only have these students benefited from the<br />

award money itself, they have learned the value<br />

of philanthropy. For example, 2020 Dual Cultural<br />

Award recipient Alisa told us she tutored<br />

students in her school in math and science to<br />

help raise money for our Target Project S.A.F.E.<br />

And many of you know the story of 1993<br />

Foundation Award recipient Sami, who<br />

generously donated money to fund the <strong>2022</strong><br />

Foundation Award; he was so appreciative of<br />

the help he had received when he was a student<br />

that he wanted to help someone else. The<br />

generosity of paying it forward is an incredibly<br />

inspiring way to support the future generation.<br />

Barbara stepped into the world of fundraising at<br />

the Silent Auction in Bern (2013). She headed<br />

the Silent Auction team before becoming the<br />

FAWCO Foundation’s VP Fundraising in 2017.<br />

Barbara has been the FAWCO Foundation<br />

President since 2019.<br />

“I believe my inclination to be involved in fundraising<br />

for Education Awards began when I was a teenager.<br />

My father (Col. J.J. Ward USMCR) was President of the<br />

Marine Corps Scholarship Foundation, and for several<br />

years, my sisters and I were hostesses at the<br />

Leatherneck Ball in New York. I think I am just following<br />

in my father’s footsteps.”<br />


profile<br />

Empowering Athletes to<br />

Achieve Their Best<br />

Kayleigh Karinen, a member of AWCF (American <strong>Women</strong>'s Club of<br />

