|Steve Windsor, database administrator, suffers from repetitive strain injury and uses special ergonomic tools at work such as rubber-ball chair, a specially designed mouse, a headset and a touch-sensitive keyboard.|
| Working on a computer all day can become a real pain in the neck (and the back and forearms and hands). Fortunately, a new ergonomics Web site created by Information Technology Services has several suggestions to keep bodies in balance.
The site, http://www.wesleyan.edu/its/ergonomics/, offers advice on good working positions, stretches, workstation guidelines for health, an office ergonomics checklist and even the Occupational Safety & Health Administrations guidelines for proper video display viewing.
Ergonomics is the science that studies the relationship of humans to their working environment and seeks to improve working conditions and increase efficiency. Proper ergonomics can prevent repetitive strain injury, explains Steve Windsor, database administrator.
Repetitive strain injuries are a subtle affliction which may develop undetected for months or years before it is noticed by the user, Windsor says. Correspondingly, it may take the same amount of time for the user to completely heal.
Windsor knows about work-related physical stress first hand. Ten years ago, the then-corporate programmer noticed tightness in his neck and shoulders and pain in his arms and wrists. He tried to ignore the pain for several months, but by the time he saw a doctor and was prescribed physical therapy, it was too late. For six months, he was unable to type, and any forms of gripping jars, door handles, steering wheel and even shaking hands became too painful to bear. Windsor lost his job as a result.
In 1997, Windsor came to Wesleyan where they were very receptive and supportive of my condition, he explains. Windsor currently goes to physical therapy sessions in combination with anti-inflammatory drugs and nutritive supplements.
At work, he uses a rubber-ball chair to align his spine, a specially designed mouse, a headset that he can use to dictate text rather than type it, and a touch-sensitive keyboard that eliminates the need to push keys.
Several body-aligning illustrations are depicted on Wesleyans ergonomics Web site. The site suggests simple stretches, such as a head rotation, lateral neck stretch, finger flexor stretch, standing back bend and arm stretch.
Each stretch should be performed throughout the workday, explains Brandi Hood, senior project coordinator for Physical Plant and ergonomics expert. Hood makes formal assessment of Wesleyan employees workstations.
Windsor says when an employee is diagnosed with a repetitive strain injury a typical reaction is to throw ergonomic equipment at the problem. However, the employee’s posture and work habits are the most important issues to study for a correct diagnosis.
All the ergonomic equipment in the world will not affect positive change unless the user addresses postural and working habits, says Windsor.
When setting up a computer workstation, Hood suggests that employees should be aware of neutral body positioning. This is a comfortable working posture in which joins are naturally aligned. This reduced stress and strain on the muscles, tendons and skeletal system.
Proper posture and limb alignment include making sure your feet are flat on the floor, your butt is all the way back in the chair, your back is in contact with the back of the chair, and your arms are relaxed close to your sides to reduce the severe angles between your shoulder and elbow and your elbow and wrists, she says.
These postures are illustrated on the ergonomics site.
This year, Hood and Julia Hicks, associate director of Human Resources, are planning at least one ergonomics session for Wesleyan employees.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
| Thanks to more than $920,000 in private donations, including one from a notable alumnus, Wesleyan will install a new synthetic turf field in hopes of having it ready for play this spring.
The field will be located on the grounds of the former Long Lane School and provide a competitive playing surface for Wesleyans varsity lacrosse and field hockey teams, as well as foul-weather practice space for other varsity sports including football and soccer. Baseball and softball teams will also use the field for pre-season practice in late February when Bacon Field House becomes overcrowded. The field will be available for selected club sports, intramural play, sport camps and some use by the local community, as well.
Wesleyan is installing the field in part to maintain a competitive edge with peer schools in the New England Small College Athletic Conference (NESCAC).
The sport of field hockey in particular has adopted synthetic turf as the surface of choice, says John Biddiscombe, Wesleyans director of athletics and chair of physical education. The synthetic turf provides a faster, more exciting game for participants and spectators. High schools throughout the country are moving field hockey games and practices from grass to synthetic surfaces and soon high school players will come to Wesleyan with an expectation to play on the artificial surface.
The same can be said for lacrosse.
More than 160 alumni and parents earmarked donations for the field, including one of Wesleyans more famous former lacrosse players, Bill Belichick, 75. Belichick is coach of the New England Patriots and father of Amanda, 07, who is a varsity lacrosse player.
The field will be composed of Polytan Megagrass 2025. The project is scheduled for completion by April of this year. Wesleyan is hoping raise an additional $300,000 to outfit the field with lights, bleachers, a scoreboard, protective netting and other amenities.
Several alumni, parents and friends of the university have been actively involved in helping to raise the funding for the field, including Moira Byer P’06, David Campbell ’75, P’10, Michael and Marilyn Dee P’06, Mike McKenna 73, Preston Smith ’64, P’06, Jim Walsh P’07 and Cole and Katherine Werble P’07.
|By David Pesci, director of Media Relations|
Perfect Web Sight: Web Manager Designs Wesleyan’s Online Communications with Consistent Message, Look, Feel
by Olivia Drake •
Jen Carlstrom, Web Manager in the Office of University Communications, helps departments learn to update their own Web site information.
|Jen Carlstrom grew up sketching Disney cartoon characters, molding clay figurines and designing Christmas cards on her fathers computers. As she matured, so did Carlstroms love for art and technology, which has ultimately led to a career as Wesleyans Web manager.
