Dear Colleague:


Thank you for your interest in our National Endowment for the Humanities (NEH) Summer Institute for School Teachers, “ Southeast Asia: At the Crossroads of World War II.” Organized by the East-West Center (EWC), our NEH Summer Institute is designed to capture the historical contexts and strategic aspects of World War II (WWII) in Southeast Asia. The institute will take place from June 26 to July 15, 2011 at the East-West Center in Honolulu, Hawai‘i – the place that marks the American entry into WWII, following the Japanese attack on Pearl Harbor.


Up to 30 NEH Summer Scholars, selected from middle and high schools (grades 6-12) as well as home-schooling parents and school librarians who support the teaching of humanities content in grades 6 through 12, will be invited to participate in the three-week institute. The NEH Summer Scholars will engage in intensive study of the strategic place of Southeast Asia, the events and mindsets that turned the region into a major theater of WWII, and how the war and its effects unfolded to realign the world and reshape this region that continues to be crucial today. Importantly, they will compare and synthesize the various perspectives offered by the institute faculty, make connections between the institute content and classroom applications, and develop improved teaching materials for their classrooms. On completion of this NEH Institute, participants will receive a certificate indicating their participation.


Before completing the application, please read the content of this institute prospectus, which contains detailed information about the topic under study, project requirements and expectations of the participants, the academic and institutional setting, and specific provisions for lodging and subsistence. Should you have any questions, please feel free to contact the East-West Center’s AsiaPacificEd Program office at the contact information provided below.


We look forward to your participation in our NEH Summer Institute and to welcoming you to Hawai‘i in the summer of 2011.


Any views, findings, conclusions, or recommendations expressed in this program do not necessarily reflect those of the National Endowment for the Humanities.


The overarching goals of our NEH Summer Institutes are as follows:


  • Improve teachers’ content and conceptual knowledge about Southeast Asia’s strategic place and role in the events and developments as well as in the aftermath of WWII


  • Enhance teachers’ intellectual and professional development by engaging them in learning that is rewarding both professionally and personally


  • Foster a learning community in which teachers work with one another and with scholars in a collaborative environment to promote excellence in teaching and continuous learning



Major historic forces of colonialism, imperialism, revolution, capitalism, and nationalism, coupled with ideologies of fascism, communism, and democracy were at work in World War II (WWII). This history, as told in textbooks and classrooms, overlooks the pivotal role of Southeast Asia in WWII and the momentous changes that affected the people of Southeast Asia and completely transformed the region.


The very term “Southeast Asia” was coined during WWII to encapsulate the strategic area extending from eastern India and southwestern China to northern Australia. As the two Pacific powers of the United States and Japan battled for control of this region, Southeast Asia became a fulcrum on which world history turned. But even before the war, its strategic location along the main shipping lanes connecting Africa, Europe, and East Asia, as well as its abundance of natural resources, made it a region long coveted by European and Asian powers including China, Japan, England, France, the Netherlands, Portugal, and Spain. Therefore, it is no surprise that Southeast Asia came to play a central role in global politics in the 20th century.


Japanese imperial expansion into China, Korea and Taiwan was already well underway prior to WWII. With the Japanese incursion into French Indochina in 1940 and further advances into the region following its 1941 attack on Pearl Harbor, Southeast Asia was drawn into the touted “Greater East Asia Co-Prosperity Sphere” to provide the resources Japan lacked. For the people of the region, the Japanese promise of independence also generated debates about the nature and priorities of post-war governments. The outcomes of these debates inevitably entangled Southeast Asia in the internationalized tensions of the Cold War. Against this background, the years between 1940 and 1945 are rightly seen as momentous not merely for the history of Southeast Asia, but for the future of the entire world.


Although the war inflicted a staggering human and physical toll on the region, Japan’s rapid and humiliating defeat of Western colonial powers provoked Southeast Asians to look anew at themselves and reconsider their future position in world affairs. With their “sudden rampage” that toppled Western powers in Southeast Asia in rapid succession, the Japanese dispelled notions of Western superiority, and by dangling the promise of independence from  Western colonial rule, they won over many Southeast Asian nationalist leaders and convinced them (as well as others in the rest of the world) that colonial control would soon end.


