Showing posts with label SU. Show all posts
Showing posts with label SU. Show all posts

Monday, December 1, 2014

Indigenous Values Part 2: A Recap of My Explorations

You know, I was a bit skeptical at first, but this Native American/Women's and Gender Studies class has really turned out to be a very positive experience. Not only has it been a valuable facilitator in developing my own opinions and thinking critically about issues we breezed through in grade school, it has been a gateway to a way of thinking not prevalent in western society. With this being said, I think this post will be a great opportunity to get a little nostalgic and explore the good things I have learned from this class.

This blog post should more appropriately be titled: Personal Explorations in HNR360: Women's Rights, a Native American Tradition

This class had that sociological perspective on biology, and science in general, that every hard science major should mingle with. Reliving my observations from a non-eurocentric point of view (pov), but rather an indigenous or native american pov has restored some of the beauty and mystery that academia pulls from nature. Truly a gift to be a part of this class, and under the instruction of a great professor.

Topics to be expanded: Government, rape culture, GMOs, The Decline of Women Equality, Science, Medicine and the Church

**Note there were many more topics that were explored during class (ie. The boarding school experience, native american lifestyle, women's role in native societies, just to name a few, but this post would be endlessly long so I chose to exclude these, and others)

August 28th: GOVERMENT, RAPE CULTURE
In reference to native american government:
“They are to leave personal issues at the door; not use harsh tones and think about the coming generations in their decision making. They are to end their meetings before the sun sets”. Could you imagine how efficient Congress and the House of Representatives would be if they only followed this small list of civil rules?

In response to the question: “What are the ingredients for a rape culture?”, my answer is complicated. I feel that in order for this culture to arise, it involves a necessary superiority complex as well as the lack of fear of punishment. In a culture that contains the previously listed, there would need to be a “dominant” gender, ethnicity, or creed that feels their actions are of above the law because of their targets “inferiority”. It is for this reason that I believe it is improbable for sexual abuse to be common in indigenous cultures. Since creed and ethnicity are stable in these societies, gender appears to be the sole determinant. From my understanding male and female gender roles are incredibly equal in importance and strength making the reduction of ones gender to the other impossible without a cultural overhaul (ie. westernization).

September 12th: RAPE CULTURE (does it extend to Mother Earth?)
The elephant in the room the past week has been our focus on rape culture. Beginning the discussion, the statement “sovereign women in sovereign nations” was brought to the chopping block in order to kindle a heated debate on what it could mean, which then led to an important exploration of whether or not Mother Earth has sovereignty. When people take legal claim or forceful possession of a patch of Mother Earth, what are they actually obtaining? If Mother Earth were a sovereign woman, would it be right to violate her in the ways modern culture does? My thought is, that when you purchase land, or obtain it legally, to the state you are “marrying” that land; for better or for worse, for richer, for poorer, in sickness and in health. The vows you take with Mother Earth should be no different than those you swear to your spouse. Just as Mother Earth cares for you, humanity should care for her. I feel that in many ways this is how the indigenous culture treats their relationship to the land.

A second digression of Thursday discussion that I found myself pondering was how we defined the ways to violate someone.
-in mind
-in body
-in spirit
In class we determined that a violation of body is called rape. But what is the equivalent offense to rape of the other two (mind and spirit). This is an interesting thought that I have been having trouble defining.

September 29th: GMOs
We have been talking about GMO’s for a week or so now but not ONCE have we actually gone through the classroom and discovered why people are afraid of them. Does anyone know why GMO’s are “bad”? 
As far as natural goes, no, GMO’s are not natural by any definition, but what about the world around you is? Our buildings are made of steel (a man-made alloy), we vaccinate to prevent mass disease, we use fire to cook our food, we fly around in airplanes, we have flattened hills and hollowed mountains to lay track and road for transportation, we have gone great lengths to connect the United States and truly make it one nation. But now, as we modify crops to feed our growing population, we receive scrutiny?

October 6th: THE DECLINE OF WOMEN EQUALITY
Jewish people during the Iron Age worshipped Yahweh (God’s names) and Asherah as a pair.
During the “exilic period: the impulse to assimilate the attributes of the many gods and goddesses of older polytheistic systems to the one god, YHWH. Language that speaks of God as mother, for example probably represents the assimilation of Asherah’s maternal characteristics to YHWH.”