“Ive always loved drawing and using the computer to create arts projects, she recalls. Designing on the Web combines those two passions I’ve had since I was a child.
Carlstrom, who came to the Office of University Communications in 2001, is celebrating her fifth year building and designing Web pages this year at Wesleyan. She came to the university with a bachelors of fine art in graphic design from the University of Connecticut and an extensive list of high profile clients, including Pfizer, Philip Morris, Allied Domecq and IBM. Her work included leading multimedia projects, designing Web sites, working on interface design and helping come up with companies visual identities.
As Wesleyans Web Manager, Carlstrom oversees communications through the Web by making sure Wesleyans pages have a consistent message, look and feel. She stresses branding, or the visual way Wesleyan is marketed to the public.
We want to create a consistent, recognizable identity in all our Web communications, Carlstrom says. This includes our logo, colors, fonts and imagery. We also help to leverage technology to communicate to our audiences.
Carlstrom says accomplishing this can, at times, be challenging. Departments, which Carlstrom refers to her as clients, want to have their own identity and a site that stands out from the others. Carlstrom tries to give departments this freedom but within the cohesiveness of the universitys standards and identity.
“When we get a client who wants green text on a blue background, we explain that we want to help market their department, but consistency with the other Wesleyan pages can be a good thing,” she says. “We hope to create all department Web sites with a cohesive and unified look and feel while keeping the departments identity with certain features in our templates.”
Carlstrom points to the sites created for the English Department, http://www.wesleyan.edu/english/, and the Art and Art History Department, http://www.wesleyan.edu/art/, as recent examples. Carlstrom was able to work with the departments to retain their unique own look and feel and yet remain quickly identifiable as “Wesleyan” sites – a task thats not as easy as it sounds or looks.
“Jen brought a real clarity to the process, and she did it with a lot of good humor and patience,” says Marlisa Simonson, associate director for employer relations at Wesleyans Community Resource Center (CRC). “She helped us figure out our needs and then worked with us throughout the process to make sure that we were thinking in terms of both design and functionality.”
Simonson said functionality was a key because CRCs site http://www.wesleyan.edu/crc experiences heavy traffic.
It was much more than just upgrading a look that met our needs and got it in line with university standards, she says. We really wanted to improve the way the site provided service. Jen was great in helping us reach all those goals.
A big part of Carlstroms job continues to be working with clients to update their sites with the newly-created Wesleyan style and providing better Web-based services to their audiences.
“Jen has taken on a set of formidable challenges: to make Wesleyan’s Web site a vehicle for effective communication with all the University’s constituencies, to integrate our online and print collateral, and to develop new media as part of our portfolio, says Justin Harmon, the director of communications. Wesleyan has strong platforms and needs leadership to realize the potential of these media. I am grateful that we are led by a professional who so deeply understands both the available technologies and communication design.”
Carlstroms Web team includes Web designer Ryan Lee and senior designer Anne Marcotty. The staff frequently consults with Pat Leone, World Wide Web administrator for technical issues in Information Technology Services (ITS). During the last few years, Leone worked with Carlstrom to implement a template system that gives university pages a consistent look and feel, and enables offices and departments to maintain current content.
Along with creating Web pages, Carlstrom and her colleagues have created Wesleyan screen savers; the new virtual tour; e-mails using HTML, the software language used on the Internet’s World Wide Web; and multimedia products for University Relations using Macromedia Flash. Carlstrom also co-developed a DVD slideshow for the alumni donor reception and another DVD of the universitys master plan for prospective donors.
We strive to better communicate our message using these technologies, she says.
The entire process of building a departments Web site takes roughly six weeks, depending on the clients schedule. Carlstrom holds an initial meeting with the client and discusses ideas and educates the client on the best use of the Web for their purposes. The Web team then designs a site based on the clients needs.
After a client approves the design, Carlstrom oversees the building of templates and training of the client on how to upload content onto their pages. These training sessions are usually about three hours long and provide clients with the know-how to manage their own sites.
Carlstrom also suggests clients new to Web design take additional software training in Adobe GoLive if they use a Mac, or Microsoft Office FrontPage if they are PC users.
Because she is doing this for the entire university, as well as the other projects mentioned, Carlstrom has to be a master of multi-tasking. In between playing watchdog to multiple Web projects, she spends her days usually in a lot of meetings with clients or her Web staff. Shes constantly communicating with the clients on the phone or through e-mail, in addition to working on her projects.
Were always here if the client has any questions, she says.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
College of Social Studies majors Angela Larkan 06 and Lindsey Reynolds 04 raise funds and awareness for orphaned pre-schoolers in South Africa through their non-profit organization, Thembanathi. Larkan’s thesis at Wesleyan involved establishing a method of care for AIDS orphans using their school system. (Photos contributed by Maya Casagrande)
| Angela Larkan 06 was raised in an apartheid South African town knowing that she could have been born into a poor family just down the road. With an estimated one in three South African children expected to be orphans by the year 2010 due to the AIDS virus, Larkan always knew she wanted to make a difference in her native country.