At the same time, the prospect of independence raised problematic and often divisive issues about just who would wield power in post-war governments, and about the ideologies or policies they would adopt. These issues were compounded not only by the often brutal nature of Japanese occupation and the overall destructiveness of the war, but also by political and social conflicts as well as economic inequality based on ethnicity, religious affiliation, or cultural identity. Emerging for the first time as a “world region,” Southeast Asia was immediately caught up in Cold War politics, and the effects of these alignments are still being felt today. Thus, the Japanese occupation of Southeast Asia and the impact of WWII resulted in a radical transformation of power relationships within and among societies in the region.


Those in Southeast Asia who lived through this global conflict commonly refer to “before the war,” “during the war,” and “after the war” as delineations of not just events, but even their own identity. And because the war caused great traumas for an entire generation across the region, even as personal and experiential memories of the war fade, complex and often uncomfortable facts continually resurface, raising questions about the nature of “truth,” and the manner in which accepted views of “enemies” and “allies” are remembered and transmitted from one generation to another. As such, a study of Southeast Asia during this period of seismic change provides a lens through which to examine important concepts that contribute to our understanding of not only historic change and continuity in the region, but also how the world became as it is today.


Southeast Asia in WWII also provides a useful platform for investigation, analysis, and problem-solving—crucial skills for today’s students. By taking a familiar topic (World War II) and examining it from a new vantage point (Southeast Asia), teachers can connect content to students’ prior knowledge, teach both concepts and content, and help students developing crucial learning skills, such as evaluating past knowledge and assumptions, and build investigation, analysis, and problem-solving skills that are crucial for today’s interconnected world. In so doing, our NEH Summer Institute will enable participating teachers—and ultimately their students—to construct a broader and more nuanced knowledge base from which to think about the evolution of contemporary international relationships.


The institute format will combine lectures by scholars, debriefing sessions for discussion of content and teaching resources, relevant historic site visits, and small group work on classroom application. Time for general questions and answers will follow each presentation. More focused debriefing sessions will enable participants to revisit content and concepts and discuss their classroom applications.


Preliminary Schedule of Activities

The institute will open on Monday, June 27, so participants are asked to arrive in Honolulu by no later than Sunday evening, June 26, 2011.


A daily schedule will be made available at least three months prior to the start of the institute, but described below is the general flow of the program (subject to change).


Week One: The Road to Conflict


The opening lecture will explore the underlying threads of global politics as well as domestic constraints that led to Japan’s invasion of Southeast Asia. Other presentations during Week One will ad


  • Southeast Asia’s strategic importance (its tactical location and wealth of resources)
  • Western colonialism (fueled by the expansion of industrialization and capitalism and the need for resources, manpower, and markets) and its varied impacts on affected populations.
  • Political climate and social as well as cultural relationships that defined the peoples living in Southeast Asia.
  • Japan’s political and military strategy in Asia prior to the outbreak of the Pacific War (Greater East Asia Co-Prosperity Sphere and invasion of French Indochina and its “Southern Resource Area” policy)
  • Racialist ideologies and policies at work on all sides of the conflict.
  • The Japanese attack on Pearl Harbor and opening of the Pacific front of WWII
  • Introduction to Pacific War resources at the University of Hawai‘i


Week Two: Powers Collide


In Week Two, participants will examine more closely how the war in the Asia Pacific unfolded and resonated in the countries of Southeast Asia. Specific topics addressed in this week include:


  • Impact of Japanese defeat of Western powers on Southeast Asians and the role of nationalism, ethnic and religious identity, politics and ideology in clashes.
  • Japanese administration and exploitation of their occupied territories, and the ways in which they attempted to win over the population.
  • Anti-Japanese movements in Philippines and Malaya, and increased Japanese demands on Southeast Asians as the war progressed.
  • Aftermath of Japanese defeat and the road toward decolonization, revolution, and independence with several countries examined as case studies.


Week Three: Building on Memories


In the first part of Week Three, we will explore different memories of the war and investigate how accepted histories of the war have been sculpted by politics and cultural identity. Specifically:


  • The role of remembrance in molding regional identities.
  • Diverse and multiple memories of Southeast Asians who grew up in the region during and immediately after World War II.
  • The politics of war memories in influencing international relations today.


