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Alexandria Green
Instructor: Donna Cucunato
Tapestry of a Liberal Studies Education, 497
28 March 2011

Reflection I:
Science/Mathematics

The following provides a detailed map of the courses completed under the umbrella heading,
science/mathematics. Providing the broad range of academic settings, I found it particularly
important to provide course summaries--the courses taken offsite are not duplicates of those
found at Chapman University.

Course Title: Biology for Poets, BIOL 1559-503


(Approved Substitution for BIOL 207, Science of Life)
Professor: Donald Kimmel, PhD
Program/University: Semester at Sea, University of Virginia
Date: Fall 2010
Description: Biology for Poets is a coordinated set of classroom inquiries, discussions, and
lectures for undergraduate students who do not plan to major in one of the natural sciences.
Biology? Yes, this course is primarily about biology, lots of it, classical and modern, presented
through the narratives about two young women, that will structure our study. Poets? Interpreted
generously, the “poets” in the course are the students, approaching the science of life through the
lens of the liberal arts rather than the electron microscope. But we will literally use poetry, and
especially its elements, will inform our approach to the study of biology, seeking the science
through its language (molecular and rhetorical); structure; rhythm, rhyme, and reason; surprise in
discovery; and mystery and beauty.

Course Title: Mathematics for Elementary Teachers I, MATH 206


Professor: Halina Goetz
Program/University: Liberal Studies, Chapman University
Date: Fall 2008
Description: The primary goal of this course is for you to gain a thorough understanding of the
mathematics content of the K-8 curriculum in order to teach mathematics correctly, with
confidence, and hopefully with enjoyment. Topics of study include: (1) identify and understand
the essential elements of a number system, (2) gain a fundamental understanding of operations
upon number systems, including whole numbers, rational numbers and integers, (3) develop
higher-order critical thinking skills and strategies in the area of problem solving.

Course Title: Single Variable Calculus I, MATH 110


(Approved Substitution for Quantitative Inquiry, GE Code 7QI)
Professor: Jarred Collins
Program/College: Accelerated College Program, Mesa Community College
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Date: Fall 2007-Spring 2008


Description: This course is a primary introduction to university-level calculus. The topics of
study include analytic geometry, limits, differentiation and integration of algebraic and
transcendental functions. Emphasis is placed on calculus applications. Analytical reading and
problem solving are required for success in this course. Intended for the transfer student planning
to major in mathematics, computer science, physics, chemistry, engineering, or economics.

I. Metacognitive Reflection


A generation well-rooted in science and mathematics is the future of the next world
superpower. Advanced medicine, financial planning, population growth analysis, renewable
energy sources, and the like are integral areas of study for the preservation of our world. I take
particular interest because my future students will be faced with these “real world” applications
at an ever-increasing rate. The courses detailed above provided a basis for scientific and
mathematical thought of which was different from what was gained in my primary and
secondary schooling.

One would think that the study of life, biology, would be a natural interest of someone
that experiences life everyday. However, I first experienced biology as a series of invisible
concepts: cell organization, microbes, reproductive cycle, ATP (adenosine triphosphate), bacteria
mutation, cellular respiration, feedback inhibition, etc. These concepts were not lost, but rather
made visible by professor Donald Kimmel, PhD in his course entitled Biology for Poets. With
use of extraordinary metaphor, I gained understanding of biological concepts that were “lost in
translation.” Literally, I got lost in the language of science. A simple example involves the levels
of biological organization--atoms, simple molecules, chain molecules, molecular structures,
cells. Without comprehensible input, this strand of terms means nothing. Rather, by use of
metaphor, levels of biological organization can be compared to location:

Alexandria Green
North Park Boulevard
Santa Ana
Orange County
California
United States of
America
Northern Hemisphere
Earth
Universe

Conceptually, this metaphor is steadfast. I am a part of a much larger structure of life as the atom
is a part of the much larger structure of a cell. Allowing for obvious hyperbole, this metaphor
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allowed my mind to apply the concept of biological organization to locational organization of


which it is not literally applicable. An added bonus, this idea is echoed in Thorton Wilder’s most
famous play, Our Town, in which Jane Crofut received a letter from a minister addressed
similarly.