When I look into the eyes of the orphans, they all seem to be telling me the same thing, says Larkan, who has family roots in South Africa reaching back to the 1800s. They show me that they matter as human beings; that they have energy, love and innocence to offer the world, and that they need someone to help them survive.
In 2003, Larkan took on the task of co-founding a non-profit organization dedicated to raising funds and awareness for children in South Africa. The organization, Thembanathi, means “hope with us” in Zulu. Social studies major Lindsay Reynolds 04 has worked on and off in South Africa for the last three years on HIV prevention projects and co-directs Thembanathi with Larkan.
According to the South African Department of Health, in 2004, South Africa had more HIV positive people than any other country in the world. In the province of KwaZulu-Natal, known as the AIDS belt, 40.7 percent of women attending antenatal clinics had HIV/AIDS. Mothers have a one in three chance of passing the deadly disease onto their children.
Thembanathi partners with Holy Cross AIDS Hospice, a non-governmental organization which supports orphans of AIDS and other vulnerable children. Money raised by Thembanathi goes toward feeding programs, a summer camp, childrens educational fees, and transportation for children to and from the preschool, among other needs.
Larkans interest in the orphaned children of AIDS was intensified during her sophomore year at Wesleyan. She applied for the Davenport Study Grant, normally awarded to juniors doing thesis research, to go to South Africa and conduct research on the AIDS orphan crisis, and determine a strategy to best handle the dramatic increase of orphans expected by 2010.
I wanted to work on something that was real and more relevant to today’s world, she says.
Larkan received the grant, and for six weeks, she traveled around the city of KwaZulu-Natal, interviewing key players in orphan care and the AIDS pandemic. There, she worked with Reynolds, who received a similar grant her junior year to study in South Africa. That opportunity crystallized Reynolds’ interest in AIDS on an international level and expanded her interest to working with children orphaned and made vulnerable by HIV/AIDS. Together, the women witnessed dozens of pre-school-aged children left alone to fend for themselves in areas where hunger, disease, and poverty were already part of daily life. They communicate with the children through an acquired toddler Zulu and hire a translator when conducting research.
Our time there was fateful because we left with a desire, drive, and persistence to do more than just write about the AIDS situation, Larkan explains. We knew that we had to do something, no matter how small, to help the children that we had seen.
Larkan, who spearheads Thembanathi’s fundraising efforts, has coordinated benefit concerts, bake sales, candy-grams, refreshment sales at athletic games and jewelry sales to raise money for the organization. Beaded AIDS pins, handmade by Zulu women, are the programs top seller. Thembanathi raised $14,000 in its first two years, and acquired a $33,000 grant from the Wellesley Rotarians and Rotary International to establish a water purification system at Holy Cross.
Last summer, support from President Doug Bennet and the Christopher Brodigan Fund afforded the Thembanathi directors to return to South Africa for two months. While there, Larkan conducted some follow-up research on her thesis, which involved establishing a method of care for AIDS orphans using the school system. In addition, she developed a proposal that would link at-risk children in orphanages and schools with non-governmental agencies and social workers.
Larkan and Reynolds are also building networks, and are trying to have their ideas discussed in academic public policy circles.
Richard Elphick, professor of history, supervised Larkans thesis.
I certainly encourage my students to do projects in public service, but Angela is doing extraordinary things on a number of different fronts, he says. Rather than studying AIDS prevention, Angela is working on the other end – how to deal with victims, or the tsunami of orphans. Shes very intellectually acute and practical, and its wonderful that shes out there raising money for her cause.
A good part of running Thembanathi is administrative work, so Larkan and Reynolds can work using remote devices. Reynolds is living in Chad, Africa for 2 1/2 months doing more research as part of the completion of her Master’s in International Public Health from Johns Hopkins. Larkan, who finished her studies at Wesleyan in December, is living in Colorado.
Some people don’t understand why I want to spend four hours a day working on something that doesn’t pay me, but they haven’t met the children I worked with, Larkan explains. They haven’t interviewed officials who sadly, slowly, tell you how they country is being ruined. It is the experience on the ground that keeps me going. Children are innocent and don’t deserve to be the victims of a crisis this large before they have even learned to read.
Larkan and Reynolds hope to run Thembanathi full-time in the future and set up AIDS testing clinics and pediatric antiretrovirals for those AIDS orphans that are positive.
Larkan credits her experience at Wesleyan with her present and future plans. Shes worked in the Office of Community Service where she ran a group called AIDS and Sexual Health Awareness, teaching HIV prevention in local high schools and raising awareness about local and global AIDS issues.
Classes in government, economics, history and philosophy at Wesleyan provided Larkan with a broad range of pertinent information, allowing her to use to use these tools innovatively to build a model for orphan care. But it was Wesleyan’s students, she says, that inspired her to jump at the problem and try to change it.