Importantly, participants will have time throughout the institute for collaborative curriculum development work with other participants to integrate institute materials into useable teaching units. Participants will work individually or in teams of not more than three per team to develop their units and share them via the project weblog with other participants/teams. Each participant/team will review two other teaching units, according to their interest and/or expertise, and post written comments. Program faculty will also offer suggestions. Participants/teams will then revise their units based on the written feedback before sharing them with the large group at the conclusion of the institute. The compiled teaching units will be disseminated via the project weblog, East-West Center websites, and through links posted on other teaching websites.


Institute Readings and Other Requirements
NEH Summer Scholars will be asked to read several introductory texts and to review web resources and videos (list to be available on the EWC website by February 14, 2011), chosen to provide background knowledge pertinent to the institute content. Relevant texts will be made available online or by paper copy sent by mail to selected institute participants by no later than April 15, 2011.


One or two one-hour web-seminar session(s) may also be organized before the start of the institute. Presentation materials and lecture notes as well as new teaching materials generated by the program will be made available to participants via a project weblog, which will be used to facilitate ongoing dialogue.


Professional Development Credit
We are pleased to announce that the East-West Center has entered into a cooperative arrangement with the School of Education at Flinders University, an Australian university with a long history of Asia-related scholarship, to enable participants who successfully complete our NEH Summer Institute and pay a nominal fee of $285 (US) to qualify for 6 units of credit towards Flinders’ Graduate Certificate in Education (Studies of Asia) or Master of Education (Studies of Asia).


The Graduate Certificate in Education (Studies of Asia) requires completing 18-unit topics. Hence, participants who obtain credit for the NEH institute will be able to complete the study by undertaking two additional 6-unit topics at Flinders University via distance mode. As a further benefit, suitably qualified participants who complete the Graduate Certificate in Education (Studies of Asia) will obtain credit for up to half the requirements of the Master of Education (Studies of Asia). Participants interested in applying for the Flinders credit should discuss their options with the institute director.


Institute Faculty
Our NEH Summer Institute will be led by a team of core faculty and visiting scholars and is designed to provide teachers an opportunity for substantive study of important humanities issues, ideas, and texts taught in our secondary schools.


Namji Steinemann, Director of East-West Center’s AsiaPacificEd Program for Schools, will direct the institute, overseeing institute content development and implementation, moderating weblog discussions, facilitating small group sessions, and providing oversight on participants’ curriculum development work. Steinemann, who has directed a number of NEH programs including the EWC’s Landmarks workshops on Pearl Harbor, brings to this initiative her Asian studies background and knowledge of Southeast Asia, more than two decades of work with K-12 teachers, and extensive experience in designing successful teacher professional development programs. Prior to joining the EWC, she was Vice President of Education at the Asia Society in New York.


Barbara Watson Andaya, a historian and professor of Asian Studies at the University of Hawai‘i at Manoa, will serve as the institute’s principal academic advisor and lecturer. In addition to providing content oversight, she will deliver lectures, facilitate discussions, assist participants with their curriculum development work, and also participate in weblog discussions. Andaya, whose area of expertise is in Indonesia and the western Malay-Indonesia archipelago, is author of numerous books, papers, and articles on Southeast Asia, has taught all aspects of Southeast Asian studies at the University of Hawai‘i since 1994, and maintains an active research interest across the entire region. Before receiving her Ph.D. at Cornell University with a specialization in Southeast Asian history, she taught high school and so feels a special affinity towards teachers.


Working closely with Steinemann and Andaya will be a team of scholars and experienced teachers carefully selected to provide informed perspectives on teaching about World War II in Southeast Asia and related concepts. Among them are:


  • Leonard Andaya, professor of Southeast Asian history at the University of Hawai‘i, whose research and teaching interests focus on the history of pre-modern Southeast Asia (esp. Malaysia, Indonesia, and the Philippines) and the process of ethnic identity formation in the early modern period (1500-1800). Author of numerous works on Southeast Asia, he earned a B.A. (magna cum laude) from Yale University and received his M.A. and Ph.D. from Cornell University. He has worked with the East-West Center on programs for teachers and has also directed numerous NEH summer institutes on Southeast Asia for college teachers.


  • Michael Aung-Thwin is Professor in the Asian Studies Program at the University of Hawai‘i-Manoa. He has two books forthcoming: Time and Place in Myanmar [with Maitrii Aung-Thwin] (London, Reaktion Books), and with Kenneth R. Hall, New Perspectives in the History and Historiography of Southeast Asia: Continuing Explorations (London, Routledge Press).