Finland), is a four-time world cheerleading champion who now coaches<br />

young cheerleaders.<br />

My life journey<br />

I could never have imagined that signing up<br />

for the cheerleading team as a child would<br />

eventually open the doors to higher education,<br />

foreign studies, and an international sports<br />

community. Cheerleading unexpectedly<br />

became the catalyst that set me off on a path<br />

to new opportunities, including becoming a<br />

four-time world champion athlete with Finland,<br />

the nation of my heritage. Most importantly,<br />

joining a sports team gave me a supportive<br />

community, one I found to be inclusive and<br />

inspiring. Sports provide an environment for<br />

people to come together to reach a common<br />

goal regardless of their history, linguistic<br />

background, and gender identity.<br />

Ultimately, my involvement in sports led me to<br />

pursue a degree in a foreign language, which<br />

led me abroad and enabled me to impact young<br />

people as a coach, as well as establish lifelong<br />

connections across culturally and linguistically<br />

diverse communities.<br />

Kayleigh Karinen as a child.<br />

My journey athletically first brought me from<br />

Michigan to Kentucky then to Oklahoma. After<br />

that I studied abroad in Spain, Chile and<br />

ultimately in Finland. In all of these places I<br />

became involved with cheerleading, both as<br />

an athlete and coach.<br />

I grew up in the lower peninsula<br />

of Michigan. I started<br />

cheerleading around age eight/<br />

nine. When I was 13, I started<br />

living half the week in Chicago<br />

and half the week in Michigan in<br />

Kayleigh with<br />

her medal.<br />


order to compete at the elite level. I learned a<br />

lot about time management. Overall, this<br />

experienced shaped me in a lot of ways as an<br />

athlete and a person.<br />

I graduated from high school a year early and<br />

moved to the University of Kentucky to cheer<br />

but did not make the team there for a year. I<br />

then went to Oklahoma State University, where<br />

I cheered for one and a half years before going<br />

abroad to Spain, then to Chile and eventually to<br />

Finland through my linguistic interests.<br />

After leaving home<br />

Currently I am in Helsinki, Finland, where I work<br />

as an entrepreneur owning a cheerleading<br />

business. A list of recent successes includes<br />

being four-time world champion athlete with<br />

the Finnish National Team, a <strong>2022</strong> female<br />

athlete of the year nomination, and a FAWCO<br />

Foundation Education Award to support my<br />

academic research. I am finishing my Linguistic<br />

Diversity and Digital Humanities master’s degree<br />

at the University of Helsinki. My MA thesis<br />

research focuses on the role of sports in<br />

language revitalization/normalization with<br />

Basque as the case study.<br />

Sparking my interest<br />

I starting coaching in 2009. It all happened<br />

because I loved the sport and just wanted to<br />

get more involved. Since moving abroad, I knew<br />

I wanted to coach but not maybe to the extent<br />

that I am now. I am fortunate that I just ended<br />

up in the situation I am in and sometimes it<br />

feels like it all just fell into place.<br />

Training and mentors throughout the years<br />

I have a bachelor’s in Spanish Philology and am<br />

completing a master’s in Linguistic Diversity.<br />

Related to my work, I just completed a<br />

specialization portion of a degree for sports<br />

entrepreneurship. I constantly attended cheer<br />

conferences and trainings to expand and share<br />

my knowledge. I have had many, many mentors<br />

in, and outside of cheerleading; I cannot imagine<br />

getting to where I am without the guidance and<br />

advice from these special individuals.<br />

Biggest challenges<br />

My biggest challenge was being an immigrant.<br />

When I first moved to Finland, I was a cleaner at<br />

the cheerleading gym, coaching part-time, and<br />

sleeping on the couch of the gym. I have had so<br />

many struggles with immigration, but somehow<br />

all while, studying, working full-time and winning<br />

four world championship titles along the way.<br />

Young people in Finland<br />

In Finland young people have more freedom to<br />

think for themselves. They have the opportunity<br />

to contribute to the conversation and change<br />

things whether it is in sports teams or in the<br />

community. I was so accustomed to a system<br />

of “You do what I say” coaching mentality;<br />

coming to Finland where athletes and young<br />

people have such open hands was like a breath<br />

of fresh air.<br />

Saying no<br />

I believe my ability to understand my value and<br />

also to say "no" are valuable skills. As a female<br />

entrepreneur in sports, I under-sell myself too<br />

often. I would never let my athletes do that,<br />

so why should I let myself? In addition to<br />

embracing my value, saying “no” to<br />

opportunities that do not serve me is a journey<br />

I am on and working to improve.<br />

<strong>Inspiring</strong> young people<br />

I think my coaching style is empowering as<br />

opposed to demanding. I have learned so much<br />

through living in different countries and being<br />

exposed to different ways to approach youth. I<br />

think this style works so well because while you<br />

still have a superior position, the athletes feel<br />

much more appreciated and not talked down to.<br />

Inspiration from my mother<br />

I think we are both very easygoing but also can<br />

stress too much about work. My mom is more<br />

of a homebody, and I am the complete opposite.<br />

Currently coaching has me in a different country<br />

every two weeks.<br />

Too much and too little time<br />

I spend way too much time 1) on social media<br />

Story from childhood<br />

When I was eight or nine I opened<br />

the Yellow Pages and found a<br />

cheerleading gym. I called and asked<br />

if I can join: the rest is history. I have<br />

always been very proactive and if I<br />

want to do something, I make it<br />

happen no matter the circumstances.<br />

mostly because of the nature of my work and<br />

2) overthinking raising prices for my clients. I<br />

don’t spend enough time reading, investing in<br />

different cultural events that I love, and just<br />

simply being.<br />


feature<br />

Live in the Garden<br />

with Friends<br />

4<br />

One of the hosts of the <strong>Inspiring</strong><br />

<strong>Women</strong> LIVE Garden Party,<br />

Carol-Lyn McKelvey, FAUSA<br />

member, tells us more about<br />

the event.<br />

Screen shot of<br />

“<strong>Inspiring</strong><br />

<strong>Women</strong> LIVE<br />

- It’s a Garden<br />

Party”<br />

1 2 3<br />

With a glass of Pimm’s in hand<br />

and festive fascinator in place,<br />

<strong>Inspiring</strong> <strong>Women</strong>’s Editor-in-Chief<br />

Liz MacNiven, AIWC Cologne, welcomed almost<br />

50 gardeners and aspiring gardeners to the<br />

“<strong>Inspiring</strong> <strong>Women</strong> LIVE - It’s a Garden Party”<br />