Wesleyan’s atmosphere is inspiring and makes you want to be active in creating change, she says. Most importantly, it makes you realize that you can be a part of that change.
For more information on Themabanathi visit http://www.thembanathi.org/.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
AIDS AWARENESS: The Oasis Wellness Center of Middletown and the Green Streets Arts Center presented “Keeping the Promise: World’s Aids Day and Beyond” at Olin Library Dec. 1. The event included an art show, singing, speakers who are HIV positive and a vigil. Students and community volunteers handed out HIV/AIDS health information and red ribbons in commemorating Worlds Aids Day. (Photo by Olivia Bartlett)
by Olivia Drake •
| Professor Robert Brown, one of the founders of the Wesleyan World Music Program, died recently.
Brown was one of the first students to receive a Ph.D. in ethnomusicology from University of California Los Angeles. He was appointed assistant professor in Wesleyans Music Department in 1961 and joined the tenured ranks of the faculty in 1966.
Brown helped the department to grow rapidly to national and international prominence. He brought with him from UCLA a concept called “performance study group,” a musical pedagogy that emphasizes the importance of direct contact between students and master musicians from around the world. In this context, he brought to Wesleyan T. Balasaraswati (1918-1984), the most renowned classical South Indian dancer, and her brothers, a renowned flutist and drummer, T. Viswanathan (1927-2001) and T. Ranganathan (1924-1987), followed by master musicians from Africa, Indonesia and Japan.
Professor Brown had an important role in giving Wesleyans music program a distinctive character and legacy. After his departure from Wesleyan in 1971, Brown led a program at the American Society for Eastern Arts.
In 1973 he established the Center for World Music located in Berkeley, California. From 1979 until his retirement in 1992, he was a professor of music at San Diego State University (SDSU). Bob was known as a promoter of gamelan studies in the United States and beyond.
He is survived by a niece and three nephews, and many great nieces and nephews. The arrangements for the memorial service at SDSU are still pending.
by Olivia Drake •
|The new Wesleyan University Museum will provide a single secure, environmentally-controlled space to house valuable collections of art and materials. Pictured below is a cross section model of how the building will appear. The third-floor spaces will contain three gallery spaces and glass enclosed seating and study areas.|
| Rick Segal ’75 and Monica Mayer Segal 78 have donated $500,000 toward the new Wesleyan University Museum, which will be built on College Row through an extensive remodeling of the historic former squash building.
The new museum building, now in its final planning stages, will make an important architectural impact in the center of the campus. Three exterior walls of the former squash court building will be retained insuring the integrity of College Row. However, the west facade of the building facing Andrus Field will gain a dynamic new architectural expression featuring glass and metal.
Rick and I both feel that there needs to be a stronger visual arts presence on the Wesleyan campus, and that an attractive, inviting, well-placed, user-friendly museum would do wonders to inspire undergraduates to enjoy the arts during their college years, and hopefully into their adult years, says Monica Mayer Segal, who, along with her husband Rick, is an avid art collector. We all know that Wesleyan students are attracted to arts and culture, so it seems a straight shot that they would make great use of a first class museum.
The museum, which will cost approximately $23 million to complete, will provide a single secure, environmentally-controlled space to house valuable collections of art and material culture currently dispersed throughout the campus. These collections include more than 18,000 European and American prints, 600 Japanese prints and over 6,000 photographs displayed or stored in the Davison Art Center, as well as some 30,000 archeological and ethnographic items now housed in Exley Science Center, a collection of musical instruments from throughout the world now in storage in the Music Building, and a variety of Asian objects currently in the Mansfield Freeman Center for East Asian Studies.
The need for a new museum building was signaled by the Collections Committee Advisory Report in 1997. The report indicated that Wesleyan was beyond reasonable capacity for its collections and that conservation demanded stricter standards of climate and light controls.
In addition to new, secure exhibition spaces and much-needed expanded storage the museum will provide new lab spaces and study areas where students can work closely with objects in our collections under the guidance of the faculty and the curatorial staff, says John Paoletti, Kenan Professor of the Humanities, professor of art history and director of the new museum. More of our collections will be able to be shown on a regular basis, highlighting what are now some of Wesleyans best kept secrets.
The new facility will also permit Wesleyan to borrow works of art from other institutions and alumni and alumnae collectors, enhancing the universitys exhibition program and teaching capabilities. The space will also include a new auditorium and reception area on the museums main floor.
Paoletti has been on the Wesleyan faculty since 1972 and has seen the interest in the arts at Wesleyan and other institutions develop in extraordinary ways during that time. And yet, Wesleyan has been without an appropriate museum facility comparable to its peers. His enthusiasm for the museum is contagious, as the Segals soon discovered.
We had been talking with the administration about this project for a few years, and it had gone through several permutations, but when John got involved it all coalesced for us, says Rick Segal. Johns vision for the physical component of the museum and his programmatic ideas are very exciting.
Paoletti is most excited about the impact that the museum will have on Wesleyans educational programs.
