ISSLP2009SiteDirectoryupdatedDecember16 000 by g5E0HMh


									ISSLP SITE DESCRIPTIONS 2009:                                UPDATED          12/16/08



CABINETS IN THE STUDENT WORK ROOM ROOM                                            #145     OF


SITE DESCRIPTION: BANGLADESH (NEW                                     SITE FOR         2009)

Dhaka, Bangladesh - Congregation of the Holy Cross
Number of Students: 2-4 students
Description: (revised 10.28.08)
In the summer of 2008, five Bengal Bouts athletes visited the various Holy Cross ministries in
Bangladesh, marking the first ever student trip in the Bengal Bouts’ 80 year history of service to
the region. In its oldest surviving mission effort outside of North America, the Congregation of
Holy Cross and the Sisters of Holy Cross have 185 Holy Cross religious, primarily natives,
serving the church and people of the predominantly Islamic country. In the capital city of
Dhaka, Holy Cross runs several prominent educational institutions including two colleges, two
technical schools, and multiple literacy programs and social projects for underprivileged
children. Outside Dhaka, Holy Cross maintains several parishes in the more remote villages of
the tribal peoples, who are considered the poorest of the poor and often regarded as inferior.
Students may expect to serve in a teaching capacity, but may participate in a variety of ministries
depending on parish placement and need. All students should have strong communication skills,
a love for children, and an appreciation for culture. For an exciting glimpse of Bangladesh, view
the trailer Strong Bodies Fight, a documentary film on the Bengal Bouts and the Bangladesh
missions: For more information, contact Bengal Bouts
president Mark Weber ( *Note: This ISSLP is only open to Bengal Bouts
athletes and managers.

Sao Paulo, Brazil - Maryknoll
Number of Students: 2 students
This ISSLP site is open to students of the International Studies Program in Brazil for Spring
2009, past ISP Brazil participants, or students with strong Portuguese language skills. Students
will be involved with the work of Maryknoll in Sao Paulo. In Sao Paulo, students have a choice
of a variety of placements. Students could be working with the children’s activities of the Casa
das Mulheres which is a resource center and temporary housing for women and their children, a
day center for street children, and/or prison ministry through non-governmental organizations,
working with children of low-income parents in an afterschool program. Other opportunities
include working on organic farms in the periphery of the city and teaching English to refugees.
Strong conversational to fluent Portuguese required. (ISSLP 2008: John Engelbert, Bryce


Phnom Penh, Cambodia – Maryknoll
Number of Students: 2 students
In a unique partnership with Maryknoll, a Catholic missionary organization, students will live
and work with the Maryknoll community of priests, brothers, sisters, and laity. Students will be
teaching two basic/intermediate English courses to Cambodian students of the Royal University.
Each student will most likely be teaching a speaking and listening class and a reading class. In
previous years, students taught a global issues class. Beyond this, it will be important for
students to select other service placements both to be more fully immersed in the lives of
Cambodians and to learn about the work of Maryknoll. Maryknoll sponsored or staffed projects
include educational programs for children in squatter settlements and various AIDS related
ministries, including group homes for children and hospice/clinic activities. Phnom Penh is also
home to a number of different NGOs with which students are encouraged to visit and get
involved. In the past, students have been involved with Youth for Peace which organizes young
Cambodians to discuss social problems and engage in social action and the Documentation
Center ( of Cambodia which publishes a magazine, provides legal training on
human rights and transitional justice, and documents the history of the Khmer Rouge. To learn
more about the work of Maryknoll, visit
cambodia.htm. Education majors, experience teaching English and/or teaching or tutoring in
general strongly recommended. Selection is open to students in their sophomore or junior year.
(ISSLP 2008: John Doughton, Nick Bloom. ISSLP 2007: Brennan Bollman.)