event on June 8. Amanda Kreuder-Carrington<br />

(AIWC Düsseldorf) kicked off the party with a<br />

tour of her beautiful garden of both indigenous<br />

and non-indigenous plants, while giving helpful<br />

tips for those aspiring to create a similar<br />

garden universe. A picture of her relaxing in<br />

her fabulous cabana made us all want to head<br />

to Düsseldorf!<br />

During the first break out, fellow gardening<br />

aficionados were able to choose from three<br />

fabulous sessions: Busy Bees Bring Better<br />

Blooms, hosted by Liz Janson (FAUSA) (photos 1<br />

& 4); Let’s Get Dirty - the Benefits of Composting,<br />

hosted by Sandra Montgomery (AWC Bogotá)<br />

(photo 2); and Getting Started - Planning your<br />

Flower Beds, hosted by Kit Desjaques (AAWE<br />

Paris) (photo 3). These informative presentations<br />

were enhanced with Q & A time that bloomed<br />

organically from the participants!<br />

The group came back together to hear and learn<br />

from Margaret Hunter (AWC Denmark) as she<br />

discussed Permaculture - A Revolution Disguised<br />

as Gardening. We were all inspired to look<br />

beyond the beauty of our gardens to find their<br />

functional value and their yummy offerings!<br />

Our second break out featured three more<br />

innovative gardeners: Sharon Smillie (AWC<br />

Amanda Kreuder-Carrington's garden<br />

Amsterdam) hosted Bugs, Birds, Bullfrogs –<br />

Biodiversity in the Garden; Judy Steinemann<br />

(AWC Bern) hosted Gardening Adventures with<br />

Children; and Berit Torkildsen joined us from<br />

AWC Oslo to share the secrets to her delicious<br />

and highly sought after chutneys. A field trip to<br />

Oslo at the holidays might just be in order!<br />

A special thank you to the knowledgeable<br />

presenters who shared their colorful,<br />

fragrant, functional and/or delicious<br />

corners of the FAWCO world with<br />

us. Thanks, too, to Liz MacNiven,<br />

Elsie Bose (AWC Paris/FAUSA)<br />

and Michele Hendrikse DuBois<br />

(FAUSA), whose vision for the<br />

Garden Party several months<br />

ago culminated in a fun and<br />

informative event. The<br />

atmosphere was jubilant as<br />

participants leaned into the<br />

theme with drinks, outfits and<br />

backdrops. Everyone came away<br />

with at least one tip to apply in<br />

their own spaces, be they big or<br />

small. With a nod to Claude Monet,<br />

we hope that you were inspired to make YOUR<br />

garden “the most beautiful masterpiece.”<br />


profile<br />

Working to Provide<br />

Quality Education to<br />

Children in Nepal<br />

Mary Palmer has been a member of BWN (Barcelona <strong>Women</strong>'s<br />

Network) since 2011. Born in Spain, she considers herself an<br />

international person, having traveled & lived in other countries.<br />

Mary now lives between Spain - Barcelona and Nepal - Pokhara.<br />

My life journey<br />

I was born in a small village in the Spanish<br />

Pyrenees, near France, where I spent my<br />

early childhood. I went on to obtain a full<br />

teaching degree in three stages: basic in<br />

Huesca (Spain), further development in<br />

Barcelona (Spain) and then in Edinburgh<br />

(Scotland) with a Master of Education.<br />

My married life was spent in Edinburgh,<br />

Scotland, where my son was born. I have worked<br />

in education my entire life - in Spain, France,<br />

Scotland, England, the USA, and at present in<br />

Nepal at Shamrock School. I consider myself<br />

an international educator and I have extensive<br />

experience and total dedication. I have also<br />

been running English Summer Camps for<br />

children and teens in the Spanish Pyrenees<br />

and in Edinburgh, Scotland, for many years.<br />

Involvement in youth and youth work<br />

I have been involved with youth and in<br />

youth work throughout my life<br />

and most specifically since my<br />

retirement in 2010.<br />

Mary in Nepal<br />

walking to the<br />

Mary Palmer<br />

villages in the<br />

Annapurna.<br />


Fundraising dinner for Shamrock.<br />

Earthquakes are one of various natural disasters<br />

which affect the country, and every 60-80 years<br />

Nepal can expect to be hit by a big earthquake.<br />

Effect of earthquakes on education<br />

More than 8500 schools were destroyed or<br />

badly damaged and many children became<br />

orphans and homeless. Some students were<br />

compelled to leave their studies forever. Most<br />

of them went to the cities to look for work and<br />

some of them were sold into India at the open<br />

border shared by the two countries. Many<br />

children are still suffering from mental illnesses<br />

due to the effect of the earthquake. So far only<br />

5400 schools have been re-built. I believe that<br />

education is the only source to help.<br />

During my first visit to Nepal in 2010 I<br />

encountered children from the villages walking<br />

to school a minimum two hours each way.<br />

There is hardly any medical care in the country<br />

and certainly no education for all the children.<br />