Weve recently had sophomore and juniors who have had internships at The Museum of Modern Art, the Whitney Museum, the Frick Collection in New York City, the Museum of Fine Arts in Boston, and the Chicago Art Institute, just to name a few, says Paoletti. Many of our students have gone on to prestigious positions in the gallery and museum world and in academics. The new museum will improve our ability to provide more extensive teaching opportunities and give our educational programs a very public face to the world outside Wesleyan.
Paoletti does not have an exact date for the museums completion, though the gutting of the old squash courts has already begun as part of the work being done for the Susan Lemberg Usdan University Center, which will be next door to the museum.
The speed at which will be able to move this project along will be strongly linked to the support we receive from alumni and friends of the university who want to make it a reality, says Paoletti. Rick and Monica have helped us take a very big first step, and for that we are all very grateful. I am anxious to seize the momentum they have created to keep the museum project moving forward in a creative and expeditious manner.
For more information about the Wesleyan University Museum please go to: http://www.wesleyan.edu/masterplan/teaching.html. For illustrations of the Wesleyan University Museum please go to: http://www.wesleyan.edu/masterplan/teaching_detail.html.
|By David Pesci, director of Media Relations|
by Olivia Drake •
| Wesleyan recently elected 15 seniors to the Gamma chapter of Phi Beta Kappa, the oldest national scholastic honor society.
Election to the society is based on fulfillment of eligibility requirements, including a grade point average of 90 or above and nomination by the students major department. Phi Beta Kappa is limited to 12 percent of the graduating class each year. The newly elected students are:
Claire Nilsen Blumenson, a government, psychology and sociology major from Cambridge, Mass., is interested in child advocacy as it relates to academic failure and juvenile delinquency. Blumenson completed a semester abroad in Brussels, Belgium, which included a full-time internship at the European Parliament working for the Maltese Labour Party.
Jennifer Mary Bunger is a biology major from Southington, Conn., whose interests include dancing, teaching, and working with children. A dancer in the group Power Groove, Bunger is also ballet and tap instructor and choreographer to children ages 3-12. She has been a teaching assistant in both science and math courses and tutors several hours a week. She plans on attending medical school and studying pediatrics.
Thapana Chairoj is a math-economics major from Bankok, Thailand, and a Freeman Scholar. His experience here has broadened his intellectual sphere and deepened his experience as an international student.
Avishek Chatterjee, a physics, math, and astronomy major from Calcutta, India, spent the past two summers conducting physics research on theoretical simulations of vortex dynamics in a film of superfluid helium. He is an honors candidate in math and physics and interested in philosophy, particularly in relation to the implications of scientific theories. He is applying to graduate school for theoretical physics.
Katherine Leigh DAmbrosio, a double major in English and history from Atlanta, Georgia, is a member of the History Majors Committee and on the editorial boards of Historical Narratives, Wesleyans undergraduate literature journal. As a university scholar, DAmbrosio has worked as a research assistant in the English and history departments and as a writing tutor and recently performed with the Atlanta Symphony Orchestra Chorus.
Hoan Bui Dang is a math major and came to Wesleyan from Vietnam. He likes to challenge his mind with mathematical and logical thinking and wants to use this knowledge exploring physical nature. Dang is currently on the West Coast on a combined program.
Cassandra Dunkhase, a music major from Iowa City, Iowa, is a member of Wesleyans Chamber Music program and Cello Ensemble and has been principal cellist of the Wesleyan Symphony Orchestra for the past three years. Dunkhase was recently selected as the Senior Honoree in the 2005 Wesleyan Concerto Competition and will be performing a solo with the orchestra in May. She spent the fall of 2004 studying music at Royal Holloway University in London and is an experienced cello teacher.
Julia Fox, a double major in Spanish and psychology from West Hartford, Conn., spent a summer working with Miami ACORN (Association of Community Organizations for Reform Now) on a campaign that successfully raised the Florida minimum wage by $1. After a few years off, she plans on returning to school to further explore her interests and develop personal career goals that may include a combination of political campaign work, international travel and teaching.
Emily Jacobs-Palmer is a major in molecular biology and biochemistry from Greenfield, Mass. who has been researching a protein that corrects mistakes made in DNA during replication. After graduation, she plans to work for a year and then get her Ph.D. in a lab that applies the techniques of molecular biology to conservation problems.
Kimberly Anne Landry is a psychology major from Agawam, Mass, who studied abroad last spring in Canterbury, England. She loves astronomy and volunteers during the public observing night at the Van Vleck Observatory. Landry plans to go on to graduate school and will be applying to programs in Clinical Psychology and Marriage and Family Therapy. Her career goal is to become a practicing psychologist or therapist.
Rachael Elizabeth Lax is a psychology major from West Newton, Mass. In the summer of 2004 she received the Dana Grant and was sponsored to work at a non-profit organization in Ecuador as a mentor to children living on the street of the inner city Quito. She is currently assisting in a research project at the Middletown Department of Children and Families and is treasurer of the Wesleyan chapter of Psi Chi, the National Psychology Honor Society.
Heung Ming Ngai is a math-economics major from Hong Kong. During his time at Wesleyan, he has been a co-chair of the Chinese Students Association and a resident advisor and chair of technology for ODE the economics honor society. After graduation he plans to pursue a career in banking in Hong Kong.
