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Beautiful Question

May 1, 2019 / / 0 Comments

Growing up, I was always told that we learn the history of the United States and all of the wars to show how awful the experiences were, and so that the future generations would not mirror the same disastrous times. However, in the 21st century, we are starting to repeat old ways that we once said we never would. For example, there are now prison camps similar to those during the Holocaust. One example of this is China’s detention camps that are detaining thousands of Muslims for renouncing their religious convictions (Buckley and Ramzy) .The questioning of this hypocrisy has always been in the back of my mind, and as I moved into my next level of education at Agnes Scott College, I embarked on a leadership course. This course, known as LDR 102, included classes from various professors from different disciplines, and each class used Warren Berger’s book, A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, as a basis to define  questioning and leadership. Berger discusses what defines a “beautiful question” and I was asked to write a beautiful question that would abide by Berger’s definition. My beautiful question is: How can we teach history to students in a way that might help the next generation avoid repeating the mistakes of previous ones? My question is considered “beautiful” because it can give rise to a layer of answers, and this is due to people offering multiple perspectives based on their personal experiences (Berger, 16). This question challenges people to wonder about the future generations and what they will be learning in regards to their country and its history (Berger, 19). According to Berger, “A beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change” (Berger, 8). By asking this beautiful question, it sparks the desire to reevaluate the ways in which history can effectively be taught to students and open their eyes to their surroundings.

Throughout the course of this class, there were two sessions in particular that had me thinking about my question. In the first session, the professor focused on a piece by Djuna Barnes called “How It Feels to Be Forcibly Fed.” In this piece Barnes voices the horrors of the women in 1914 who were fighting for the right to vote. The women participating in the protesting were put in prison, denied the right to perform hunger strikes, and were fed forcibly (Barnes). This helped to inspire my beautiful question because, as the class began to discuss this piece, I began to see the relevance of reading this 1914 newspaper article in 2019. The Djuna Barnes article touches on a concept that is highly debated today—who has control over women’s bodies? Recently in Georgia, a Fetal Heartbeat Bill was passed that denies women the option to have an abortion after she has been pregnant for 6 weeks (Diamant). This bill limits the control that women have over their bodies and shows the parallel between what Djuna Barnes went through, and what women are still going through in the 21st Century. This reinforces the idea that history continues to repeat itself because not enough is being done to evoke a change. One possible way to arouse change is through digital communication. This possible outlet for change relates to another session that was centered on the use of memes for communicating ideas across large platforms (Jenkins). The use of memes and other forms of digital communication to convey a message could also be a way to share history and bring about awareness. The spreading of awareness and sharing of ideas between educators encourages new ways to teach history, and this  might help educate people on the rights that individuals should have. The larger the wave of awareness, the greater the impact, and the more likelihood that society can change in a more progressive and proactive way. This way, the leadership skills that individuals, such as students in LDR 102, are taught can be used to push them to be the change they wish to see in the world.

Works Cited

Barnes, Djuna. “How It Feels to Be Forcibly Fed.” Wikisource, Wikimedia Foundation, Inc., 16 Apr. 2012.

Berger, Warren. A More Beautiful Question: the Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury, 2016.

Buckley Chris, and Austin Ramzy. “China’s Detention Camps for Muslims Turn to Forced Labor.” The New York Times, The New York Times, 16 Dec. 2018.

Diamant, Aaron. “HEARTBEAT BILL GEORGIA: Georgia House Passes ‘Heartbeat Bill,’ Outlawing Abortions after 6 Weeks.” WSBTV, 3 Apr. 2019.

Jenkins, Henry. “A Meme Is a Terrible Thing to Waste: An Interview with Limor Shifman (Part One).” Henry Jenkins, Henry Jenkins, 17 Feb. 2014.