Mathematics, the abstract science of quantity, structure, space, and change, exists in and
around our everyday lives. In Mathematics for Elementary Teachers, Halina Goetz stressed that
math is different from other subjects, thus requires a different frame of mind. An epiphany
occurred when I realized humans did not invent math concepts, rather discovered them. Numbers
and operations exist without someone having to put them there. I have always had an affinity to
numbers. Manipulating numbers keys into my task-oriented, game-driven personality. Given a
starting and an ending number, it gives me considerable pleasure to figure out missing
operations. This course had considerable effect on the ways in which I discovered numbers. For
example, we were asked to discover number systems unlike the Hindu-Arabic (base ten) system
we use: Babylonian (base 60) and Mayan (base 20). The number of objects groups together is
called the base of the system. Maya only employed three basic symbols: a dot for a value of
"one", a bar for a value of "five", and a shell for the value "zero." Arithmetic combinations of
these yield "digits" from zero to nineteen. Using the vertical positional notation, conversion to
our Hindu-Arabic system is as follows:






Some may argue that learning the Mayan number system was inapplicable because it served an
ancient group of people. However, doing so served a very different purpose in my path to
becoming an elementary school teacher. Counting, arithmetic, and other basic operations have
become rote. This was an opportunity to re-learn numbers with a child’s perspective. Grasping a
new number system allowed me to experience a child’s frustration with learning ours. It allows
an open realm of understanding about numbers, not confined to Hindu-Arabic.

Doing math is a beautiful testimony of the capacity of the human brain to figure out what
God gave us to “play” with. In Single Variable Calculus, professor Jarred Collins confessed that
you do not have to like math to be good at it and you do not have to be good at it to like it. He
was a proponent of applied mathematics even though this class was taught in pure mathematics
form. He laid much importance on the fact that everything cannot be quantified in a “neat and
tidy box.” For example, a transcendental function is simply one that is not an algebraic function.
In other words, a function which "transcends," (i.e., cannot be expressed in terms of algebra). An
exponential function with an infinite limit is one example. A limit of infinity makes little sense
with a “neat and tidy” understanding of math. To most, applying the concept of infinity into a
elementary school classroom seems absurd. However, what if we could show that a polygon with
an infinite number of sides becomes a circle? With the advent of technology, this is possible.
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There are programs that allow a student to watch the polygon as she gradually increases the
number of sides to infinity. This may not be in the core standards, but it is an invaluable
opportunity for children to play with math. Let us not be confined to the formulas of formal
mathematics instruction.

II. Significant Artifact


Biology for Poets was not your typical science course and did not take place in a typical
university setting. The science of life was taught with a liberal arts perspective, rather than under
an electron microscope. Class sessions took place with a vast oceanic backdrop only to be
interrupted by the occasion dolphin sighting--one of the many perks of Semester at Sea. A
significant portion of my grade, 20 percent, was earned by completing three fieldwork
experiences. This practicum could be literally or liberally related to the course material; I chose
two service visits both led by the Habitat for Humanity organization and a faculty directed tour
on health care in India. Using my journal as a vehicle, the assignment was to make a carefully
composed, thoughtful entry soon after each of my visits. Entries included when and where I
went, the topics covered, its relevance to this course, what I saw, with whom I spoke, other
pertinent details, and my observations and reflections. Second, after the three visits were
completed, I evaluated and compared two of the three, pulling together my studied opinions
about the form and function of the site. See Appendix.

This artifact is particularly significant because it chronicles the most moving experiences
of my life. In the entirety, the 40+ pages records my move into global citizenship. In particular,
the fieldwork component challenged me to think about biological metaphor in and around my
experiences. Comparing and contrasting the Habitat for Humanity build trips led me to examine
how form follows function. Organization and differentiation was key to the project’s success.
Just as each part plays a particular role in the workings of a cell, each volunteer’s job was highly
differentiated for efficiency. A cell’s structure is highly organized because it has to be. This
process deepened my understanding of the course material because it forced me to make
connections--one of the objects was already understood, so the other can thus be understood. The
finished product was evaluated on my capacity to do just that. Highly informal in nature, the
assessment was not of key importance. The writing process was validating enough--I could write
intelligibly about complex course material while making it comprehensible for even the most
unscientific mind. I have been overcome by the power of journal writing. In my future students, I
hope to instill a similar knack for making connections. As a teacher, this type of journal can
provide informal assessment for student understanding. I will model a keen, observant eye. I will
model how to bridge the gap between “reality” and academics. Dream big.