Pedro Vicente Maldonado, Ecuador – Andean Health & Development
Number of Students: 2 students
Students will work with Andean Health & Development (AHD), a non-governmental
organization which is working to develop a sustainable model of primary health care in rural
Ecuador. Students will have a wide range of opportunities in which to work in Pedro Vicente
Maldonado, La Mana, or other outreach location of AHD. In past years, students worked at
Pedro Vicente Maldonado Hospital by shadowing and assisting health care workers, observing
surgeries and medical procedures, and learning about tropical diseases. Students have also taught
various science and laboratory classes in local schools and initiated other projects in Pedro
Vicente Maldonado and the surrounding areas. In 2002, AHD completed construction of a
regional maternal-child health center and has expanded health care facilities and outreach into
other rural towns in Ecuador. Selection is open to pre-med students or students with a science
background and an interest in medicine or public health is recommended. Strong proficiency in
Spanish required. AHD web site: (ISSLP 2008: Edward Gutierrez,
Mark Sullivan)


San Julian, El Salvador – FUSAL (Fundacion Salvadorena Para La Salud y el Desarrollo
Number of Students: 2 students
FUSAL is a nonprofit organization dedicated to support human development programs with
active community participation aiming to improve the quality of life of all Salvadorans through
health care and education. Students live at FUSAL's 24 hour clinic in San Julian, a small town
about 40 minutes outside of San Salvador. The clinic is equipped with a labor room, laboratory,
respiratory room, vaccination clinic, and three doctors. Monday through Friday, the students
work with Libras de Amor, one of the five branches of FUSAL, aimed at the eradication of
malnutrition in the surrounding rural villages; students are needed to accompany the Salvadoran
doctor, nurse, and nutritionist to outlaying villages and assist with basic examination procedures
(blood pressure, height/weight measurements, etc.), perform prenatal and postnatal checkups,
and nutritional analyses. Students live on the grounds of the clinic in dormitory style housing
with the Libras de Amor site team who also resides there during the week. Aside from the
clinical aspect, students also spend 10 days (every other weekend) with Gene Palumbo, an
American journalist who has been living in El Salvador for almost 30 years now. He provides
the students with the historical, economic, and political background of the country by setting up
several visits with individuals/communities who have been affected by poverty due to current
social and political issues. Selection is open to pre-med or healthcare-related students and those
interested in public health. Website: Experience in basic medical skills (i.e.
EMT certified, etc.) is highly recommended and fluency in Spanish is required. (ISSLP 2008:
Montserrat Corbera, Mark Hincapie.)


Volta Region, Adaklu Mountain, Ghana – B.R.I.D.G.E
Number of Students: 2 students
 Ghana is one of the most peaceful nations in Africa, but it is still struggling immensely in terms
of economics, politics, and social structure. Students traveling to Ghana will be living without
electricity, running water, or plumbing in the rural farming community at the foot of Adaklu
Mountain in the Volta Region. Students will have the opportunity to learn about mountain
village life through immersion. The focus of the project is working with community-based
committees focused on youth education and community development and helping to build
village leadership capacity. B.R.I.D.G.E. was founded by the Peace Corps in 2000.
Community-based committees seek funding from B.R.I.D.G.E. and other external donors, and
volunteers assist with proposal writing, project development, and business plans. This requires
an intimate knowledge of their history, goals and projects. Students should be willing to do
extensive site analysis in preparation for this project prior to departure. It is strongly
recommended that participants have already taken or plan to take an African-related course prior
to the summer. To learn more about B.R.I.D.G.E., visit (ISSLP
2008: Theophilus Ossei-Anto, Andrew Seelaus. ISSLP 2007: Nick Simonson, Thomas Weiler.)



Antigua, Guatemala
Number of Students: 2 students
Students have the opportunity to work with Common Hope, an organization that has developed a
comprehensive set of programs that service the poor in several communities in Guatemala.
Common Hope works within the areas of education, health care, housing, and family &
community development. Its diverse and growing staff includes Guatemalans and volunteers
from around the world. Students will perform a variety of tasks, including working in the
pharmacy, translating sponsorship letters, translating for sponsorship visits, assisting and
shadowing doctors in the clinic, organizing medical paperwork, going on social work visits, and
promoting/participating in community health fairs. To learn more, visit:
Strong conversational Spanish is required, and exposure to Spanish medical vocabulary is
recommended. Experience in basic medical skills (most importantly in taking blood pressures) is
recommended. (ISSLP 2008: Conrad Vinalon, Merissa Yellman)