  • Boon Kheng Cheah, who worked as a journalist in Malaysia before receiving his Ph.D. from the Australian National University. Cheah, who is affiliated with the University of Malaya, specializes in Malaysian and Southeast Asian history, nationalism, communist movements, human rights and the Chinese diaspora. Among relevant publications is Red Star over Malaya: Resistance and Social Conflict during and After the Japanese Occupation .


  • William Frederick, who teaches at Ohio University and specializes in recent Southeast Asian history and international relations. He studied at Yale University and the University of Hawai‘i and is the author of Visions and Heat: The Making of the Indonesian Revolution , which examines the history of Surabaya from the 1930s through the Japanese Occupation to the beginning of the revolution. His most recent co-authored work, published in 2010, is The Encyclopaedia of Indonesia in the Pacific War .


  • Gwen Johnson, who will serve as the program’s teacher-scholar consultant. She currently teaches world history and advanced topics comparative government at Scarsdale High School in Scarsdale, New York, where she also coordinates courses on Asian and world history for the Scarsdale Teachers Institute. Since 2004, she has worked with the East-West Center on professional development programs on Southeast Asia and NEH Landmarks workshops on Pearl Harbor. For this institute, she will present teaching sessions, facilitate debriefing discussions, and assist teachers with their curriculum development work.


  • Liam Kelley, Associate professor in the History Department at the University of Hawai‘i-Manoa. His research interests focus on Vietnamese history, Chinese in Southeast Asia, and intellectual change in Southeast Asian history. He is the author of Beyond the Bronze Pillars: Envoy Poetry and the Sino-Vietnamese Relationship . His current research examines popular religion in late-nineteenth/early-twentieth century Vietnam.


  • Vina Lanzona, a specialist on the Philippines in the history department of the University of Hawai‘i-Mānoa, is the author of Amazons of the Huk Rebellion: Gender, Sex, and Revolution in the Philippines , which examines the role of women in one of the most significant peasant-led revolutions in the modern history of the Philippines.


  • Denny Roy, Senior Fellow in the East-West Center’s Research Program. Prior to joining the Center, he was a research fellow and professor at the Asia-Pacific Center for Security Studies, and a faculty member in the National Security Affairs Department at the Naval Postgraduate School in Monterey, California. He has authored numerous articles as well as several books, including The Pacific War and Its Political Legacies . For this institute, he will deliver a lecture on “collective memories” of World War II and the impact on international relations in Asia today.


  • Shigeru Sato, a lecturer in Asian Studies at The University of Newcastle, Australia, who received a BA and an MA in French Literature (Niigata, Japan) and a PhD in Asian Studies (Griffith). He has published extensively on wartime Asia, and is a co-author of The Encyclopaedia of Indonesia in the Pacific War .



East-West Center's Imin Conference Center


Frear Hall

Institute sessions will be held at the East-West Center in Honolulu, Hawai‘i. The Center’s 21-acre campus is centrally located in Honolulu’s Manoa Valley and adjacent to the University of Hawaii and its main research library, which houses extensive collections on Hawaiian, Asian, and Pacific studies that are relevant to Pacific War history.


On-Campus Housing


HALE MANOAis East-West Center's co-ed residence hall that mainly houses the Center’s graduate students. Single dormitory rooms ($21 p/night) are available for participants. Bedding, linen, towels, soap, and room cleaning services are provided; however, participants may wish to bring an additional set of towels. All rooms have telephone service and broadband internet connectivity, but PCs must have an Ethernet port and cable. Ethernet cables can be purchased for $5 from Hale Manoa residence hall. Courtesy computers with Internet access will also be available during institute sessions and at other times. Please note that Hale Manoa rooms do not come with air conditioning or fans. Each living unit has shared bathroom/toilet facilities. Certain floors or units are designated for male only or female only room assignments. Other areas are for coeducational living. Limited kitchen facilities and coin-operated laundry machines are located on each floor. In addition, residents have access to lounges for TV viewing and small meetings or social functions.


