Need Statement #1

The Problem: The FSM and Its Schools--distance, languages, and cultural diversity impede students' ability to enter mainland universities - Thus, teachers need to be trained to maintain the wealth of diversity and languages while at the same time adapting a more uniform approach to teaching so that students can be competitive in being admitted to universities in the mainland.

The Federated States of Micronesia (FSM) is a former U.S. Trust Territory which is composed of the States of Chuuk, Kosrae, Pohnpei, and Yap. The FSM is spread over 2,500,000 square kilometers of the Northern West Pacific. Comprised of 607 different islands, the FSM has seventy-one islands which are inhabited. From the lush, green high islands of Pohnpei and Kosrae to the outer island atolls of Pohnpei, Chuuk, and Yap, the islands of the FSM are dots in the immense expanse of the Pacific Ocean. The State capitals are connected by Continental Air Lines servicefive to six flights weekly--which also allows access to international destinations. While a few of the outer islands are connected by small commuter planes, most of these islands are connected only by oceangoing ships. Normally, it will be a month or more between visits to the islands with only a few hours stop at each island. Given this extreme level of geographic isolation, formal economic and educational development is retarded by lack of both economic and experiential resources.

The size of the FSM can be seen in the map on the following page, which superimposes the continental United States on to Micronesia. This map gives an indication of the distances involved in providing educational services within the FSM in general and Pohnpei State in particular. The second map on the page also shows its distance--and relative isolation from support servicesfrom Hawaii and the Mainland U.S.

One of the major obstacles in the teaching approaches is that teachers adopt their teaching to the existing cultures and languages, which handicap students to be able to advance their study in universities abroad and thus, augment the economic well-being of the island upon their return. Specifically, during the past five years, only 5% of the graduating high school seniors were able to enter universities in the U.S. This has created a stagnant economy for the FSM for few are able to return with the learning capital to make an economic difference for their islands.

As a consequence, the FSM is requesting the funds to train teachers to maintain the rich cultural and linguistic understanding of their classrooms while at the same time teach students in 21^st century technology, and course content. This would create a broader uniformity between the teachings throughout the islands.

Need Statement #2

Need for Overseas Experience to India

It is essential to study India for many reasons. One reason is because of the increase in the Indian population in the ______ area, which is resulting in a rapidly changing cultural landscape. This rapidly increasing Indian population is due in part to the significant number of information technology (IT) companies moving to ______area, with over 25% of the IT industry comprised of persons from Indian origin. In addition to the ever-increasing Indian population in ________area, SCU also has a very large Indian student population, rating as the largest of all our international student population. Indian students are now the largest international student population at SCU.

In addition to the growth in Indian population, ________area is becoming a major trading partner with India. The Port Authority only a short distance away from the city, business with India has now become more accessible and is expected to surpass trade with China, the current largest trading partner, within the next five years.

With such an increase in the Indian population and business opportunities that are growing with India, educators need the tools to develop intercultural skills to work with their Indian and Asian students and to educate their non-Indian students about the rich cultural backgrounds of their friends and neighbors. Further efforts and specifically these Fulbright-Hays Group Projects Abroad experiences are critical to ensure that our educational community meets the diverse needs of all its students.

Teachers who experience the culture, history and life style of a region first hand will better understand the cultural, linguistic, historic and social views of students whose families come from the region. Interaction with content experts in India will enable the participants to better understand the topics to be infused into their courses. This experience will also increase their sensitivity to the needs of their students from India. They will learn to anticipate issues and concerns that may arise from their Indian students and address them from a more sensitive frame of reference. An understanding of the Hindi and Tamil languages will facilitate their interactions with their Indian students and parents. The first-hand understanding of India's culture and infusion of the grant participants' modules into their courses/classes will engage students in learning and show that teachers do understand and appreciate Indian students and their heritage. In summary, first-hand experience and investigation will aid in the rapid acquisition of expertise, information, and materials necessary to implement well-developed Indian cultural studies modules that will engage students through presentation of instructional materials relating to the arts, social sciences, natural sciences, culture and many other areas.

Need Statement #3

Career Planning Workshops for Chemistry Graduates

Since 1995, the National Science Foundation (NSF) initiated a discussion questioning whether or not graduate education in the chemical sciences adequately prepares students for their careers. The main criticisms of graduate chemistry education are that students are overspecializing in a era when science is moving toward interdisciplinary approaches and that students are inadequately prepared in the soft skills areas such as written and oral communication, teamwork, and managementessential skills for career success. In addition, the graduate chemistry education system is not giving students a realistic picture of the career opportunities available to those with a Ph.D. In a recent NSF survey, 10,000 domestic physical science doctoral graduates were surveyed about their career aspirations. Only 10 per cent of the students intended to pursue careers neither in academia nor in industry. The same survey revealed that for the 3,000 students pursuing post-doctoral positions, the number one reason for remaining in academia was because they could not find jobs. Therefore, initiatives are needed to educate graduate chemistry students about both their career options and the need for soft skills in their future careers.