San Pedro Sula, Honduras – Home for Children with HIV/AIDS
Number of Students: 2 students
Casa Corazòn is a residential community of 30 children and youth living with HIV/AIDS. It was
opened as a response by the Sisters of Mercy of the Americas to the urgent need to care for the
increasing number of children with HIV who were orphaned or abandoned due to the death of a
parent(s) from an AIDS related illness. The Casa is located in a small colonia named Perfecto
Vasquez outside of the city of San Pedro Sula, Honduras. Students will be working with the
Sisters of Mercy and are responsible for assisting in the daily life of the home and the children.
Tasks in previous years included bathing, changing and feeding the children, teaching a pre-
kindergarten class, and assisting the older children with homework. Students must have an
insurmountable love of children, a willingness to share oneself, a strong sense of initiative,
enthusiasm, and an academic or personal interest in HIV/AIDS. San Pedro Sula, Honduras has
the second highest rate of incidence of HIV/AIDS in Latin America. Students will participate in
a rural weekend immersion in Siguatepeque which will be facilitated by ND alumna Mary
McCann. Fluent Spanish is required, and students with Latino/Hispanic heritage are encouraged
to apply. Selection is open to female students age 19 or older. Students must agree to go
through basic first aid training and an AIDS/HIV orientation/training. To learn more about Casa
Corazon: (ISSLP 2008:
Alicia Quiros, Katelyn McAnany. ISSLP 2007: Karla Albite.)


Trujillo, Colon, Honduras – Farm of the Child Children’s Home
Number of Students: 2 students
To respond to the poverty and underdevelopment so prevalent in Honduras, the Farm of the
Child was founded to provide "family style" homes to children orphaned or in need of foster
care. As summer volunteers, students will enter fully into community life as two extra pairs of
helping hands and cover whatever tasks are needed while long-term volunteers (who make 2 ½
year commitments) are on vacation. Generally, summer volunteers will teach in Spanish
(anything from kindergarten to 9th grade to special education) at Escuela Católica de San Pedro
on site as well as assist in various other capacities (tutoring, supervising work, and spending time
with the children as much as possible). Students live on site with an intentional community of
fifteen to twenty young North American volunteers and will participate fully in community life
through helping prepare weekly meals, participating in morning prayer and nightly community
activities, and offering their individual gifts to serve the children at the Farm. For more
information, see: Strong conversational Spanish required. (ISSLP
2008: Joseph DeMott, Francesca Pennino. ISSLP 2007: Erin Ramsey, Cassidy Blair.)



Kolkata, India –Missionaries of Charity
Number of Students: 2 students
Description: (revised 10.28.08)
Students will have the opportunity to serve with volunteers from all over the world in Mother
Teresa's missions in Kolkata. There are several sites that students may choose to focus their
work, including work in service to orphaned and disabled children, the destitute and dying, the
chronically ill, female prisoners, and street children. Work involves the corporal works of
mercy. Daily work may involve washing laundry, dishes and diapers, bandaging wounds and
cleaning sores, feeding the elderly, and playing with the young. The work schedule is six days a
week with Thursdays off. There are opportunities for daily morning Mass and evening
Eucharistic Adoration. Students will stay in guest houses in Central Kolkata located near the
Missionaries of Charity missions with other international volunteers. Participants selected to this
site may be able to participate in an experiential learning course to be taught by a Notre Dame
faculty member in Kolkata, India during the month of July. (ISSLP 2008: Tara Brito, Michael


SITE DESCRIPTION: INDIA-KOLKATA (TENTATIVE                                              SITE)