Krista Eva Perks, a neuroscience and biology major from Phoenix, Md. worked over the summer at the Marine Biological Laboratories in Woods Hole as part of the Hughes Summer Research Program. There, she studied the learning properties of the principle neurons of the cerebellar-like structure in the hindbrain of the little skate. Perks is a gymnastics coach in Middletown and was House Manager of Community Services House during her sophomore year.
Tal Gronau Rozen is a studio arts major from Amherst, Mass. In the fall of 2004, Rozen spent a semester studying High Renaissance and Baroque art history in Rome. In addition, he works as a layout editor for Fat Bottom Magazine, an experimental literary and arts student publication.
Liang Zhao is a double major in economics and math from China and a Freeman Scholar. He has worked for Information Technology Services (ITS), the math workshop, and has been a Chinese Economics Course Assistant. He has also been active in the Chinese Student Association. Zhao looks forward to returning to China and contributing to the future development of his home country.
|By Laura Perillo, associate director of Media Relations|
by Olivia Drake •
|From left to right, Cecil Apostol ’08, Kristina, Kimberly Greenberg , Bobby and Carolyn go over math problems at the Davenport Campus Center. Kristine, Bobby and Carolyn are students enrolled in the Middlesex Transition Academy, which meets at Wesleyan daily. Pictured below are Jesse, Jessica Markowitz ’08, Bobby and Lauren.|
| The pizza served at McConaughy Dining Hall is prepared by a new member of the Wesleyan community. As part of a cooperative educational program for individuals with special needs, 19-year-old Kristina is learning hands-on how to work in food services.
I prep the dough, oil the pans, and flip it, Kristina says. I technically make the whole pizza. I havent thought a lot about it, but I might want to work in a restaurant or pizza place after this. I do like to work with people.
Preparing Kristina and six other disabled adults aged 18-21 to function individually in the community is the goal of the Middlesex Transition Academy. Launched in March 2004, the academy helps disabled individuals who recently graduated from area high schools find employment. Wesleyan provides classroom space and job opportunities for the grant-funded program.
Under direction of a job coach, the academy members learn about their strengths and weaknesses, managing money and social skills. While on campus, they also attend functional academic classes in the Davenport Campus Center.
At Wesleyan, they are assigned various jobs at Davenport, Exley Science Center, McConaughy Dining Hall, Freeman Athletic Center and WesShop.
Frank Kuan, director of Community Relations for the Center for Community Partnerships, says having the academy students on campus offers an excellent opportunity for them to be connected with Wesleyan students. The university also benefits by having this diverse group as part of the Wesleyan community.
It is gratifying to see the growth of these students during their time on campus, Kuan says. You can see them developing their life skills and independence. This community connection is truly a win-win for all of us.
While Lauren, 18, sorts and folds mail at the science center, Bobby, 18, is busy washing dishes at McConaughy or stocking shelves at WesShop.
Both agree that working in a college environment is gratifying. Bobby enjoys the friends hes made. Lauren favors the college atmosphere and is overwhelmed by cute college boys.
The job is pretty easy, and I just love working for money, says Bobby, who works five days a week. I love money!
Normally, when a student is 18 and graduates from high school, he or she goes on to college or employment. Christine Jakubiec, an academy teacher, says the academy provides opportunities to address individual transition goals in an age-appropriate, college environment for these disabled adults in the 18-21 year range. As her pupils get closer to the age of 21, they are weaned off a job coach and should be ready to find similar jobs in local businesses.
All seven students enrolled in the Middlesex Transition Academy also are part of Wesleyans student program called “Best Buddies.” Best Buddies matches Wesleyan students with adults from the Middlesex County area. Wesleyans Center for Community Partnerships began spearheading this collaboration last year. Best Buddies go bowling (pictured at left), star gazing and participate in other monthly activities.
Kimberly Greenberg 07 says her buddy, Rick, brightens her moods. She can always find him making pizzas at McConaughy during the lunch hours.
In his second year with the organization, College Buddy Director Cecil Apostol ’08 has developed a meaningful relationship with his buddy Winston, 28. Apostol feels that society stigmatizes people like Winston.
“They have been neglected and marginalized as much as any other minority group, Apostol says. We expose them to a world that was denied to them for so long. Together, we both embrace the opportunity to participate in a long-lasting, meaningful friendship.”
Best Buddies is accepting associate members. For more information e-mail email@example.com or firstname.lastname@example.org.
The Transition Academy meets at the Campus Center from 8 a.m. to noon Monday, Wednesday and Friday and 11 a.m. to 1 p.m. Tuesday and Thursday.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
|John Crooke, adjunct professor of physical education, is Wesleyan’s cross country and distance track coach.|
Q: How many years have you been the cross country coach and distance track coach at Wesleyan?
A: I just finished my 6th fall at Wesleyan.
Q: What have been the cross country teams’ key meets of the year?