So could we blame the view of women in the world as the result of a radical reform to consolidate polytheistic religions? 

October 13th: SCIENCE
One of my favorite quotes from Braiding Sweetgrass by Robin Wall Kimmerer: “I smile when I hear my colleagues say, “I discovered X”” “It was here all along, it’s just that [they] didn’t know it”. To be honest I have never thought of science this way, but it makes complete sense. When you move into the realm of profound scientific “discoveries” such as gravity (Isaac Newton) and the solar system (Nicolaus Copernicus), the wonder of their “discoveries” often distracts from the reality of the world around us. For in fact, those things have always been and most likely continue to be. In that same realm I am wonderstruck in the thought of how many things there remain to “discover” in the things that we look at everyday.

And in reflection of another quote from the book:
For when time is not of the essence (especially when you are a child during summer break) even the mundane becomes extraordinary. “I could not bear the loneliness of being dry in a wet world”, “I want to be part of the downpour, to be soaked, along with the dark hummus that squishes underfoot. I wish that I could stand like a shaggy cedar with rain seeping into my bark, that water could dissolve the barrier between us. I want to feel what the cedars feel and know what they know” (295). What a powerful thought, clear and expanding, free and unfiltered. It is series like this one that make this book so enjoyable to read.

November 17th: MEDICINE AND THE CHURCH
Just wanted to note that I got a good laugh out of the Church’s deductions.
1. Medical Schools and the Devil are the only places you can learn about medicine
2. Learning medicine from the devil is heresy and punishable by death
3. Women are not allowed in Medical Schools
4. Therefore, if women know medicine, they learned it from the Devil and should be punished by death
Classic Church logic…

I was extremely amazed when I discovered Pedanius Dioscorides (40-90 AD), a greek physician, pharmacologist and botanist, and his pharmacopeia, which was a 5-volume encyclopedia of herbal and related medicinal substances.  I wonder if their discovery of herbal healing came through their own studies of from an encounter with an indigenous culture?

Anyways, herbalist remedies existed in the foundation of western society, where did it get lost?
I am not sure, but I hope to find out. The divide may have come with the Church’s monopoly on medical knowledge, creating a filter for healthcare in western society. Their scare tactics of retributive health (you’re sick because you sinned) created fear and fostered followers. What a wicked practice… It’s no wonder when westerners were exposed to the practice of indigenous medicine they were so easily swayed by its effectiveness. 

Sunday, November 30, 2014

Syracuse University: Facilitating a Voice for the Voiceless

In our blogging class about 2 weeks ago we had a screening of: 

and apart from all of the issues and ideas it brought to light, I thought this would be a perfect opportunity to talk about, or rather, advertise Syracuse Universities (SU) presence in the facilitated communication community.  

It was very peculiar seeing multiple members of the cast wearing Syracuse apparel, which didn't seem as strange after our teacher, Lance Mannion, informed us that they had received some training at SU. 

Although, for some off reason, IMBD does not list them as part of the cast, Harvey Lavoy, and Pascal Cheng played supporting roles (as facilitators, discussed further down in this post) for the actors: Tracy Thresher and Larry Bissonette (here is a blog that describes their roles and lives).

Of the two "supporting actors", in 2006, Harvey [Lavoy] received a Certificate of Recognition as a Master Trainer in Facilitated Communication Training from Syracuse University". After a bit more digging, I found that IMBD lists Douglas Biklen as a co-producer with Geradine Wurzburg. Of these two producers, "Biklen is Dean of the School of Education; and is a Professor in Cultural Foundations of Education and Teaching and Leadership, faculty in Disability Studies, and the Senior Researcher at the Institute on Communication and Inclusion at Syracuse University". What ties to Syracuse University this great film has!

So without further ado, 

What is facilitated communication and it's relationship with SU? 

In 1992, Douglas Biklen founded SU's Facilitated Communication Institute. This institute has since been renamed to the Institute on Communication and Inclusion in order to "[represent] a broadened focus developed over the past 20 years, reflecting lines of research, training and public dissemination that focus on school and community inclusion, narratives of disability and ability, and disability rights. Its initiatives stress the important relationship of communication to inclusion".

Facilitated communication (FC): 
"Facilitated communication is a technique by which a “facilitator” provides physical and other supports in an attempt to assist a person with a significant communication disability to point to pictures, objects, printed letters and words, or to a keyboard."