Kolkata, India – “Education & Society in India” Experiential Learning Course with the
Loreto Day School
Number of Students: 2 students
Description: (added to site listing 10.28.08)
Only for the summer of 2009, two ISSLP students may have the opportunity to participate in a
proposed service learning course being proposed by a Notre Dame faculty member with
expertise in international educational policy and Students. The course would take place in
Kolkata, India over the month July (not including travel days). Four unique aspects will
comprise this course: academic service-learning, reflective seminars, collaborative learning and
inquiry with Indian students, and stakeholder workshops. Through partnership with one of
India’s leading educators, Notre Dame students will gain direct and meaningful exposure to
innovative educational and social justice interventions that are targeted at the root causes of
poverty and marginalization in India’s increasingly prosperous and unequal society. Students
will have a range of education and social service programs to choose from; all operating under
the broad umbrella of Loreto Day School, Sealdah, founded by Sister Cyril Mooney, Principal.
Collaborative learning and inquiry with Indian students will be a hallmark of the proposed
service learning course where Indian college students will join the ND students for this course
and service learning commitments with Loreto schools. Weekly reflective seminar provides
supplemental academic learning for Notre Dame students in India. For the Indian students, it
may not be unlikely that the proposed Notre Dame program is their first exposure to working in
community-based organizations. In this regard, the reflective seminars will expose future
public leaders of India to a critical discourse on a social reality whose status quo is often taken
for granted and whose potential transformation is not enough emphasized as part of the formal
college/university education in India. The weekly Reflective Seminars will be followed by
interactive workshops with invited local practitioners, policy makers, media and private sector
representatives engaged in the education and other social policy arena in the Indian context.
Such a forum will enable the students to hear from and ask questions to practitioners. This will
also be an important forum for stakeholders to share their experiences with each other and
collaboratively identify areas of further action / research / capacity building where Notre Dame
partnerships could be useful. Re-entry course requirements include writing a final report
collaboratively with partnering students in India and carried out through innovative use of
interactive communication technology (voice and images: skype and webcam). Number of re-
entry class sessions and their timing duration TBD in the subsequent version of this course
proposal. *Note: Students interested in applying to this site should pull down “Other” in the
site menu on the online application and mention the site name “Education & Society in India
Course” in their essays. Students can also opt to choose a #1 & #2 preference in the drop menu
and mention this site as another site preference in their essays.



Chennai (Madras), India – Vidya Sagar
Number of Students: 2 students
Chennai struggles with issues of human rights in the midst of economic growth. Schools for the
disabled are a relatively new phenomenon in India, and people with disabilities have only been
recognized in the national census since 2001. Vidya Sagar is a non-governmental organization
located in the city that has numerous projects with the underlying commitment to inclusion.
Their understanding is that people with disabilities not only have inherent dignity but can also
contribute to and participate in mainstream society. Students often teach a small class of
children or young adults who have autism, cerebral palsy, or other developmental disabilities.
There are many opportunities to pursue related interests, including human rights advocacy,
physical therapy, community-based rehabilitation in rural villages, urban and rural mental health
assessments, and microventuring. Students will also be active in spreading community
awareness of developmental disabilities, including political protests and/or urban improvement
programs. Students live in a community hostel on the fourth floor of the Vidya Sagar building
with other staff of the school. Chennai is a bustling port city on the coast of the Tamil-speaking
state of Tamil Nadu. For more information about Vidya Sagar, visit:
Participants selected to this site may be able to participate in an experiential learning course
which will be taught in Dehli and Kolkata, India by a Notre Dame faculty member. (ISSLP 2008:
Caitlin Booth, Andrew Hebert. ISSLP 2007: Whitney Young.)



Tijuana, Mexico – Border Issues Seminar/Ibero University and Casa del Migrante
Number of Students: 2 students
This particular site placement involves two components, totaling 10 weeks. During the first four
weeks, students participate in the Border Issues Seminar at Ibero University in Tijuana. Seminar
participants visit field sites, meet with U.S. and Tijuana local governmental and NGO personnel
working on border issues in Tijuana, have lectures by faculty with expertise on the issue, provide
community service (a few hours a week), and do some tourist sightseeing. This Seminar allows
students to experience a more affluent part of Tijuana and gives students the opportunity to be in
a bilingual learning environment with Mexican and American students. The dates of the
Seminar are typically the third week in May to mid-June. Please visit the University's site at and click on the "Seminario de Estudios Fronterizos" for more information.
During the second six weeks, students will be working at the Casa del Migrante en Tijuana. This
shelter is part of a network of Scalabrini houses throughout Mexico and Guatemala that serves
male migrant workers who have come north in search of economic opportunities as well as those
who have been deported. Guests at the Casa receive food, shelter, clothing, and the gift of
Christian hospitality. Students will be living with and working alongside year-long international
volunteers, helping with cooking, cleaning, and uptake of the Casa. Students interested in and
informed about US-Mexican border issues and immigration are encouraged
to apply. Conversational Spanish is required. (ISSLP 2008: Marie José Sanchez, Greg Podolej.
ISSLP 2007: Allyson Brantley. ISSLP 2006: Prisma Garcia.)