III. Course Outcomes Connected to CCTC Program Standards and CDE Frameworks

Standard 1 - Program Philosophy and Purpose



These courses successfully integrated the missions of Chapman University and the
College of Educational Studies. Chapman’s commitment to personalized education is ever-
present in the small class sizes and differentiated instruction. Though two of the courses were
taken offsite, they too abided by this standard of education. In every instance, I felt comfortable
asking for clarity because I formed a solid teacher-student relationship. Professors were not
frustrated by my lack of understanding, but rather searched their teacher toolbox to find a new
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way of explaining. In Biology for Poets, I remember getting lost in a metaphor relating to
menstruation. In that moment, I needed a visual and text written in hard science verbiage (our
textbook was also metaphor enriched). In such a unique learning environment, I did not have a
library full of resources to turn to. Though this may have been the only instance metaphor did not
cut it, the professor was more than happy to supply me with what I needed.

These courses have been well-rooted in critical scholarship and social justice. The
specific concepts taught in Single Variable Calculus will not be applied in the elementary
classroom, yet the general education and elementary education departments require an
understanding of higher order mathematics. Satisfactory does not suffice. Mathematics for
Elementary Teachers was not simply a review of the concepts gained in grade school, but rather
an expansion of them. Subtraction was approached through four avenues--the take-away
approach, the set model, the measurement model, and the missing addend approach. Number
system characteristics were defined and then utilized to covert from one base to the next.
Problem solving was viewed from a different lens--not every problem will have a solution.
Interestingly enough, this is echoed in our world. The solutions to poverty, racism, hate, and so
on are distant. Thankfully, it has been charged upon us to create a more socially just world than
what came before us. Biology for Poets viewed the science of life from a liberal perspective.
Biology is clear. As much as we call ourselves different, our physical selves are more alike than
we think. We are interconnected. Why, then, do we aim to harm our own? Fed into the minds of
every passenger aboard the MV Explorer is Ubuntu, literally translated, “I am what I am because
of who we all are.” Archbishop Desmond Tutu, esteemed traveler on the Fall 2010 voyage of
Semester at Sea, truly embodied this ideology. He is the image of social justice.

Standard 2/3 - Subjects of Study



The course material covered in Mathematics for Elementary Teachers and Single Variable
Calculus far exceed the content specifications outlined by the California Commission on Teacher
Credentialing. They were not teaching methods courses, but rather provided upper-division
mathematics knowledge. Content standard 1.1 specifies that candidates must understand the
structure of a number system, specifically the base ten system. As detailed above, this content
was received by evaluating other number systems, Babylonian (base 60) and Mayan (base 20).
Content standard 1.2 specifies that candidates can evaluate the correctness of nonstandard
algorithm. Special attention was made on student-created algorithms of which I had to check for
understanding, making sure students stayed true to basic mathematic principles and were
consistent in using them. Covered in great depth in Single Variable Calculus, domains 2 and 3
specify a knowledge of algebra and functions, measurement and geometry. Functional
relationships, linear and quadratic equations, and inequalities were covered as a foundation for
derivatives, transcendental functions, and so on. Graphing and representing three-dimensional
figures built upon previous experience with representational systems such as coordinate
geometry. Though these higher order mathematics concepts are not covered in grades K-6, this
knowledge is significant because math is a linear learning process--an understanding of previous
material is compulsory for subsequent material. If I understand where my students are going
next, I can better prepare them in the here and now. The best assessment of learned material lies
in the course grades and physical portfolios. In Mathematics for Elementary Teachers, the
professor made it clear that the way I did homework must resemble teaching--I was expected to
show every step leading to the solution. My course portfolio is a testimony to the organization
and care I put into the course. The detailed problem solving proves that I can apply the material
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in an elementary setting. In the following example, I write out the problem, the steps, and a
justified solution:

The course material covered in Biology for Poets only satisfies the life science content
specifications outlined by the California Commission on Teacher Credentialing. Because of the
disjointed nature of the sciences, it would be nearly impossible to cover physical science, life
science, earth science, and space science all in one course. For that reason, I do view the narrow
scope as a fault. Content standard 2.1 specifies that candidates can describe structure and
function of living organisms. On the first day of class, the professor stresses that there are very
few things in this world in which you can apply absolutes. One of these is cell theory--all cells
come from other cells, all organisms/living things are composed of cells, cells are the lowest
level of biological organization that have all the characteristics of life. Content standard 2.3
specifies that candidates explain factors that affect growth and development, cell division, and
DNA. Specialist in genetic defects and childbirth, the professor offered breathe of insight into
reproduction--the roles of cell division, DNA, etc. Since the focus was on animal biological
interactions, ecological interactions were grazed over.