LDR Final

December 10, 2018 / / 0 Comments

Prior to enrolling in my Leadership 101 course, I was naive and never questioned the different answers as to what makes a good leader. The image that came to mind of a “good leader” was someone who had resources and was able to influence others. Throughout this course I have come to learn that the term “leadership” has different meanings to different individuals. I have searched to find what is my definition of being a leader and understand the concept of leadership. By exploring this concept, I challenged my initial beliefs of leadership and practiced leadership skills through various activities. William Cronon’s essay on being a leader sparked the skill of critical thinking to define leadership and group presentations induced teamwork and public speaking to embody leadership.
 In William Cronon’s essay, “Only Connect…,” he lists ideal human characteristics that demonstrate the values that he believes liberal education should aim to instill in its students. Cronon believes that students who have the opportunity to receive a liberal education should acquire the skill of being able to connect to people and the world around them through writing, listening, problem solving, and viewing their surroundings as an environment they wish to grow with and grow in. When reading this essay, I was eager because the aspect of connecting with others was an overarching theme that was consistent within my initial thoughts that a leader should possess the traits of being respectful, passionate, and persevering. The more connections are formed and knowledge is shared through interactions, the more awareness and open mindedness is gained. By analyzing Cronon’s paper and practicing critical thinking, I was able to understand that an effective leader’s ability to connect with the people around them is the way that they are able to influence others.
With media and technology being one of the main focuses of LDR 101, each group was given advancement in technology and was to make a group presentation explaining the importance of the technology. My group was given the invention of the telegraph. The purpose of this project was to practice public speaking and teamwork, and those were two skills that an effective leader consistently practices. Before working on this project, I believed that a good leader is one that takes charge and has complete control of the situation. As we all began to work, I was exposed to the different styles that people have and all the different things each person has to offer. This exposure showed me that though a good leader knows how to step up, they should also know when to step down and allow others to grow. I was also able to practice public speaking in a comfortable environment. This allowed me to display more confidence in conveying information and emphasized the importance of speaking with a purpose in regards to leadership.
As the course is now coming to an end, a major take away point has been that everyone has the ability to lead. Leadership goes beyond the politics and hierarchical positions, but it is about the ability to practice the skills that enhance one’s ability to form connections.

Gallo Pinto (Costa Rica)

December 5, 2018 / / 0 Comments

Gallo Pinto

 

 

Citation: Gallo Pinto (Costa Rican Beans and Rice). Digital image. Striped Spatula. Striped Spatula. Web. 4 December 2018.

Gallo Pinto is the national dish in Costa Rica. This dish consists of a mixture of rice and beans and is garnished with cooked bell peppers, chopped onions, and garlic (Teahupoo, pars. 3). Due to the vibrant mixture of beans and vegetables, the rice gets a multicolored appearance, and as a result, Gallo Pinto has the nickname “spotted rooster” (“Gallo Pinto (Costa Rican Beans and Rice)” pars. 4). Though this dish can be eaten at any time of the day, Gallo Pinto is commonly served as part of a traditional Costa Rican breakfast with eggs, queso, tortillas, and sweet plantains (“Gallo Pinto (Costa Rican Beans and Rice)” pars. 5). The reason I chose this dish is because rice and beans are staples across many cultures, and I wanted to explore its origins and compare it to the plethora of variations that are available around me today.

Culturally, the ingredients in this dish play a large part in the identity of Costa Rica today. Rice is the main ingredient in this traditional dish from Costa Rica. It plays an important role in the cultural aspect of Gallo Pinto because it gives insight into the history of how the meal came to be. The preparation and introduction of the rice was heavily influenced by African Americans (Howard, pars. 2). A part of the duties of the African slaves in Costa Rica was to cultivate the rice that was served in the Gallo Pinto to the natives. It is believed that African slaves brought the recipe of this dish to Costa Rica, which explains the reason why there is a large African influence on the island (Howard, pars. 2).

Gallo Pinto reveals important clues about the structure of the Costa Rican government. With rice and beans being necessary ingredients in Gallo Pinto and staples in the diets of Costa Rican citizens, the government strives to maintain and regulate the inflation rates on them (Christa, pars. 1). This is due to the fact that the people of Costa Rica have struggled with poverty in the past, and the government wants to provide the necessities at an affordable price for its residents (Christa, pars. 1).

The conflict with Nicaragua also plays a role in the cultural aspect of Gallo Pinto. The feud between the two countries stems from the question of which country gets claim to the dish’s origin. As a result the rice and beans combination is a nationally well-known dish in both countries, but there are variations amongst the recipes and ingredients (Nalley, pars. 3). Costa Ricans make them with black beans, while the people of Nicaragua make them with red beans (Nalley, pars. 4). The two countries competed in the Guinness Book of World Records as to who could make the largest amount of Gallo Pinto (Nalley, pars. 5).