Puno, Peru – Maryknoll
Number of Students: 2 students
In a unique partnership with Maryknoll, a Catholic missionary organization, students are
received and hosted by the Maryknoll community of priests, brothers, sisters, and laity. Students
will be working with staff in the Pastoral (a campus ministry and service-learning justice center)
at the National University of the Altiplano with a variety of projects related to university students
and the indigenous (Andean) cultures, such as planning retreats, working with students of an
adopted elementary school, or attending classes. Beyond this, students might also teach
conversational English courses to students of the University; teach English and/or computers in
poorer primary schools throughout the city; run retreats, workshops, information sessions for
English speaking visitors, reflections on the upcoming Gospel, and roundtable conversations on
selected topics; help with a class in Development, Ethics, and Social Capital run by the Pastoral;
go on weekend or extended weekend trips to get a more expansive view of life in the area; and
assist with other Maryknoll related programs. Students will live with host families set up by the
Maryknoll community. Visit for more information about the Pastoral.
To learn more about the work of Maryknoll, visit This site ran for the first
time in 2007. Strong conversational Spanish is required and previous experience in theology
(classes, etc.) or with spirituality (retreats, etc.) recommended. (ISSLP 2008: Brendan Apfeld,
Kristen Drahos. ISSLP 2007: Kate Hedrick.)



MBour, Senegal – Vivre Ensemble
Number of Students: 2 students
Description: (added to site listing 10.28.08)
This site is tentative based on student interest and matching necessary qualities for successful placement
at this particular site.

Vivre Ensemble is a non-governmental organization operating in Mbour, Senegal. The organization was
founded several years ago by Michele Buron, a nurse by training, and the current directress of VE.
Initially, Vivre Ensemble focused primarily on constructing and repairing homes, as well as providing
low levels of medical care to residents of Mbour. However, the directress soon recognized the need in
Senegal for medical care specifically targeted towards young children. Given the high rate of maternal
mortality and the overall poor quality of women’s health care, many infants were not receiving the
requisite level of care.

In order to assist financially struggling families, VE agreed to care for impoverished children during their
first year of life, a time at which children are particularly vulnerable to disease and malnutrition. The
Pouponièrre, or nursery, initially housed just six infants. Today, over one hundred and thirty children are
housed in three separate buildings. The organization covers the entire cost of formula and vaccination for
infants boarding at VE, and provides follow-up services for those who have returned to their families. In
addition, VE provides supplementary formula to impoverished families in the local community. In
addition to the Pouponièrre, which provides care to children between the ages of 0 and 24 months of age,
there is a Unite Familiale which provides care to children over two years of age. Approximately twenty
four children, who, for a variety of reasons, were unable to return to their families, are housed in this
section of VE. ISSLP Participants will work with the biberonnières, or care-givers. Responsibilities
include not only providing for the basic needs of the children, but providing the children with the personal
attention necessary for their proper emotional and psychological development. Opportunities exist for
students to form close relationships with both the children and the staff of Vivre Ensemble. Students will
live with a small number of other international interns. Strong French proficiency required.

(ISSLP 2008: Colleen Moran, Kate Crecelius). *Note: Students interested in applying to this site
should pull down “Other” in the site menu on the online application and mention the site name
“Senegal” in their essays. Students can also opt to choose a #1 & #2 preference in the drop
menu and mention this site as another site preference in their essays.