Standard 4 - Integrative Study



Offering its intention in the title, Biology for Poets bridged the gap between science and
language arts. Prior to this course, I was unaware of the structural and conceptual similarities
between science and language arts. Life builds, organizes, recites, and recreates itself.
Reproduction is to life as repetition is to poetry. Harmony is the coordination and control of life.
It exists in biology, music, literature, and so on. Entropy, the state of nature, relays that things
seek a simpler, lower energy state. A sand castle, for example, takes outside energy to put it back
together after it has gone back to its disorganized state. Just as cells need a replacement of
glucose, the sand castle needs an artist to give it form again. These are all metaphors taken from
my notes on the course material.

The course through-line was secured through the narrative of two young women, one
being the main character in Jeffrey Eugenides novel, Middlesex. The author, with an obvious
amount of biological research in pocket, chronicles how five-alpha-reductase deficiency results
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in pseudohermaphroditism of Calliope Stephanides. Modeling the work of geneticists, I created a


master diagram of five-alpha-reductase deficiency detailing genealogy, molecular events, signs,
and symptoms. Using literature as my vehicle, I charted characters as they were presented and
soon found out that a case of inter family marriage had affected Calliope’s biology. Ultimately,
geneticists ask three questions--What are genes made of? How do they move? How do they
work? At every step of the way, the professor defined, provided metaphor, and reinforced how
the recessive mutation on Calliope’s fifth chromosome resulted in faulty enzyme production.

Taught largely as pure mathematics, Single Variable Calculus and Mathematics for
Elementary Teachers did not draw on other subjects to support its own. However, problem
solving was a key component of both. Problem solving is inquiry-based and values a student’s
capacity to build understanding of her own. Problems posed were most often related to other
areas of study, but the value of them were not capitalized upon.

Standard 5/6 - Teaching and Assessment Practices



Mathematics for Elementary Teachers and Single Variable Calculus were both taught in
lecture format with a considerable amount of homework. The lectures presented ideas covered
and not covered in the text, addressing aspects of the material that was particularly important or
difficult. To motivate us to do our homework assignments, exams consisted of a few problems
taken from the homework. In Mathematics for Elementary Teachers, homework quizzes were
graded frequently. The professor chose one or two problems from the homework to grade upon
turn in (the same for each student). As a student, this was a driving factor in completing every
problem with accuracy, which served my learning. Both professors utilized a strict grading scale
based on attendance, homework, and exams. Neither professor utilized group work or
presentations. As a math-minded student, this was not a bother. However, I can understand the
frustrations of students who are not math-minded and do not learn particularly well in lecture
format. As a move into my teaching career, I must take this into consideration by using a variety
of teaching and assessment methods.

The instruction of Biology for Poets was structured much more informally. Much of the
time, the professor would sit at a table and not necessarily in a place of command. I became a
hesitant student of biology in primary and secondary school. This informal setting provided a
relaxed place of learning on a subject that I was not particularly confident. Assignments were not
graded in the traditional format either. By turning in an assignment, I was vowing that I had done
the best work I could with the information given to me. There was always opportunity for
revision. By reading our assignments, the professor would revisit topics that were challenging to
the students as displayed by our homework. There was a considerable amount of group work. A
team of students would be responsible for becoming experts on a particular topic and teaching
the class. There was also opportunities to read and write poetry related or unrelated to biology to
keep the spirit of poetry alive in the classroom. At the end of the semester, we were assessed and
given a grade primarily based on work ethic. It was clear that I had paid interest to the class,
completed the assignments with vigor, and expanded my biological understanding. I was
rewarded for that. Applying these teaching methods into my classroom is of great importance.
Experiencing a relaxed learning environment made me realize that, too often, teachers stress
being right instead of taking risk. Although I ordinarily cling to structure, a lack of traditional
teaching methods broke down the walls of hesitancy. What a gift!
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Standard 7 - Introductory Classroom Experiences



None of the courses required fieldwork in an elementary school setting. Mathematics for
Elementary Teachers could have easily added a fieldwork component by requiring students to
write and implement a lesson plan. However, Biology for Poets required fieldwork relating
liberally to the course material as detailed above in Section II, Significant Artifact. The world
was transformed into my academic laboratory as I experienced the science of life firsthand. Of
particular interest, a visit to a family-owned, private hospital in India set the stage for a
discussion on the state of health in their country. An excerpt from my journal reads:

“My first impressions of the hospital were bare. The rooms only filled with the bare necessities. A
hospital bed in the middle of the room of which they were so proud. The backrest moved up and
down by a few hinges and the working hands of the nurse. The stirrups, the same. Observing the
simplicity at hand, I would be worried for a baby to come into the world with any complications.”
This opportunity allowed me to evaluate the health care on a global scale. The visit was directed
by my professor of which allowed for considerable discussion afterward. Semester at Sea, the
broader program of study, also offered many service opportunities in port. This course supported
service learning in the form of Habitat for Humanity build trips, as mentioned previously. The
professor termed it “biology for architects” in that a detailed comparison exists between the
building of a home (even a simple one) and biological processes.

Standard 8 - Diverse Perspectives



Diversity is present, beautiful, and not a “problem to be solved.” Unfortunately,
linguistic, cultural, and religious differences are not celebrated authentically in most classrooms
today. Rather, this diversity is viewed (directly or indirectly) as being a threat to the host society.
To “solve the problem,” hyper-assimilation has occurred in which students are discouraged from
maintaining their mother tongue. Moreover, diversity is the blanket term to which difference of
all kinds abound--ability, learning style, race, sex, culture, etc. Without jeopardizing the
academic standards or integrity of the course, all professors provided accommodations to
students who had conditions that would affect their ability to perform in the class. This high level
of inclusion and specialization should be modeled in all classrooms. In Mathematics for
Elementary Teachers, there was special emphasis on student-created algorithms. Being accepting
of and encouraging students to create their own algorithms is one way to celebrate different
learning styles.

Being part of a much larger multicultural experience, Biology for Poets encouraged and
supported interaction with the foreign peoples encountered along the way. In most cases, we
differed in language, realm of understanding, lifestyle, customs, and so on. The journal was my
vehicle for making sense of these experiences. The public nature of the journal (assignment to be
turned in for credit) made it imperative that I construct well-formed reflections. Although some
would argue that this defeats the purpose of a journal, I argue that it moved me beyond simple
observations. I was not only engaging with others unlike myself, but also being intentional about
meditating upon what had touched me. Sailing away from the coast of Ghana, I wrote this:
“The four days spent in Ghana truly taught me that happiness isn’t contingent upon material
goods. I have pronounced it before. Mind-wise, I grasped it. Heart-wise, it took Ghanaans to
teach me. I was met with fervor and warmth there.”
If I could give my students the joy of interacting with diverse peoples and reflecting upon these
experiences, my mission would be accomplished. In my own classroom, I can encourage and
even require that students spend time with children outside of their circle of friends. I can
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encourage parents to visit diverse communities and volunteer with their children. I can ask
students to reflect upon their experiences in writing, art, and conversation. Most importantly, I
will model a posture of respect at all times.

Standard 9 - Technology
None of these courses utilized much technology for instruction, which, I admit, is rare for
university/college instruction today. The professor of Mathematics for Elementary Teachers,
however, made use of the overhead projector when applicable. She wrote material notes and
solved problems as the students diligently worked to copy what was written into our notebooks.
This method serves the same purpose as writing on the whiteboard, which is why I mention it
with little emphasis.
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Appendix
Significant Artifact: Faculty Developed Practicum

The following are excerpts from a 40+ page digital journal compiled on Semester at Sea, Fall
2010. Field-based, experiential learning is a vital component of Semester at Sea. The world was
transformed into an academic laboratory where 20 percent of my grade was earned.
______________________________________________________________________________