A: The New England Regional meet was the major highlight for both mens and womens teams. The women placed 7th in the toughest region in the country and the men placed 2nd to qualify as a team to the National Championships. The men ended up placing 14th at nationals. The men placed four runners on the All New England regional team and Owen Kiely was the New England Champion. Owen Kiely and Ellen Davis both attained All-America status by virtue of their finish at the National Championships.
Q: It’s probably not an understatement to say most people don’t understand cross country. It’s not just going out and running, is it?
A: Cross country is a simple sport. The first person to the finish line wins. Its not running, it is racing. There is a big difference. I am always telling my team that time doesnt matter, place does. Cross country is a team sport. Most people think of it as an individual sport. A team is made up of seven runners. The first five runners score for the team. Each runner gets points based on his or her finish. If you place 5th, your team gets five points and if you place 27th, your team gets 27 points. You add up the points for your first five runners. The team with the lowest point total wins.
Q: When did you start running, and for what schools/teams?
A: I started running the summer before my freshman year in high school. I attended St. Anthonys High School in Smithtown, Long Island. I then went onto run at St. Josephs University in Philadelphia. I also ran competitively after college for about six years.
Q: What are your degrees in, and why did you decide to coach for a living?
A: I have a bachelors of science in management and a masters of science in administration with a concentration in sport and athletic administration. I never really thought about coaching during or just after college. I was focused on my running and I thought I might open a running store after my competitive days were over. Then one day I saw an ad in a local paper for an assistant track coach. I thought it might be interesting so I gave the school a call. The athletic director ended up offering me the head coaching job. The rest they say is history. I realized very early on that coaching was what I wanted to do for the foreseeable future.
Q: Do you teach classes in addition to coaching?
A: Yes. I teach running for fitness in the fall and spring and I teach intro to strength training in the winter.
Q: What specific training methods do you use for your runners?
A: The training methods I use are an amalgamation of the training methods that my coaches used and what I found to work for me personally. All workouts are tailored to each athlete. We try to keep the athletes in small training groups.
Q: Is it easier to evaluate a prospect in cross country verses a prospect in a sport like ice hockey or baseball since it has the element of time for a distance which is a consistent measure?
A: I am not sure if it is easier or should I say more effective. I would like to see a prospect race if I had the time and resources. I have no time to watch athletes because I am in season all year. Cross country courses vary greatly so I really look at a prospect’s track times to get an idea of the talent level.
Q: Is it difficult being a three-season coach since you handle the distance runners in both indoor and outdoor track as well as cross country?
A: It is difficult because I am coaching both the men and the women all year. I do get emotionally tired by the end of the year. But I have been able to recharge the battery every summer.
Q: How many of your athletes run all three seasons?
A: Almost all of my athletes run all three seasons. The athletes need to train year round to be successful at the national level.
Q: What gives you the greatest satisfaction after a meet?
A: Running to our potential.
Q: How would you rate NESCAC cross country at the national level?
A: On the womens side it is without question the toughest conference in the country. The national team champion and runner up have come from the NESCAC the past five seasons. This fall was the first time in six years that the national champion was not a NESCAC school. Last fall our womens team placed 5th in the NESCAC, 5th in the New England region and 14th in the country. The mens side is very strong too but it is not the strongest in the country. I would say it is in the top three or four of the toughest conferences in the country.
Q: How many miles do you personally run a week? Do you participate in any local races?
A: I run about 35 miles a week. I run with the team about three days a week. I dont do any road racing. My competitive fire is quenched by my coaching.
Q: What are your hobbies and interests aside from running?
A: I have an old house that I am fixing up. I spend most of the summer working on it. When I am not coaching or working on the house I like to read and spend time with friends and family. I am also a pretty big Yankee fan.
Q: Does your family live around here?
A: I have three brothers and a sister. I have a brother and sister living in Connecticut. I get to see them more often than the rest of my family who live in the Philadelphia suburbs.
Q: Is it true you and George Steinbrenner, owner of the New York Yankees, have a hot-line connection?
A: Yes it is true, but George never seems to listen to me. I guess thats because he is a Williams guy.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Hari Krishman, dance artist in residence, presented a lecture demonstration on South Indian Court dance and the grandeur of the Tanjavur Quartet in India Dec. 31. (Photo by Cylla von Tiedmann)|
|Q: Hari, when did you come to Wesleyan as an artist in residence in dance?
A: July 1, 2001. I teach courses on not only traditional Bharatanatyam dance technique but also lecture on the post colonial experience as well as on the global contemporary manifestations of the South Asian dance. Bharatanatyam is the classical dance from South India. Bharatanatyam historically evolved in the royal city of Tanjavur, South India in the nineteenth century. The grounded technique of Bharatanatyam dance or abstract dance is based on principles of symmetry, geometry and precision. The abhinaya or mime is based on a highly sophisticated integration of hand gestures, text, music and subtly of facial expression.
Q: What are your thoughts on the Wesleyan students?
A: I have, and continue to have, a truly enriching experience teaching this form at Wesleyan in both its classical and contemporary contexts. The students are extremely bright and hardworking. They are my source of inspiration. I always try to bring an exciting intellectual and artistic curiosity, exploration and adventure into my class.
