Summer at BMC

Sun-soaked postcards from Bryn Mawr College

July 30, 2013
by Alyssa Banotai
Comments Off on Emily Adams ’14: Workshops

Emily Adams ’14: Workshops

Emily Adams '14As I mentioned in my last post, I’ve finally turned 21 and have started attending Beat workshops in juvenile hall. The opportunity to work directly with incarcerated youth is one of the main reasons I chose this internship over the others that I was offered, so I was very excited to finally be able to attend. My only knowledge of juvenile hall comes from TV, movies, and my own research, but surprisingly, juvenile hall was exactly what I expected. Volunteers can’t bring anything into the hall, not even their phones, and are required to dress appropriately, which means no dresses, no tank tops, no scarves, and nothing red or blue, since those colors are frequently associated with gangs. We go through a metal detector and then a long series of doors and hallways before arriving in the space designated for the workshops, which is usually a classroom or a lounge area.

The youth are usually waiting for us already, so we quickly pass out paper, pencils, and the topic sheets for that week. We introduce ourselves and briefly explain what The Beat is and what we do in the workshops. Then, we ask for a volunteer to read each topic, and when they’re done, we discuss the topic as a group. Some topics naturally inspire more conversation than others, though we try to encourage youth to speak as much as possible. After we discuss all of the topics, we give them time to write, and the facilitators go around and help as needed. It’s very important to make sure we talk to every single participant so they know they’re valued and appreciated and have a chance to talk to someone who’s willing to listen. At the end of the workshop, we collect their writing and pass out the latest issue of The Beat.

It’s really interesting to see how the teens respond to the workshops. Some people start writing as soon as they receive a sheet of paper, not even bothering to read the topics. Some don’t write anything. Some won’t even look you in the eye when you come over to see how they’re doing, whereas others will talk your ear off if you let them. In many ways, they’re typical teenagers, but I am constantly surprised by the things they’ve been through and the things they talk about. We were talking about family in one of the workshops, and at least three young men, about fifteen or sixteen, mentioned that they had children. They talk about gang violence. They talk about drugs. They talk about solitary confinement. However, they also talk about love, and faith, and reincarnation, and quitting smoking, and all kinds of things which remind you that they are still young, that there is still hope for them.

The workshops are difficult, especially when teens don’t want to talk to you, or when they refuse to write a piece that’s not riddled with swear words, or when they tell you a story that breaks your heart. It’s an entirely new experience for me, but I think it’s a very valuable one. I’m being exposed to a group of people I would have otherwise never met, and I have the incredible privilege of listening to their stories, getting to know them, and hopefully beginning to understand them. I have already been changed, and I look forward to seeing how the rest of the summer will change me.

July 25, 2013
by Alyssa Banotai
Comments Off on Alicia Ramirez ’15: The Art of the Handshake

Alicia Ramirez ’15: The Art of the Handshake

alicia_ramirezThree weeks ago was all about breaking the routine. My supervisor and I took part of a conference at the nearby YMCA where our employer hosted a workshop called “The Art of the Handshake.”  Rising high school seniors and college freshman would soon start their summer internships in different New York City organizations and learn the importance of a great handshake and first impression. For many of those students, these would be their first jobs.

My role was to demonstrate how they should introduce themselves to each other; and what questions to ask. For example, I asked my supervisor where she was from and how long she had been working at the agency, and she asked me what I was majoring in.  After the students introduced themselves to their assigned peer, and later to the whole room, they introduced themselves to my colleague and I. This was a terrific opportunity to learn something about each student, and for them to learn something about me. I told each student where I attend college, and it turns out that one of the students is planning to apply to Bryn Mawr in the fall!

This experience is valuable for me for when I apply for internships or jobs after graduation.

Tips to making a favorable first impression:

  1. Maintain eye contact when speaking with someone
  2. Give a confident (not too firm, not too weak) handshake
  3. Remember an important detail from their introduction so that you can make a connection with him/her and to carry on an insightful conversation later on.