Costa Rica has water surrounding the country on both sides. The abundance of access to water is beneficial because it allows for the mass cultivation of rice, which can be used to prepare Gallo PInto (Teahupoo, pars. 4). When cultivating rice, the people of Costa Rica chose to keep the process natural by using plants and insects to protect crops rather than pesticides (Arias, pars. 4). This shows that, unlike in America where we use artificial coloring in candies such as M&M’s, Costa Rica strives to promote natural living (Wollen, pars. 1). Farmers in Costa Rica practice natural efficiency by creating organic fertilizers by transforming farm waste (Arias, pars. 5).

 

Works Cited

 

Howard, Christopher. “Live in Costa Rica Blog.” Live in Costa Rica Tours, 23 Mar. 2017, www.liveincostarica.com/blog/2017/03/the-history-of-gallo-pinto-for-expats.html.

Stripedspatula. “Gallo Pinto (Costa Rican Beans and Rice).” Striped Spatula, 25 Mar. 2018, stripedspatula.com/gallo-pinto/.

Christa. “Costa Rican White Rice Recipe.” Pura Vida Moms, 29 May 2018, www.puravidamoms.com/costa-rican-white-rice-recipe/.

Nalley, J H. “The Gallo Pinto War Between Nicaragua and Costa Rica.” Made in Central America, 18 Mar. 2011,www.madeincentralamerica.net/2011/03/gallo-pinto -war-between-nicaragua-and.html.

Arias, L. “Costa Rica Promotes Pesticide-Free Rice Farming.” The Tico Times Costa Rica, The Tico Times | Costa Rica News | Travel | Real Estate, 17 Oct. 2016, www.ticotimes.net/2016/10/18/pesticide-free-rice-costa-rica.

Wollan, Malia. 2016. “Brand New Hue: The Quest to Make a Blue M&M.” New York Times, https://www.nytimes.com/interactive/2016/10/09/magazine/blue-food-coloring -mars-company.html?_r=0

Teahupoo. “The Diet Of Costa Ricans And How It Keeps Them Healthy.” Singapore Travel Guide, www.streetdirectory.com/travel_guide/24531/food_and_drink/thediet_of _costa_ricans_and_how_it_keeps_them_healthy.htm

Gallo Pinto (Costa Rican Beans and Rice). Digital image. Striped Spatula. Striped Spatula. Web. 4 December 2018.

 

Structure and Function of Horseshoe Crab (Limulus Polyphemus)

December 5, 2018 / / 0 Comments

Horseshoe crabs (Limulus Polyphemus) are able to carry out a plethora of functions and are able to use their six set of appendages for for the purposes of feeding and walking. Specifically when looking at the structure of the multiple sets of legs, which stem from the second and last set of appendages, both male and female horseshoe crabs legs’ have various functions that go beyond just walking (“Horseshoe Crab Anatomy”).

Attached as the second set of appendages, the pedipalps are the first set of legs that are crucial to the survival of a horseshoe crab (“Crash: A Tale of Two Species Horseshoe Crab Anatomy,” 2011). Because the stomach and legs of a horseshoe crab are very close together, the pedipalps are structures that draw a connection between moving and feeding (“Horseshoe Crabs, Limulus polyphemus,” 2017). Amongst the pedipalps are two sets of legs that are called Chilaria (“What’s in a Horseshoe Crab?” 2012). The function of the chilaria is to help the horseshoe crab to catch food and guide this food towards their mouth and teeth (“What’s in a Horseshoe Crab?” 2012). When looking at the physical appearance of pedipalps, they bare pinchers on the ends of each of these legs (“Horseshoe Crab,” 2018) . As the horseshoe crab is walking, the movement of the pinchers pinchers help the horseshoe crab to tear up its prey before it is passed onto the its digestive tract (“Horseshoe Crab,” 2018).

The pedipalps of female and mature male horseshoe crabs differ in structure and function. The structure of pedipalps for females remains consistent their whole lives; they keep pinchers at the ends of their legs and mainly use their pedipalps for walking (“What’s in a Horseshoe Crab?” 2012). However, when male horseshoe crabs being to mature, their pedipalps begin to develop hooks (“What’s in a Horseshoe Crab?” 2012). These hooks resemble to appearance of “boxing gloves,” and they are used to grab females during spawning (Fredericks, A. D., 2012, p. 87).