A facilitator, or communication support person "supports", the communication aid user, or FC user, in communication.

For example, in Wretches & Jabberers, Tracy Thresher and Chammi Rajapatirana (amongst others) are users of Augmentative and Alternative Communication (AAC) devices for FC.
Tracy's facilitator in Wretches & Jabberers was Harvey Lavoy, and Chammi's was his mother.

For the record, FC has had a rocky road, BUT has been taking leaps and bounds in the right direction to depart from controversy.

Syracuse Universities Institute on Communication and Inclusion (ICI)
The ICI does research and provides training for those who want to become facilitators and trainers.

Current research:

  • Master Trainer’s Research Project
    • "to identify qualities, skills, characteristics and competencies of highly effective trainers in the practice of supported typing"
  • Lexical Analysis Research Project
    • "to examine a corpus of texts produced by both FC users and their facilitators for lexical traits and patterns"
  • Independence Research Project
    • "This study aims to understand how individuals who type to communicate work with their facilitators and trainers to develop greater physical independence and improvement of other typing skills during training sessions over a period of 4 months"
  • Mothers’ Life Stories Research Project
    • to understand "the perspectives of families and, particularly, mothers of individuals who type to communicate", in order to "[understand] the larger historical, social, familial, and even educational contexts that influence and effect people who type to communicate and their families. With a better understanding of these social contexts (schools, families, friends, professional, general public) [they] hope to improve support and opportunities for the families of people who type to communicate"
Training:
Syracuse University has continued to be heavily involved in aiding the voice of those previously thought to be voiceless for the past two decades. SU under the direction of Biklen have been large advocates for the idea of Presuming Competence, an idea outlined in this article by Biklen and Jamie Burke. Jamie Burke is a user of AAC devices, and graduate of Syracuse University. 

Here is a trailer of Wretches & Jabberers:

Wednesday, September 10, 2014

Syracuse University: Out With the Snowbirds, In With the Pre-Meds

source
Its is well documented that of the ~15,000 undergraduates at Syracuse University, a whopping 56% are not from the beautiful state of New York, but rather from all 49 other states and 123 other countries. As an ecology enthusiast, this statistic is staggering. What could be causing this migratory behavior, it is definitely not the weather.

For me, as a central New Yorker, Syracuse had always been an option. It's close to home, it's a respectable school, it generally touches all of my interests, it has good sports teams, but was there something I wasn't seeing? I had often visited the university throughout my childhood, watching sports games, attending events etc, but not once had I ever really looked at it as an academic institution. While frantically searching for schools, that forced perspective really changed me.

As an aspiring medical student, there are 3 necessities for undergraduate study:
1. Well-funded science facilities and programs
2. Research opportunities
3. Clinical opportunities

Syracuse is fertile ground for undergraduate pre-meds,

1. The Life Science Complex (LSB), completed in 2008, this 230,000 sq. ft. $113.6 million building, in addition to it's conjoined older brother, The Center for Science and Technology (CST), an equally impressive 200,000 sq. ft. building provide a state of the art research and education environment. LSB alone provides 27 interconnecting research laboratories for faculty and student interests. Well-funded science facilities and programs, check .

2. Research opportunities? No problem. In addition to all of the research the University provides, students can venture outside of the university to two other Universities less than a block away. So you like the Environment? SUNY ESF, Syracuse's "little brother" provides a plethora of "alternative" research for pre-medicine students including but not limited to the areas of plant, animals and the environment. So you like medical research? Apart form the various medical research taking place at SU, SUNY Upstate Medical University also hosts many undergraduate students. I imagine whatever life science your research interests lie, "The Hill" of Syracuse can accommodate. Research opportunities, check .

3. Apart from hosting its own student run ambulance, the University's location offers a key advantage that many other Colleges and Universities just cannot offer. Within two blocks of the University, there are THREE Hospitals (VA, Crouse, Upstate). Within fifteen minutes, there are FIVE hospital (St. Joseph's, Community General) as well as countless doctors offices and private practices. What more could you ask for? Volunteering and shadowing opportunities have never been more convenient... Clinical Opportunities, check .

It is for these reasons I had chosen Syracuse University as a senior in high school. Syracuse University is an excellent incubator for success in medical careers.

Students do not travel to Syracuse for the weather, there must be something here for everyone.