July 24, 2013
by Alyssa Banotai
Comments Off on Alicia Makepeace ’14: Water in Disguise

Alicia Makepeace ’14: Water in Disguise

alicia makepeaceChemistry can change day-to-day depending on the weather (humidity in particular) and other factors. Recently, we were testing an alternative oxidative method that uses copper salts instead of mercury. Originally, we saw semi-promising results that warranted further exploration. Therefore, more members of the lab started testing the method on various substrates. Some substrates showed promise. However, the very next day the same substrates posed problems, showing more conversion to unwanted side products. It was not until two or so days into unsuccessful experimentation that our lab instructor made what we originally thought to be an unrelated inquiry.

Our glassware was not coming clean and since we rinse with acetone this made him wonder about the authenticity of the acetone. Instead of being acetone, the substance appeared to be water. Magnesium sulfate reacts exothermically with water and we, therefore, added some to a beaker of the “acetone.” This produced an extremely exothermic reaction, indicating that the substance was mostly water with a tiny bit of acetone. The solvent system for our copper oxidations was acetone and this “unrelated inquiry” was not unrelated anymore. It meant that over the past few days we had been running reactions in water instead of the desired solvent.

Although this ordeal meant wasted lab time and starting material, we were determined to be positive and take away some lessons:

  1. Most of our starting materials are not soluble in water
  2. The chemistry was unable to fully take place in water
  3. We need to be more careful with the origin of our solvent

In times of frustration, especially with research, it is essential to remind oneself that in the end, some learning is taking place and that is all that matters. This has continued to be prevalent in other trying times during our research. This and the notion that eventual success will occur is what carry us through each day.

July 23, 2013
by Alyssa Banotai
Comments Off on Alexis De La Rosa ’15: Through the Student Lens

Alexis De La Rosa ’15: Through the Student Lens

Alexis De La Rosa '15 (left) with fellow intern Lauren Footman '14.

Alexis De La Rosa ’15 (left) with fellow intern Lauren Footman ’14.

I currently have a survey circulating that is available for all current students and alumnae who wish to participate (anonymously). The survey is to help me get a sense of what the student experience was and is like in terms of diversity and inclusion in academic and social settings at Bryn Mawr. Hopefully I can begin to piece together a timeline of what the student experience was like in the past, what it is now, and where we still have to go. For this post, I wanted to reflect a little bit on my experience thus far, and talk about some survey responses I have already received.

To be clear, there are no “right” and “wrong” answers to the questions in this survey. Everyone has their own unique experience at Bryn Mawr, and they are all completely valid. Quite a few responses I have read so far suggest that the word “diversity” is limiting to them, and that is why I have participants provide me with their own definition of the word at the beginning of the survey. Whatever you decide to write about in this survey, I am eager to read. I love that students and alums are challenging the way that we have these important conversations! It means that we are not stuck in one place as a community. All members of the Bryn Mawr community are constantly looking for ways to improve life on campus. That is the reason I fell in love with Bryn Mawr to begin with. Bryn Mawr is not perfect, and I do not expect it to be. What I do know is that this campus is full of intelligent, strong and determined women who have a desire to create change within our Bryn Mawr bubble, as well as the world that surrounds it. This is what sets a Mawrter apart from anyone else. Every day the women on this campus inspire me, and I believe it is why I am so passionate about this internship experience. My fellow intern Lauren said it best; “I hope that there is an institutional commitment to this internship or something like it until we reach a time when we no longer need it.” So, I encourage everyone to fill out the survey, to help us achieve our goals for this internship and our goals for the future of Bryn Mawr.

Throughout the summer, Lauren Footman ’15 and Alexis De La Rosa ’14, the inaugural Pensby Center interns, will blog about their research projects. The Pensby Center (formerly The Office of Intercultural Affairs) implements programs and activities that address issues of diversity, power and privilege, including but not limited to race, ethnicity, country of origin, class, gender, sexual orientation, religious affiliation and disability, with a goal of improving the campus climate and enhancing community life at Bryn Mawr College.