FREAR HALLis a 12-story dormitory operated by the University of Hawaii. Participants can select a one bedroom unit with private bath ($50 per night). Two bedroom units can be requested for those intending to bring a spouse/partner. All of the rooms are air conditioned and come equipped with linen (two sheets, one pillow, and one pillow case), towels, a blanket, one cup, and one bar of soap. Linen can be exchanged once during the week. None of the rooms have a telephone although wired internet is available. A kitchen is available on 12th floor, but all participants staying at Frear Hall will be required to purchase a daily breakfast meal plan (approximately $8.15 per day) in the nearby Hale Aloha cafeteria. Kitchen supplies are available to residents and may be checked out at the community desk. Laundry facilities are available on the 2nd, 6th, and 11th floors.


Both Hale Manoa and Frear Hall are located within five minutes walking distance from the EWC offices and classrooms and about 10 minutes from the University Campus Center food court and shops.


DOUBLETREE ALANA HOTEL: A small number of special-rate rooms ($109 + taxes per night) at the Doubltree Alana Hotel will be available to participants. Participants choosing to stay at the hotel will be responsible for arranging their own transportation to/from the institute. 




Visitor parking is available in designated areas at the East-West Center. A temporary parking pass for participants staying on campus with a rental car will be available for $5.00 per day, but must be arranged at least two weeks prior to arrival. Participants staying off-campus and driving into the institute will also need a special parking pass that must be arranged prior to arrival.


Completed applications should be sent to the institute director postmarked no later than March 1, 2011.


Prior to completing an application to this institute, please review the content of this project prospectus and consider carefully what is expected in terms of residence and attendance, reading and writing requirements, and general participation in the work of the project.


All application materials must be sent to the project director at the address listed below. Application materials sent to the Endowment will not be reviewed.




Southeast Asia: At the Crossroads of World War II” is designed principally for full-time middle and high school(grades 6-12) classroom educators teaching humanities subjects as well as home-schooling parents and school librarians who support the teaching of humanities content in grades 6 through 12. Other full-time K-12 school personnel, including those who teach non-humanities content as well as school/district administrators are also eligible to participate, subject to available space. Substitute teachers or part-time personnel are not eligible. Applications from teachers in public, charter, independent, and religiously affiliated schools receive equal consideration.


Teachers at schools in the United States or its territorial possessions or Americans teaching in foreign schools where at least 50 percent of the students are American nationals are eligible for this program. Applicants must be US citizens, residents of US jurisdictions, or foreign nationals who have been residing in the United States or its territories for at least the three years immediately preceding the application deadline. Foreign nationals teaching abroad at non-US chartered institutions are not eligible to apply.


Please note:Up to three institute spaces are available for current full-time graduate students who intend to pursue careers in K-12 teaching.


Applicants must complete the NEH application cover sheetand provide all the information requested below to be considered eligible. Applicants may not apply to study with a director of an NEH Summer Institute who is a current colleague or a family member. Moreover, institute selection committees will be advised that only under the most compelling and exceptional circumstances may an individual participate in this institute with a director or a lead faculty member who has previously guided that individual’s research or in whose previous institute he or she has participated.


Please also note: An individual may apply to up to two projects in any one year, but may participate in only one. Also please note that eligibility criteria may differ significantly between the Seminars and Institutes and the Landmarks Workshops programs.


Selection Criteria


A selection committee reads and evaluates all properly completed applications in order to select the most promising applicants and to identify a number of alternates. Our Institute selection committee will consist of three members, drawn from the institute faculty and staff members including the project director. Recent NEH participants are eligible to apply, but project selection committee will be directed to give first consideration to applicants who have not participated in an NEH-supported Seminar, Institute or Landmarks Workshop in the last three years(2008, 2009, 2010).


In the selection process, the committee members will consider several factors, each of which should be addressed in the application essay. These factors include:


  • effectiveness and commitment as a teacher/educator;


  • intellectual interests, in general and as they relate to the work of the project;


  • special perspectives, skills, or experiences that would contribute to the institute;


  • commitment to participate fully in the formal and informal collegial life of the project; and


  • the likelihood that the experience will enhance the applicant's teaching.


When choices must be made among equally qualified candidates, several additional factors will be considered. Preference will be given to applicants who have not previously participated in an NEH Summer Seminar, Institute, or Landmarks Workshop, or who significantly contribute to the diversity of the institute.


Stipend, Tenure, and Conditions of Award


Teachers selected to participate in our three-week institute will receive $2,700. Stipends are intended to help cover travel expenses to and from the project location, books and other research expenses, and living expenses (including housing and food) for the duration of the period spent in residence. Stipends are taxable. Applicants should note that NEH does not provide supplements in cases where the stipend is insufficient to cover all expenses.