There is definitely no Special Needs Education<br />

and many issues such as "Menstrual Health"<br />

are not covered. This can all be resolved<br />

by providing children the means of receiving<br />

an education.<br />

Recently, with the cooperation of a team of<br />

trustees, I have set up a charity in Barcelona,<br />

Spain – Asociación Shamrock Nepal – to help<br />

sustain Shamrock School Nepal<br />

(www.shamrockschoolnepal.org).<br />

I believe that we must work together to provide<br />

good quality education to children in Nepal. I<br />

am proud to say that not only did I think this, I<br />

said it and have done something about it too!<br />

Interest in education<br />

Since my childhood I have been interested in<br />

education and helping others. Being the eldest<br />

of five siblings I had to help at home. My father<br />

was an open-minded person who believed in<br />

education for his children and freedom of<br />

movement to achieve that. I was inspired to<br />

follow that route, quite unusual in Spain in the<br />

1940s (I was born in 1945). I feel privileged to<br />

be able to help children in Nepal, which I never<br />

imagined I could do …<br />

I visited Shamrock School, Pokhara, Nepal for<br />

the first time in October 2010, after retiring<br />

from Oak House School in Barcelona, Spain,<br />

where I had been a teacher and Primary<br />

Coordinator for 31 years. Since then, I have<br />

spent two months each year at Shamrock School<br />

in Nepal volunteering my efforts and sharing my<br />

experience and knowledge. I truly believe the<br />

work I am<br />

doing in Nepal<br />

is extremely<br />

important and<br />

absolutely<br />

worthwhile.<br />

earthquakes in 2015, when the world focused<br />

for just a few days on this incredible country.<br />

It occurred on Saturday, April 25th, and about<br />

9000 people were killed and thousands more<br />

were injured. The magnitude of that earthquake<br />

was 7.8 on the Richter scale. Let's not forget that<br />

this year is the seventh anniversary of one of the<br />

most devastating earthquakes in Nepal.<br />

Nepal<br />

earthquakes<br />

Most people<br />

have forgotten<br />

about Nepal<br />

after the<br />

devastating<br />

Oak House School<br />

Barcelona, Spain<br />

retirement photo<br />

with the children<br />

in Infants.<br />


feature<br />

<strong>Inspiring</strong> Reads:<br />

What Is a Perfect<br />

World?<br />

Nancy Lynner, a member of<br />

American <strong>Women</strong>'s Club of<br />

Central Scotland,is the author of<br />

What is a Perfect World? – her<br />

first book for children, parents<br />

and teachers. With a Master of<br />

Education degree in Curriculum<br />

from Vanderbilt University,<br />

Nancy has taught performing arts,<br />

drama, and theater to people of all<br />

ages. She has run a family events<br />

business, The Wonder Company,<br />

and managed events and<br />

development at the Smithsonian<br />

Institution and at the John F.<br />

Kennedy Center for the Performing<br />

Arts.<br />

She lives in Edinburgh, Scotland.<br />

uring the summer of 2020,<br />

D<br />

during the first lockdown, my<br />

son and daughter-in-law were<br />

expecting their second child.<br />

This inspired me to think about<br />

the state of the world. I wrote<br />

this book for my two grandchildren.<br />

How long did it take you to<br />

write the book?<br />

Including all the drafts, it took less than a<br />

week. I had been writing children’s stories<br />

for 15 years, and never published. Amanda<br />

Drollinger (AWC Central Scotland) introduced me<br />

to Tharien van Eck (AWC Antwerp) and through<br />

several months of teamwork, the three of us<br />

produced the book. Joyce Halsan (AWC Central<br />

Scotland) became our designer. The four of us are<br />

all invested in dedicating all proceeds to the Target<br />

projects of FAWCO Foundation.<br />

What is the most important thing you want<br />

readers to take from your book?<br />

To inspire children and their readers to<br />

improve human life on this planet now and<br />

for future generations …<br />


When did you start writing?<br />

I started writing children’s books, and<br />

creating story theater and plays in the 1990s.<br />

As a writer, what would you choose as your<br />

mascot/avatar/spirit animal?<br />

A Red Bird.<br />

What is your favorite childhood book?<br />

I love the books and the illustrations of<br />

Rosemary Wells. Her McDuff series are<br />

underappreciated. McDuff is a West<br />

Highland terrier.<br />

What are you reading now?<br />

In the Shadow of the Mountain by Silvia<br />

Vazques-Lavado, for FAWCO. It’s a difficult<br />

read because of the struggles she suffered,<br />

and for an emotional break I interspersed<br />

reading that with Richard Osmond’s second<br />

book from his Thursday Murder Club series<br />

The Man Who Died Twice.<br />

If you could tell your younger writing-self<br />

anything, what would it be?<br />

• Never give up<br />

• Look for creative solutions to all<br />

questions<br />