July 22, 2013
by Alyssa Banotai
Comments Off on Emily Adams ’14: Money, Meetings, and Miscellaneous

Emily Adams ’14: Money, Meetings, and Miscellaneous

Emily Adams '14It’s been a busy couple of weeks here at The Beat. Normally we spend most of our time typing, editing, and responding, but we’ve had several special projects to work on recently. Some are more exciting than others, which is pretty typical for such a small organization, but all of them have given me an interesting glimpse at the inner workings of a nonprofit.

One of the things we’ve been working on is expanding and updating our grant database. Since The Beat is a nonprofit, we rely on outside grants to support our work. These grants are all very competitive, so we spend a lot of time researching grants, filling out applications, and waiting for responses, and though we are often successful, we also receive quite a few rejections. We have an extensive database with information about all the grants we’ve applied for, as well as new ones we’ve just discovered, and the database has to be reviewed and updated regularly to reflect changes in grant availability and application deadlines. Recently, the other intern and I have spent quite a bit of time researching grants in the database to see whether or not The Beat is a good fit. There are also several deadlines coming up in August, so we’ve been researching the requirements and helping prepare applications.

We’ve also had a couple of volunteer groups in the past couple of weeks. One was a group from a leadership program for high school students, and we decided to hold a mock workshop for them so they could get a sense of what we do. We brought in some topics, gave them time to write, and then, after they left, we prepared their writing for publication in the next issue of the magazine. We also had a group of corporate volunteers come in. They had their own laptops, so we gave them some packets of writing from recent workshops, explained the typing process, and let them type for a few hours. The other intern and I ran the whole session, and it was pretty exciting to be able to train other volunteers after only working with The Beat for a month.

Finally, the other intern and I are working on an editor’s note for the next issue. The editor’s notes appear at the beginning of each issue, and each volunteer or intern will be asked to write at least one editor’s note at some point. The big prison-related news at the moment is the hunger strike at Pelican Bay State Prison. Inmates are protesting against prison conditions, especially the use of long-term solitary confinement. We’re using the hunger strike as an opportunity to discuss solitary confinement in our editor’s note, so we’ve been doing a lot of research about the physical and emotional effects of being isolated for months or even years at a time. It’s too complicated of an issue to discuss in depth here, but it’s been a very powerful and illuminating experience for both of us.

In other news, I’m twenty-one now and will be attending my first workshop this week, so keep an eye out for next week’s post on my experience in juvenile hall!

July 19, 2013
by Alyssa Banotai
Comments Off on Mikah Farbo ’14: Data Analysis

Mikah Farbo ’14: Data Analysis

Mikah FarboThis week I’ve been working on analyzing data. The classrooms that PaTTAN serves use a VB-MAPP assessment created by Mark Sundberg. The assessment tests students on what they know. The assessment is given in the beginning of the year and again at the end of the year and is shown on a chart with two colors—the first test (pre-test) and the second test (post-test).

Once the teachers turn in their charts, I sort them by school, class, teacher, and time that the classroom has been using VB-MAPPS.  I enter each student’s total test scores (pre and post) in an Excel document along with pre and post scores for mands, tacts, listener responses, socialization, and intraverbals. It’s so neat to see the children’s progress and how much they learn over the course of a school year.

The student’s VB-MAPPs show how effective applied behavior analysis techniques are for children with autism which is one of the biggest benefits of applied behavior analysis techniques—the proof and evidence. Many other techniques used with children who have autism aren’t proven in data.

While analyzing charts, calculating scores, and entering data isn’t the most fun work, it’s interesting to see how helpful the VB-MAPP program has been for these children with autism!

July 18, 2013
by Alyssa Banotai
1 Comment

Lauren Footman ’14: Alumnae Enthusiasm for Perry House Research

Alexis De La Rosa '15 (left) with fellow intern Lauren Footman '14.

Lauren Footman ’14 (right) with fellow Pensby Center intern Alexis De La Rosa ’15.