Sept. 24, 2010

Service Learning: Habitat for Humanity, Ghana

Six hours on a bus for three hours of work simply is not balanced. Many of us stepped
foot on the bus figuring we would be put to work within an hour. Imagine if an enzyme locked
into a protein, but then had to wait a considerable amount of time for catalyzing to begin. I was
the enzyme ready for action. The bus was the protein. We were at a standstill until we reached
the site.
Along the way, I peered out across fields of green and markets of frenzy. We would drive
for miles of lush, freshly rained upon greenery and then be bombarded by street marketers
persuading us to buy snacks. At the same time, I would look just above their heads to see shop
signs proclaiming, “God is Love Inc.,” “Let Thy Redeemer Live Co.,” “Blessed Be His Name
Inc.,” etc. I felt an interesting contrast between their desperation and their proclamation of
peacefulness in God. Oddly, I could relate. I am often so desperate for humility, yet I do not take
a moment to examine God’s humility first. They are, however, desperate for financial stability of
which I have been blessed not to experience. My basic needs are met. What do I have to
complain about next to these beautiful Ghanaian women who are just trying to sustain
themselves and their children?!
After our bus frighteningly drove atop dirt “roads” for the end leg, we eventually arrived
in the village being supported by the Habitat for Humanity organization. Our bus was unable to
drive up next to the site due to lack of access, which perfectly depicts the remote location. Our
work leader was a woman from the organization who informed us that this is the first Habitat
sight in the surrounding area. This explained why we had to make a three hour trek to the
location, so my frustrations subsided and I was just happy to be a part of this new project.
There were five houses being built concurrently, each in a different stage of development.
It is much like five women in different stages of pregnancy. Each women and child are in need of
individual care according to their development. We were separated into five groups, each group
caring to one house. My group was given the task of leveling the ground floor of the most
developed house. The structure itself was already in place, but the dirt floor needed to be tended
to.
A task that seemed straight-forward ended up being awfully time consuming because of
miscommunication. Our leader, our patriarch, gave us the task and sent us on our way without
any formal description of how to do the job. In a cell, it is as if the nucleus patriarch took an
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empty book off the shelf and handed it off to the messenger RNA without proper instructions.
The system would be tainted from the get-go. Sure enough, this is what happened.
Word had it, the SAS volunteers the previous day were expected to bring tools with them
—yet another act of miscommunication. Thankfully, we had enough tools for almost every
member of our team to be working simultaneously. We started breaking up the dirt and moving it
around to level the floor. With the direction we were initially given, this was the appropriate
action.
A male worker walked in. He peered around in utter confusion. After a half hour of work,
he kindly informed us that we are doing it all wrong. He grabbed a shovel and started throwing
dirt from the inside of the structure to the outside. He informed us that the level of the dirt had to
be lower, so the top layer had to be removed. Just like diligent worker bees, we slightly changed
our course of action and went full steam ahead. Our function was refined by new instruction
from the messenger RNA.
On a less frustrating note, the working atmosphere was wonderful. We sang Disney songs
and conversed about child rearing practices. I realize these two activities seem wildly odd for a
group of college students. Once you add Lance, baby Griffin’s dad, in the mix, one could
understand how such conversations came about. Another pleasant surprise in the working
atmosphere was the visit from a few local children. They were at first timid, but then began to
play and laugh along with us. One boy use sticks to drum on the rim of his bicycle wheel while
the girl sang a village song. They spontaneously created art out of nothing but their voices and
found materials. They were a reminder of how beautiful art can be when kept simple!
Amongst all this beauty, another male worker makes his way into our work space. Again,
the look of confusion is written all over his face. He grab a shovel begins digging a rather deep
hole near the perimeter of the room. He points to the joint of the dirt and concrete, which is about
a foot below dirt level. He informs us that is the desired ground level. After progressing about
two hours with other directions in mind, we were again directed to change function. Only a
mutated messenger could explain this unfortunate miscommunication.
Low and behold, our group left feeling terribly unproductive. If given clear instructions
from the beginning, I am positive our product could have reflected the work we put in. Instead,
we left with great memories of the camaraderie we shared with each other and the village
children. That alone constitutes success—despite feeling like we could have done more to further
along the building process had the communication errors been extracted.
______________________________________________________________________________