To help chemistry graduate students adapt to the changing job market, Women in Science and Engineering (WISE) at the University of Minnesota proposed a series of workshops dedicated to educating students in oral and written communication, teamwork, management, negotiation skills, and career opportunities in government, non-research areas, academia, and industry. Since 1995 the WISE team has successfully conducted career development workshops to address the specific needs of chemistry graduate students. Past workshops were devoted to interviewing skills, resume and curriculum vitae preparation, teaching skills, and nontraditional careers. Annually 50-75 chemistry doctoral students participate in these workshops. We propose to continue this workshop series over the next four years by offering two workshops per year: one dedicated to exploring a specific career sector and the other dedicated to an essential soft skill. WISE has received $1,100 for the Careers in Government Workshop from the University of Minnesota's Office of University Women and the Department of Chemistry; however, this is not enough to advertise the workshops, rent facilities, prepare materials, and pay instructors. We are requesting $12,000 over the next four years to implement this new workshop series to better prepare our students for chemistry careers in the 21st century.

Need Statement #4

Financial Aid for Adolescents in Chemical Dependency Treatment

According to Booze News, young people begin drinking at 13.1 years old. The highest rates of illicit drug use are found among youth ages 16-17 (16%) and ages 18-20 (20%), with marijuana the most common illicit drug used. More than 80% of high school seniors have used alcohol. In comparison, 64% have smoked cigarettes; 50% have used marijuana; and 10% have used cocaine. Not only does alcohol and drug use affect grade school students, but use often increases in college. According to questionnairebased self-reports about their drinking, 31% of college students met the criteria for a diagnosis of alcohol abuse, and six percent for a diagnosis of alcohol dependence in the past 12 months. About 25 percent of college students report academic consequences of their drinking, including missing classes, falling behind, doing poorly on exams and papers, and receiving lower grades overall.

Most adolescents who need substance abuse treatment do not receive it. In Minnesota, about one in five adolescents who needs this kind of treatment actually gets it, according to the Minnesota Department of Human Services. In 2015 only 3,500 adolescents received treatment out of an estimated 18,000 in need of such care. These vulnerable adolescents have lower cognitive skills, shorter attention spans, greater problems with depression, and less effective social skills than their healthy peers.

Adolescents who seek help for chemical dependency find themselves challenged to obtain the financial assistance need for overcoming their disease.

They are not able to obtain the financial means to help them pay for treatment.

Those who do not receive assistance through treatment programs, such as HYCF, often return to their old using environments and patterns. Just as with any other disease, chemical dependency, if caught early, may be treated and coped with. However, rather than fighting the problem of chemical dependency, insurance companies are saying no to assistance programs, essentially ignoring the problem rather than solving it.

Given current downward sloping economic conditions and political unrest, we are looking to our youth as the hope of our country and the world. However, many bright and creative youth are battling the disease of chemical dependency. The consequences of adolescent drug and alcohol consumption cost nearly $53 billion annually. If this cost were shared by each congressional district, the amount would total more than $120 million per district. HYCF agrees that we have an obligation to our youth and to the future to provide assistance to those who want help with drug addiction.

Hazelden's mission began 53 years ago and was founded on the philosophy of a holistic approach to treatment, concentrating on every aspect of the individual's life. Additionally, we specialize in treating dual diagnosis disorders, meaning that chemical dependency may not be the only vulnerability of our patients. We teach adolescents adequate coping techniques to be able to face addiction triggers, giving youth the tools to live a sober life. The core of our philosophy of treatment is chemical dependency education. We find that this education is the key to giving adolescents resources to overcome addiction. Many of our patients obtain academic credits while at HCYF and are able to attend college in sober living environments. Following the Twelve Steps, we attend to their physical, mental, and spiritual needs in recovery and prepare adolescents to become leaders in society.

Last year alone, through the generosity of Hazelden donors, the Hazelden Foundation gave $5.3 million in financial assistance to those who could not afford treatment. We also began a program called The Northland Project, a drug and alcohol prevention program that was presented at 10 middle schools. This project is growing, and we expect to reach many more middle schools across the country. The Northland Project is currently preparing a new curriculum targeted to high schools. Additionally, Roots and Wings, which was presented in six counties, was developed as a prevention curriculum for parents and young people. In 2001 No Bullying, a curriculum offering grade-specific activities to prevent violence, aggression, and bullying was very successful. Finally,

Alternative Routes was introduced; it is a new alcohol and drug abuse prevention program that helps troubled youth get back on track.

We believe that the Kellogg Foundation will agree with our mission of renewing, refocusing, and reconnecting adolescents to society through treatment and education. Our multidisciplinary team is well equipped to deal with all aspects of addiction. However, one thing we cannot provide adolescents with on our own is sufficient financial aid to assist them with the cost of treatment. This is why we are asking Kellogg to provide us with a donation of $200,000 annually for the next three years to provide additional adolescents with treatment and education to overcome this disease.

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