On June 1, I had the pleasure of attending the Women of Color Gathering during Reunion Weekend. This was an informal conversation in the Pensby Center living room, which was mostly attended by alumni of the African Diaspora, along with allies and administrative staff. During this conversation I was able to learn about the lives of the alumni post-graduation, and also their experiences while at Bryn Mawr. It was great to hear their stories of being in Sisterhood, and living in Perry House. I had the pleasure of actually meeting women who organized the petition to have Perry House designated as the Black Cultural Center. They shared why Perry House was so significant to their Bryn Mawr experience, and what their hopes were in this time of transition. I was even able to get pictures from alums to add to the Perry House folder in Special Collections.

I was most inspired though, by the fact that these women of color faced some of the same issues as I am, but still continued on their journey here at Bryn Mawr. It is a wonderful feeling to know that you are no alone in what you are experiencing, and that there is a network of women who care about the issues that are impacting undergraduate students. It was great to see how eager they were to share stories to help me with my summer research. I was even able to identify local alums that might be able to be a part of the oral history portion of my project.

Although, some time was spent sharing personal journeys after Bryn Mawr, a huge portion of the time was spent discussing Perry House. It was great to see that these alums were just as passionate about the Black Cultural Center as current students. They shared similar stories about Perry as current students and they even shared what it was like to petition the administration to turn this residence into the Black Cultural Center. This group was definitely comprised of people who were instrumental in trying to make Bryn Mawr a more inclusive community.

 

Throughout the summer, Lauren Footman ’15 and Alexis De La Rosa ’14, the inaugural Pensby Center interns, will blog about their research projects. The Pensby Center (formerly The Office of Intercultural Affairs) implements programs and activities that address issues of diversity, power and privilege, including but not limited to race, ethnicity, country of origin, class, gender, sexual orientation, religious affiliation and disability, with a goal of improving the campus climate and enhancing community life at Bryn Mawr College.

July 16, 2013
by Alyssa Banotai
Comments Off on A Postcard from: Avignon, France!

A Postcard from: Avignon, France!

The following postcard was submitted by French major Heidi Gay ’15, who writes: “…11 Bryn Mawr students are spending six weeks of their summer in Avignon, France, with the College’s Institut d’études françaises d’Avignon.”

Students in Avignon

Grace Barlow ’14, Rayna Allonce ’15 and Isabelle Wozniak ’15, at Vaison-la-Romaine.

View of a French village in the countryside.

View of a French village in the countryside.

July 16, 2013
by Alyssa Banotai
Comments Off on Ivana Wang ’15: Take Two!

Ivana Wang ’15: Take Two!

Ivana WangThis week, a major problem has been detected. The primers used originally had the wrong sequence, so they had to be redesigned and reordered. We found out that the insert was not in the LR product or the BP product, so even if everything worked, it does not contain my insert of interest. So, back to the drawing board!

When the correct primers arrived at the lab, I decided to run both Gateway and Traditional cloning concurrently, to see which method worked better. I ran PCRs of the insert for both cloning methods, and then ran gels for both to ensure that the insert was in the PCR product. Then, for Gateway cloning, everything will be done the same way as discussed previously. For traditional cloning, DNA ligase will be used to put the insert into the PET vector.

I spent the past couple of days using restriction enzymes to cut the vector and the PCR product to get them ready for insertion, and ran more PCRs and gels for BP clonase colonies to make sure that the insert is in the vector, and that the transformation was successful.

Once transformation has been performed by E coli, the final product will be isolated and expressed. This mistake taught me that starting over again does not mean the end of the world. Having put one month of hard work behind me, I am ready to use all of the techniques and methods I learned to put my best foot forward for the rest of my time here.

July 11, 2013
by Alyssa Banotai
Comments Off on Follow a Tri-co Research Group in Mexico!

Follow a Tri-co Research Group in Mexico!

3541541_origSince June, Katie McCormick ’13, Alex Mannix, ’15, Helen Felker ’16 (HC), and Caroline Batten ’14 (SC), have been conducting research in Oaxaca, Mexico with Tri-co Assistant Professor of Linguistics, Brook Lillehaugen. Their work centers on the growing academic and cultural movement for the celebration and dissemination of  Zapotec, an indigenous language of southern Mexico.

They will be posting updates and photos on their progress in spreading the Zapotec language on their website and blog.

Follow their updates on archiving and field work via their blog!