• Never give up<br />

A short summary of the book<br />

What is a Perfect World? helps a reader share<br />

11 world issues with two seven-year-old<br />

children. By having the title as a question,<br />

reader and listener start with a dialogue<br />

about the issues brought out in the text, and<br />

in the illustrations. From clean air and clean<br />

water to the right to food, medical help and<br />

education, the whimsical illustrations (by<br />

Tharien van Eck, AWC Antwerp) lead the<br />

reader through a journey of hope for what a<br />

perfect world will include. Vital global issues<br />

are addressed but the weightiness of the<br />

topics is lightened by a soft finish.<br />

Each page has a red bird flying, playing,<br />

nesting, or listening to the book along with<br />

the reader. The characters in the book were<br />

all given names by FAWCO members who<br />

were approached by van Eck. A glossary of<br />

the characters is in the back of the book.<br />

The simple text means this book functions as<br />

an Easy Reader.<br />

All proceeds from the book go to the<br />

FAWCO Foundation.<br />

Books presented in the<br />

<strong>Inspiring</strong> Reads feature are<br />

available for purchase via<br />

the FAWCO website in the<br />

Books by Members or Books<br />

by Clubs sections.<br />

Enjoy!<br />

inspiring you<br />

Founded in 1931, FAWCO is a global women's NGO (non-governmental organization), an<br />

international network of independent volunteer clubs and associations comprising 58 member<br />

clubs in 31 countries on six continents. FAWCO serves as a resource and a voice for its members;<br />

seeks to improve the lives of women and girls worldwide, especially in the areas of human rights,<br />

health, education and the environment;advocates for the rights of US citizens overseas; and<br />

contributes to the global community through its Global Issues Teams and The FAWCO Foundation,<br />

which provides development grants and education awards. Since 1997, FAWCO has held special<br />

consultative status with the UN Economic and Social Council.<br />

our mission statement<br />

FAWCO is an international federation of independent organizations whose mission is:<br />

• to build strong support networks for its American and international membership;<br />

• to improve the lives of women and girls worldwide:<br />

• to advocate for the rights of US citizens overseas; and<br />

• to mobilize the skills of its membership in support of global initiatives for<br />

education, the environment, health and human rights.<br />

magazine feedback<br />

We want this magazine to be interesting for all FAWCO members.<br />

In an effort to provide articles of interest to all our readers,<br />

we have created an online feedback questionnaire.<br />

It should only take a few minutes of your time to complete<br />

and will be a great help to us!<br />

Please click on the link or paste it into your browser<br />

to complete our short five-question survey.<br />

thank you!<br />

SURVEY<br />

Advertising disclaimer<br />

FAWco receives financial remuneration for page space from advertisers. Views expressed or<br />

benefits described in any display advertisement, advertorial or in any webpage visited online<br />

directly from these adverts are not endorsed by FAWCO.<br />

copyright <strong>2022</strong> fawco<br />

<strong>Inspiring</strong> <strong>Women</strong>© <strong>Magazine</strong> is owned and published electronically by FAWCO.<br />

All rights reserved. All bylined articles are copyright of their respective authors as indicated herein<br />

and are reproduced with their permission. The magazine or portions of it may not be reproduced<br />

in any form, stored in any retrieval system or transmitted in any form by any means - electronic,<br />

mechanical, photocopy or otherwise – without written consent of the publisher.<br />


more about<br />

this issue<br />

The <strong>Inspiring</strong> <strong>Women</strong> Team<br />

our next issue<br />

Coming in<br />

November <strong>2022</strong><br />

Liz Elsie Karen Berit Michele Haley Kristin<br />

For more information about this magazine, please contact a member of the <strong>Inspiring</strong> <strong>Women</strong> team:<br />

Editor in Chief, Liz MacNIven, inspiringwomen.editor@fawco.org<br />

Advertising and Sponsorship Manager, Elsie Bose, advertising@fawco.org<br />

Distribution Manager, Karen Boeker, iwdistribution@fawco.org<br />

Social Media Manager, Berit Torkildsen, iwsocialmedia@fawco.org<br />

Features Coordinator, Michele Hendrikse Du Bois, inspiringwomenfeatures@fawco.org<br />

Profiles Coordinator, Haley Green, inspiringwomenprofiles@fawco.org<br />

Layout Coordinator, Kristin D. Haanæs, inspiringwomen.layout@fawco.org<br />

Acknowledgements:<br />

Thanks to our profilees: Elizabeth Kayleigh, Marelie, Mary, Nancy, Pat, Paula, Pooja and Rebekka,<br />

with thanks also for the use of their photos and those of their friends and families. Additional<br />

thanks to Althea, Ann Marie, Barbara, Carol-Lyn, Hafida, Jane, Katja, Kristin, Meg, My-Linh, both<br />