A horseshoe crabs last set of appendages are referred to as “pusher legs” (“Topographic Characteristics”). The first four pusher legs have claws, and the last pair of pusher legs have a leaf-like structure  (“Crash: A Tale of Two Species Horseshoe Crab Anatomy,” 2011). Similar to pedipalps, pusher legs also serve the purpose of walking; however, they mainly help to push sand and sediment out of the way while a horseshoe crab is walking (“Horseshoe Crab,” 2018). After the spawning between male and female horseshoe crabs, female horseshoe crabs use their pusher legs to form a shallow nest between high and low tides (“Atlantic Horseshoe Crab,” 2017).A horseshoe crab’s pusher legs also contain an organ called flabellum (“Topographic Characteristics”). Because flabellum has one million sensory cells, it is used by a horseshoe crab to test the composition of the water that passes through the animals’ gill chamber  (“Crash: A Tale of Two Species Horseshoe Crab Anatomy,” 2011).

Horseshoe crabs are a part of the arachnida class, and there are similarities and differences between horseshoe crabs and spiders when comparing their legs (Culin & Goodnight, 2018). Similar to horseshoe crabs, spiders also have pedipalps (Culin & Goodnight, 2018). Instead of being used for walking and grasping, spiders use their pedipalps for insemination. A male spider loads his pedipalps with sperm before encountering a female (Buffet & Viera, 2016, p. 97). Though there is a slight parallel between the pedipalps in horseshoe crabs and the pedipalps in male spiders both being used to assist reproduction, spiders use their pedipalps as a copulatory organ (Buffet & Viera, 2016, p. 97).

 

Works Cited

 

Horseshoe Crab Anatomy. In Maryland. Retrieved from https://dnr.maryland.gov/ccs/Pages/horseshoecrab-anatomy.aspx

Crash: A Tale of Two Species Horseshoe Crab Anatomy. (2011, March 13). In PBS. Retrieved from http://www.pbs.org/wnet/nature/crash-a-tale-of-two-spec ies-horseshoe-crab-anatommy/593/

Topographic Characteristics. In The Horseshoe Crab. Retrieved from http://www.horseshoecrab.org/anat/anat6.html

What’s in a Horseshoe Crab? (2012). In Janice Petrie. Retrieved from https://janicepetrie.com/the-horseshoe-crab-anatomically-speaking/

Horseshoe Crabs, Limulus polyphemus. (2017). In Marinebio. Retrieved from http://marinebio.org/species.asp?id=281

Atlantic Horseshoe Crab. (2017). In Tybee Marine Science. Retrieved from https://www.tybeemarinescience.org/naturalist/atlantic-horseshoe-crab/

Horseshoe Crab. (2018). In Virginia Institute of Marine Science.Retrieved from http://www.vims.edu/research/departments/fisheries/programs/multispeci
es_fisheries_research/species_data/horseshoe_crab/index.php

Culin, J,. Goodnight, M. L., (2018). In Encyclopedia Britannica. Retrieved from https://www.britannica.com/animal/arachnid#ref494977

Fredericks, A. D. (2012). Horseshoe Crab : Biography of a Survivor. Washington, DC:Independent Publishers Group. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip.shib&db=nlebk&AN=454198&site=ehost-live&scope=site&custid=asc1

Buffet, C., Viera, C., (2016). Loading the male pedipalps: sperm induction in a subsocial spider. Journal of Arachnology.44:96–98. 96. Retrieved from     https://www.researchgate.net/publication/297892414_Loading_the_male_pedipalpalps_Sperm_induction_in_a_subsocial_spider

 

Five Strengths

October 23, 2018 / / 0 Comments

After taking a StrengthsFinder quiz, my results revealed that I have a personality that focuses on the woo, positivity, learner, communication, and achiever themes. When looking specifically at the “woo” theme, I constantly have the desire to meet and win new people over in my everyday life. This trait of mine has been a strength in scenarios such as an interview that I had for an internship at Eastside Medical Center. I was able to get along with my mentor and create a connection with her by engaging in conversations and being confident whilst talking to her. This is a strength because it allows me to navigate through the world and form relations with others. The woo trait would help me in the future by establishing a good impression to potential future employers. From the five strengths that were identified in this report, I would like to highlight my trait of being effective at communication. Along with enjoying getting to know others, I also like to keep relationships going through effective communication. I believe that being able to communicate is a crucial trait a leader should attain, and communication being one of my strengths, shows that in a group setting I like to offer my opinions. This strength also shows that in regards to my work style, I prefer explaining concepts verbally.

 

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