Bangkok, Thailand - Maryknoll
Number of Students: 2 students
In a unique partnership with Maryknoll, a Catholic missionary organization, students will work
with Maryknoll missioners and possibly with other short-term volunteers with programs
associated with the Maryknoll community. Students are placed in Bangkok and teach English to
Buddhist monks or to Burmese children living as refugees in a Buddhist Temple. Students
also visit detainees in the Immigration and Detention Center and coordinate refugee home visits
in order to provide various forms of assistance. Students will have the opportunity to make trips
to other parts of Thailand to visit Maryknoll sites/ministries. To learn more about the work of
Maryknoll, visit (ISSLP 2008: Brandon Frost, Megan Savage. ISSLP 2007:
Katie Dunn, Aimee-Rika Brewster.)



Jinja, Uganda - Congregation of the Holy Cross
Number of Students: 2-3 students
The Congregation of Holy Cross priests and brothers provide housing and secure service-
learning placements for students. Students are needed to teach a variety of subjects (as
determined by site needs) and to run extra-curricular activities at LakeView Secondary School
run by the Congregation of Holy Cross and the Sisters of the Holy Cross. Sorin Hall, in
conjunction with the ISSLP, supports one student from the hall to teach at St. Jude’s primary
school, also a Holy Cross school. In addition to teaching as the primary focus of work, it is
feasible to work part-time at St. Francis AIDS Center and/or assist at the medical clinic run by
the Benedictine Sisters. One student could possibly work primarily with St. Francis AIDS Center
and the Benedictine medical clinic and work part time at LakeView Secondary School depending
on the teaching needs of the school. English is Uganda's language of instruction. It is strongly
recommended that participants have already taken or plan to take an African related course prior
to summer. Due to the housing arrangements with the Congregation of Holy Cross, selection is
only open to male students. (ISSLP 2008: Thomas Robertson, John Maltese. ISSLP 2007:
Michael McDonald, Sean Gaffney.)



Kyarusozi, Uganda – Congregation of the Holy Cross
Number of Students: 2 students
The Congregation of the Holy Cross priests and brothers provide housing at their parish house
and opportunities for service learning in this region of Western Uganda. Differentiating from the
Jinja program, Kyarusozi is located in an extremely rural area. Students are needed to teach
varying subjects at St. Joseph's Senior School, a Holy Cross founded school about 1.5 hours
walk (15 minute drive) from the parish. While daunting, the walk is a great opportunity to
experience all aspects of rural poverty as well as meet and greet all of the incredible families and
villages along the way. Three after-school programs exist for students to help with at St.
Joseph's—Speech Club, School Debate, and Games and Sports (playing and/or supervising an
afternoon of sports). Other opportunities include helping at the clinic in Kirinda (about 1 hour
walk or 10 minute drive from the parish) which is run by the Holy Cross Sisters in the area. At
the parish, there are youth programs, computer classes, and construction projects which could
also utilize volunteers. The parish is a working parish church and serves many outlying villages
throughout the region. Students can assist with pastoral work which offers unique opportunities
to come into contact with several communities and occasionally different tribes (all with
different languages). English is Uganda's language of instruction; however, due to the rural
setting, a majority of the people in the community are unable to speak English. Very few of the
younger St. Joseph's students can speak conversational English. It is strongly recommended that
participants have already taken or plan to take an African related course prior to summer. This
site is new to the ISSLP as of 2007 but provides a wonderful opportunity to experience the
beautiful culture, people, and languages of the region. The simplicity of the rural setting sets it
apart from other ISSLP sites. (ISSLP 2008: Caitlin Brodmerkel, John Firth. ISSLP 2007:
Timothy Reidy.)