Nancy’s and Souad for their work on the features.<br />

The cover photo is of the FAWCO Youth Cultural Volunteers during their week in Amsterdam in<br />

late June. They had just returned to the dock after spending a rewarding and fun morning on two<br />

boats, competing to see which team could gather the most (and most interesting) trash from the<br />

famous canals during a cleaning expedition. This tour was led by Plastic Whale, an Amsterdam<br />

social enterprise with a mission to rid the sea and land of plastic worldwide, while educating<br />

people about the economic value of plastic waste.<br />

Special thanks to the proofreading team of Karen Boeker (AWC Denmark), Laurie Brooks (AWC<br />

Amsterdam/ AWC The Hague,and FAUSA) Mary Stewart Burgher (AWC Denmark), Sallie Chaballier<br />

(AAWE Paris), Janet Davis (AIWC Cologne), Kit Desjacques (AAWE Paris), Mary Dobrian (AIWC<br />

Cologne), Carol-Lyn McKelvey (AIWC Cologne/FAUSA), Lauren Mescon (AWC Amsterdam) and<br />

Jenny Taylor (AIWC Cologne and Düsseldorf).<br />

Please note: images used in this publication are either sourced from the authors themselves or<br />

through canva.com or pixabay.com.<br />

We would like you to post the link for this issue of <strong>Inspiring</strong><br />

<strong>Women</strong>, <strong>Women</strong> and Youth: <strong>Inspiring</strong> The Future Generations,<br />

in your club publications until "Who Would Have Thought" is<br />

published on November 15, <strong>2022</strong>.<br />

Call for November Nominees!<br />

<strong>Inspiring</strong> <strong>Women</strong> is known for<br />

selecting big themes for every<br />

issue and we are always surprised<br />

and amazed at the interesting and<br />

high quality individuals profiled<br />

and the features written for every<br />

theme. But as much as we like to<br />

Deadline for Submissions<br />

<strong>September</strong> 23 rd<br />

believe we are on top of all the<br />

current trends, we don’t know everything! So we are taking advantage of FAWCO’s big tent full of<br />

women with vast and varied ideas and we are seeking out members and stories about issues and<br />

trends that haven’t, as yet, hit our radar. For our November issue we are looking for someone in<br />

your club who has been doing something - a hobby, a talent, a task, a passion - that they have<br />

turned into something “more”. We are looking for people who can say, “I always loved to read so<br />

I started a book program for kids", " I like to knit, so I started a group that makes baby caps and<br />

booties for the infants of single mothers", ”I love to ride my motorcycle so I started a senior biker<br />

group". Maybe it's simply something that gives meaing to your life. Why do you love what you do?<br />

These women have a passion for something which they have then taken to the “next level”.<br />

Please tell us your story or nominate someone else you think has a story to share.<br />

To nominate candidates for profiles, please send the candidate's name, candidate's email<br />

address and a brief description (50-100 words) of why you think they are inspiring and fit the<br />

theme for the issue. Send the information to inspiringwomenprofiles@fawco.org<br />

To submit a feature: We use features to complement the theme. This can be broadly applied;<br />

let us know what you'd like to write about! Our features are 700-800 words plus photos.<br />

Contact Michele at inspiringwomenfeatures@fawco.org<br />

Photographs are integral to our magazine. We end each issue with a page of a photograph<br />

that offers a unique perspective on its theme. The photo can be provocative, amusing,<br />

entertaining and/or a photo that you think says "That's Inspired!" for this issue. Please contact<br />

inspiringwomen.editor@fawco.org<br />

The deadline for submitting<br />

nominees, features and photos<br />

for our next issue is ...<br />


That's<br />

Inspired!<br />

96<br />

Photo by Anna Ljung Grüner-Hegge,<br />

a Swedish photographer living and<br />

working in Colombia.<br />

Photo title, Divine Inspiration,<br />

Villa de Leyva, Colombia, 2021.<br />

"Divine Inspiration is an ode to all the<br />

nuns who work tirelessly and selfishly<br />

with youth here in Colombia. So many of<br />

the orphanages and recreational centers<br />

in this part of the world are run and<br />

operated by nuns who manage to survive<br />

solely on private donations and working<br />

many tireless hours themselves."

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!