Oct. 5, 2010

Service Learning: Habitat for Humanity, South Africa

After having experienced one Habitat for Humanity, I expected a similar rigmarole this
time around. Boy, how wrong I was! Besides the basic structure of the Habitat as an
organization, the leadership, building process, and community differed greatly. First off, I
volunteered with a small group of my close friends this time. On an emotional level,
volunteering with people you care about really strengthens relationships. It became more than
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mere talk about serving the world around us. These friends are who I have experienced most
everything with thus far, so that urge to serve got put into action with this trip.
I didn’t realize the amount of disorganization with the Ghanaian experience until after I
experienced that in South Africa. Both projects were under the same umbrella. They were fed by
similar government subsidies in which families were given according to their financial situation.
You would think that if the overarching system of doing business is the same that the “small”
stuff would be worked out similarly. South Africa’s history with Habitat for Humanity is long.
They have been building homes for families in townships for a few decades now. These homes
lift families out of shacks and into brick and mortar structures. The particular woman whose
home we were building actually lived a few doors down in shack of an estimated 5’ by 10’. I
could feel the appreciation seeping out of her skin as she prepared a mid-morning snack for the
volunteers. She literally watched her house get built from beginning to end. What an awesome
moment that must be for a woman who is accustomed to shack life. As we were informed, this
was one of the nicer townships. To know this makes me curious about what I would find if I
visited the lowest of the low. I would be sure to find smiling faces, generous hearts, and run-
down living situations. What a lesson it is to have next to nothing and be joyful regardless!
It took about 45 minutes to arrive at the sight only because the bus driver was given the
township name with no particular address. That was probably the only ounce of disorganization
we experienced all day. Our leader greeted us as we stepped off the bus and immediately directed
us to gear up. Hard hats and gloves in position, he began the morning we some ground rules.
Simple enough, wear your hard hats at all times and have fun. We were without protection in
Ghana—no hard hats or gloves to be seen. Our fearless leader informed us that he has been a
longtime employee of Habitat for Humanity and thus, expects the walls to be finished by the end
of the day. What a breath of fresh air to be given a goal! Oh yes, then we were given specific
instructions. In our cell metaphor, he was a well-working patriarch. He knew exactly which book
of instructions to pick off the shelves and handed them over to us worker “bees” accordingly.
Daga, daga, daga! He handed a group of us shovels and it was right to work. We mixed
three bags dirt, one bag cement, and water. This was the first of about 10 batches we made
throughout the day! Do not underestimate this job. Once the water is added, the mixing the
mortar is not a walk in the park. We first made a pool with the dirt so that water would not spread
everywhere upon adding it to the mix. In cell vernacular, the pool of dirt created an insoluble
membrane—water could not be released outside the cell.
Then, the workers got to doing business. It was not often that someone was standing
around without a job to do. With the collective goal in mind, each person his/her task. In
Exploring the Way Life Works, the author uses the building of a robot to explain this
organization. It writes, “An extraordinarily complex robot would result from complicated
interactions among many sub-robots, each of which performs a relatively simple task” (40).
Differentiation amongst the sub-robots is key. No one sub-robot has the information to build the
entire robot. That is a daunting amount of information! In terms of Callie, five alpha reductase is
the sub-robot whose skill lies in catalyzing dihydroxitestosterone, the hormone necessary for the
male reproductive organs to be fully formed in the human (so-called robot). Now, substitute
robot with house and sub-robots with volunteers. It provides the perfect illustration for our roles
in the building the house. Though everybody learned how to make daga, not everyone performed
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that task throughout the day. My “specialty” quickly became smoothing out the daga once it had
been applied to the bricks. Others were in charge of lifting ready-made daga onto the slats for the
workers to use. Others were in charge of shoveling the soil into the wagon to bring to those
making the daga. Each person’s abilities were differentiated and used for the collective goal.
This organization would be worthless if the timing and communication was not worked
out. If I tried to smooth the daga before the worker had laid the bricks, I would be unproductive
and flat out look silly. It was communicating to me by sub-robots whose jobs were completed
before mine in succession as to when to begin my job. In this way, the female reproductive
system comes to mind. The ovary responds to the FSH and LH released from the pituitary gland
by maturing a follicle that is estrogen secreting. The estrogen sends a signal to the hypothalamus
that says, “stop secreting releasing hormones!” Without the signal, the hypothalamus would
continue its job of releasing hormones necessary to begin the process all over again. Without that
signal, superfitation could occur. In other words, that signal is absolutely indispensable! In my
case, I would just be at risk of looking silly smoothing non-existent daga. Though the effect is
not as dire, that signal for me to begin my job was absolutely indispensible to the collective goal.
At the end of the day, we had completed our goal. The walls were in standing order
thanks to our fearless leader’s guidance. The organization, timing, and communication went
hand-in-hand as the workers completed their differentiated tasks along the way.
______________________________________________________________________________