Catholic Relief Services Internship Program
Number of Students: 2 students
Description: (revised 10.28.08)
CRS internship placements through the ISSLP will be offered to applicants based on student
experience (academic, service, and research) and interest in CRS’s mission. Country locations
vary and will be determined by matching the applicant’s country preferences, skills and interests,
and country office availability. Catholic Relief Services is an international NGO founded by the
USCCB to assist the poor and underprivileged in developing nations. CRS operates in almost
100 countries worldwide and operates according to the principles of Catholic Social Teaching,
particularly the principle of subsidiarity; that is, nothing that can be done in a community can be
done as quickly and efficiently and well as can be done by the local community itself. Thus, CRS
works with partner organizations to make their projects realities. CRS works to alleviate human
suffering, promote people’s development, and to foster justice and solidarity with the poorest of
the poor. Please see and for a better understanding of the mission of CRS. Former ISSLP/CRS Placements
have included Egypt and Cameroon in the past and Bosnia and Uganda in 2008 (see country
descriptions below). Students may be placed anywhere where CRS operates. Applicants to this
internship should indicate in the application essays what region of the world they prefer. It is
likely that students will be placed singly. English and Spanish speaking placements are available.
French language proficiency is highly desirable.

* As of 10.28.08, the ISSLP was granted 2 (two) placements with CRS in Uganda (city yet to
be determined). Other additional CRS placements in other countries may still be a possibility
based on applicant interest and matching with site needs.

2008 CRS/ISSLP placements included Bosnia and Uganda. The following placements may
or may not be available. Site descriptions are listed below for reference only.

       Catholic Relief Services Internship Program in Bosnia
       Number of Students: 1 student
       CRS/BiH has played an integral part in rebuilding and sustainable development after the
       devastating war from 1992-1995. Intern(s) will have the opportunity to work in the
       human trafficking unit and the rebuilding unit within the office situated in Sarajevo. At
       times, excursions outside of the main city for partner site visits and workshops may be
       necessary. CRS/BiH provides opportunities to learn about the internal functions of an
       NGO and develop grant-writing skills. In the rebuilding and reconstruction department,
       intern(s) may come along for visits to beneficiaries in rural villages. Through this
       experience, student(s) will learn about the process of returning refugees and the
       complexity it entails. (ISSLP 2008: Barbara Vi Ho.)

       Catholic Relief Services Internship Program in Uganda
       Number of Students: 1 student
       CRS Uganda works in five major programmatic areas: HIV and AIDS, Agriculture,
       Microfinance, Peace Building, and Water and Sanitation. CRS has focused most of its
       interventions on problems related to HIV/AIDS and the conflict in northern Uganda. CRS
       programs have enhanced food security, increased household income, strengthened the
       capacity of local diocesan partners, and contributed to the widespread dissemination of
       life-saving anti-retroviral drugs in Uganda. CRS is also instrumental in operating
       microfinance programs, extending support to farmers battling crop diseases, and
       addressing water sanitation issues. The ISSLP/CRS intern in 2008 worked in monitoring
       and evaluation and was able to gain experience across the programmatic areas. The intern
       was involved in the editing process for project proposals, compiling reports for
       monitoring and evaluation of projects, and working with partner organizations. Students
       can expect to perform similar tasks but should be flexible enough to take on other tasks
       assigned. Prior study of Sub-Saharan Africa and relevant programmatic disciplines
       (public health, peace studies, economic development) is recommended. Those interested
       in understanding and working with international non-governmental organizations are
       especially encouraged to apply. (ISSLP 2008: Kaitlin Sullivan)

Kitete, Tanzania – Congregation of the Holy Cross
Number of Students: 2 students
The Congregation of the Holy Cross priests and brothers run a school and parish in Kitete,
Tanzania. The school is a trade school where boys learn carpentry and masonry and girls learn
tailoring. Students are needed to work in the school to teach English and computer classes.
Beyond the classroom, students will have many opportunities to incorporate into rural village life
through playing soccer and volleyball, visiting the markets, going to mass, and just walking
around the village area which is filled with friendly and welcoming people. The national
languages of Tanzania are English and Swahili, but, as Kitete is very rural, many villagers do not
speak English. Secondary students are certainly conversational in English, but students may find
obstacles in communication with young children and the elderly. Taking some time to learn basic
Swahili before embarking to Tanzania would be worthwhile in helping to learn the language
more quickly on site. Students will live in the parish house with Holy Cross priests who work in
the parish or school. Due to the housing arrangements with the Congregation of Holy Cross,
selection is only open to male students. For more information, visit: (ISSLP 2008: Jeffrey Henkel,
Matthew Panhans.)


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