Participants are required to attend all meetings and to engage fully as professionals in the work of the project. During the institute's tenure, they may not undertake teaching assignments or any other professional activities unrelated to their participation in the project. Participants who, for any reason, do not complete the full tenure of the institute must refund a pro-rata portion of the stipend.


At the end of the institute's residential period, participants will be asked to submit online evaluations in which they review their work during the summer and assess its value to their personal and professional development. These evaluations will become part of the project's grant file and may become part of an application to repeat the institute.


A complete application consists of three copiesof the following collated items:


  • the completed application cover sheet
  • a detailed résumé
  • an application essay
  • two letters of recommendation


Application Cover Sheet


The application cover sheetmust be filled out online.


The cover sheet has three parts: contact information, teaching information, and project selection. Complete each section before moving to the next. Review your cover sheet to ensure its accuracy. Then click Submitto submit your cover sheet to NEH and also print this page. The printed cover sheet should be sent with the paper components of the application to the institute director at the East-West Center.




Please include a résumé detailing your educational qualifications and professional experience.


Application Essay


The most important part of the application process is the application essay and the most important consideration in the selection of participants is the likelihood that an applicant will benefit professionally and personally. Therefore, the essay should address the applicant’s reasons for applying to the institute; his/her relevant personal and academic information, including qualifications to do the work of the project and making a contribution to it; what he/she hopes to accomplish from the study in relation to his/her teaching.


The application essay should be no more than four double-spaced typed pages, using 12 pt. Times New Roman font typeface. It should address reasons for applying; the applicant's interest, both academic and personal, in the subject to be studied; qualifications and experiences that equip the applicant to do the work of the seminar or institute and to make a contribution to a learning community; a statement of what the applicant wants to accomplish by participating; and the relation of the project to the applicant's professional responsibilities.


Reference Letters


The two referees may be from inside or outside the applicant’s school – preferably from the school principal or the department head as well as other teachers for applicants who are classroom teachers or librarians and from teachers and district personnel for applicants who are school administrators. They should be familiar with the applicant's professional accomplishments or promise, teaching and/or research interests, and ability to contribute to and benefit from participation in the institute. Referees should be provided with the director's description of the institute and the applicant's essay.


Applicants who are current graduate students should secure letters from their professors or advisors.


Please ask your referees to sign across the seal on the back of the envelope containing the letter. Enclose the letters with your application.


Submitting Applications by Mail


Completed applications should be submitted to the project director (see below) and should be postmarked no later than March 1, 2011.


Namji Steinemann
Director, AsiaPacificEd Program
East-West Center
1601 East-West Road
Honolulu, HI 96848


Submitting Applications by Fax


Applications, addressed to the project director, may be faxed to the East-West Center at (808) 944-7070. However, when sending applications by fax, please send only one (1) complete set of application materials. Signed letters of recommendation must come from the referees.


Submitting Applications by Email


We will also accept applications via email at


The following procedure must be followed when submitting your application materials by email:


  • Attach a PDF version of your NEH application cover sheet.


  • Include word or PDF attachments of your resume and application essay. DO NOT send these items as part of your email text.


  • Letters of recommendation must be emailed by your referees from their email addresses.


Faxed/Emailed applications, including recommendation letters, must be received by midnight (Hawaii Standard Time) on March 1, 2011.


Successful applicants will be notified of their selection on Friday, April 1, 2011, and they will have until Tuesday, April 5 to accept or decline the offer.


Once you have accepted an offer to attend any NEH Summer Program (NEH Summer Seminar, Institute or Landmarks Workshop), you may not accept an additional offer or withdraw in order to accept a different offer.


Neither NEH nor East-West Center programs discriminate on the basis of race, color, national origin, sex, disability, or age. For further information, write to:


NEH Equal Opportunity Officer
1100 Pennsylvania Ave., N.W.
Washington, D.C. 20506.
TDD: (202) 606-8282 (this is a special telephone device for the Deaf).


East-West Center Equal Opportunity Officer
1601 East-West Road
Honolulu, HI 96848


Should you have any questions about our NEH Summer Institute or need further assistance, please contact:


Bryan Smith
AsiaPacificEd Program
East-West Center
1601 East-West Road
Honolulu, HI 96848
Phone: 808-944-7378; Fax: 808-944-7070