October 22, 2010

Faculty Directed Practicum: Health Care in India

Docking in India, I knew very little what to expect. I was warned that there would be a
strong stench of dirt coming into port, but it seemed to be faint. What could be seen from the
dock was not much—definitely would not tell the story of what I would learn throughout the
course of the day. We would be visiting a family-owned private hospital in Chennai. The
debriefing did not mention the immense hospitality we would receive. As we arrived, we took
seats in the chief of staff’s office of whom also played the role of father and wife simultaneously.
With a Coke in hand, a delicacy in India, he shared with us the order of operations. The hospital
is primarily a labor and delivery center for women—caring for them from the prenatal stages
until birth. They cancelled all their appointments for the day, so the hospital was void of patients.
I’m sure this seemed like a compliment to us, but I would have liked to observe doctor’s
interacting with patients. I could also see how that would break patient-doctor confidentiality. I
don’t think I would want a group of foreigners peering in on some of the most precious moments
of my life. This was one of the times on the trip that I didn’t feel that I was intruding on the
goings-on. I felt included in the experience because they were so pleased to have our company.
My first impressions of the hospital were bare. The rooms only filled with the bare
necessities. A hospital bed in the middle of the room of which they were so proud. The backrest
moved up and down by a few hinges and the working hands of the nurse. The stirrups, the same.
Observing the simplicity at hand, I would be worried for a baby to come into the world with any
complications. I know, the operation theatre was just a few steps away. I know, the hospital staff
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has the medical degrees to handle it. It must just be my frame of mind that is accustomed to large
fancy machinery that aides medical staffs in the states. I also couldn’t make out if it was
acceptable for the man to be present for the birth. This was probably due to the language barrier
and/or cultural traditions. It might not even come to mind that the husband would be with his
wife at the birth of their child. In such a family-oriented culture, I would be surprised if that were
true. I guess this stands as a question left unanswered.
The presentation following our tour of the facilities was obviously a treat for them. They
had tech support make a powerpoint presentation, the entire family was present, and they even
cooked us a meal. The presentation taught me a lot about the cultural traditions surrounding child
birth in India. The first, people in rural areas often avoid colostrum deeming it witch’s milk.
They are in process of educating these women that the milk is actually full of proteins and
antibodies of which babies develop immunity. This idea of education is a recurring theme in
medicine. In African countries, women need to be educated about birth control to avoid
unnecessary pregnancies. In the US, teenagers are educated about STDs to prevent infection. In
India, education has similar strength. The educated population in India is acutely aware of the
power it has.
Another myth that women subject them to is eating saffron will give the unborn baby a
fair complexion. This myth is slowly being dispelled by educating women that their baby’s
complexion is a matter of genes. Unfortunately, India and Africa are both rather obsessed with
fairness as the US is with tanning. Excuse me if I am making rash assumptions, but this could
very well be because the affluent world that they aspire to be is largely white.
Though home births are becoming more popular in the states, they are the norm in India.
Most women choose to have their first birth in their parents’ home and the subsequent deliveries
in the home of their in-laws. By that time, women have become attached to their in-laws and the
education of their first child will not be disturbed. I still am unsure about why the child’s
education would be disturbed if the woman were to have her second child also in her parents’
home. In any event, this tradition conveys the strength of men in an Indian family. The woman is
somewhat given over to her husband and his family. She is now, first and foremost, part of his
family. As I write this, I realize the similarities between Indian and Moroccan marital traditions. I
got the impression that women are not as oppressed in the Indian environment as in the Arab
environment. Women have a strong voice and are able to hold top-standing positions in their
communities.
Lastly, I must retell one of the more awkward moments of the afternoon. The pregnant
daughter walks in and I ask, “Boy or girl?!” There was a rather awkward silence followed by a
few chuckles from the family. At that moment, I just figured they hadn’t understood the question.
After the picture taking session had completed, I approach the father and ask him again. He
spoke very English very well on behalf of working part-time in the US. He chuckled at me and
told me that they didn’t know the sex of their baby. I asked if they wanted to find out and he
graciously told me that it is against the law in India to find out the sex of the baby in utero. I was
obviously shocked by this and begged the question, “Why?” It turns out that fetal deaths were
very common due to baby boys being more favorable. If a woman knew she was having a girl in
advance, it would not be uncommon for her to terminate the pregnancy in any dangerous way
she deems fit. What an effect of a male dominant culture!
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The afternoon ended as all good social outings do—food! They had prepared a myriad of
Indian snacks. For a first Indian meal, I was rather impressed. My senses were activated by
eating with my fingertips. Smelling spices and tasting flavor of which had never grazed my pallet
before. I can already tell Indian food is going to be a hit for my taste buds!

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