Q: You recently performed at The Music Academy, one of India’s premiere dance and music institutions Dec. 31. What did you do there?
A: I performed and gave a lecture demonstration on South Indian Court dance and the grandeur of the Tanjavur Quartet, the 19th century codifiers of Bharatanatyam dance as we know it now.
Q: Who do you study under?
A: One of my teachers is Guru Gopalakrishnan Pillai. He comes form Indias most distinguished family of hereditary Bharatanatyam teachers. Gopalakrishnan received training the hereditary technique and repertoire of the Tanjavur Quartet. For many years, he taught music and dance in Bangalore. For a past several years, he has lived in Chennai, where he provides master-classes in Tanjavur Quartet repertoire at Tapasya Kala Sampradaya. After death of my primary teacher Kittapa Pillai in 1999, I continue to train under Gopalakrishnan Pillai. He is being given the prestigious TTK award and the Music Academy has given me the rare honor of dancing his familys legacy.
Q: What other awards have you received?
A: I have been the recipient of several choreographic grants from various arts councils such as The Canada Council for the Arts, The Laidlaw Foundation, The MSR Arts Foundation, The Ontario Arts Council and The Toronto Arts Council. I was also nominated for the 2002 Bonnie Bird North American Choreography Award instituted by The Laban Centre in London. In 2001, I was invited by the University of Minnesota as the Sage Cowles Land Grant Chair to create a work on the dance department. I am also regularly invited to conduct master classes in technique, repertoire, history and theory at institutions and conservatories in various parts of North America and Asia.
Q: Where else in the world have you performed, taught or choreographed?
A: My earliest choreography was presented in Singapore in 1988. It continues to draw critical acclaim in Canada, the United States of America, India, Malaysia and Singapore. My choreography has been featured by dancers of Indian, Modern, Malay, Indonesian, Chinese and Ballet disciplines. In 1997, I was also the first Canadian dancer to have been commissioned to mount a piece on a dance company in India. My choreography has been featured in several festivals and venues including the Singapore International Festival of Arts, Danceworks Mainstage, The Can-Asian International Dance Festival, Kalanidhi Dance Festival in Toronto, Canada Dance Festival in Ottawa, the Smithsonian Institute in Washington D.C., the Canadian Museum of Civilization in Quebec, the University of Minnesota, St. Mark’s Dance Space in New York, Rubin Museum of Art in New York and Tangente in Montreal.
Q: Is Bharatanatyam a rare, specialized dance or is it recognized most places you travel and perform?
A: Based on my experiences, Bharatanatyam, when properly taught or presented, has the unique ability to cut across cultural, social, religious and political barriers making it a truly universal dance. Its ability to be simultaneously classical and contemporary makes it apealing for a western student of dance to enter the form with ease and comfort. I always feel for any classical artform to be relevant, the student has to have an informed comprehension of the context of the form, its indigenous development as well as it global manifestation in both its source country as well as in the Diaspora. I feel fortunate to be in a unique place to be a practioner of both classical and experimental Bharatanatyam.
Q: Do you enjoy dancing or teaching more?
A: I equally enjoy performing, choreographing, teaching and researching. I try and bring a holistic approach to my art.
Q: What do your dances represent?
A: Over the past 10 years, I have been creating a unique dance language that expresses my unique Canadian/Indian/Singaporean identity. In South India, there are female courtesans known as devadasis, males from the royal house used to learn dance from the male dance masters called nattuvanars. My representations of devadasi repertoire are thus stylized abstractions that call attention to the language of desire, eroticism and love once spoken by devadasi women, and today silenced by their disappearance. I have studied the devadasi community for over a decade, and over the years have integrated their aesthetic sensibilities and abstraction of human feelings into my own performances. Adhering to this tradition, as a male dancer, I sometimes interpret female roles. The Bharatanatyam dancer today, irrespective of gender, fluidly interprets these universal feelings in an almost androgynous trans-gendered manner and has a responsibility to continue maintaining the dignity and integrity of this great tradition.
Q: Where did you receive your degrees and in what?
A: I hold a bachelors of arts degree in linguistics and Asian studies from the University of Manitoba, Winnipeg, a masters degree in religion and philosophy from the University of Manitoba, Winnipeg and finally a masters of arts degree in dance from York University in Toronto. My modern dance training includes classes with the Royal Winnipeg Ballet, the School of Toronto Dance Theatre and the Singapore Ballet Academy.
Q: What are some of your current projects?
A: I am at present working with Canadian modern dance legend Margie Gillis who is creating a solo for me to be premiering in 2006-7. I am constantly working with internationally respected choreographers. My research areas include colonialism, post-colonialism and Indian dance, globalization and the arts of India, modernism in Bharatanatyam and the history of devadasi dance traditions in Tamilnadu and Andhra Pradesh, South India. I conduct ethnographic fieldwork on a regular basis in South India, with a particular focus on the Tanjavur, Cudappah, Madurai and Pudukottai districts in Tamil Nadu, and the Krishna, East Godavari and West Godavari districts in Andhra Pradesh. My research brings together several interpretive and theoretical approaches, as it integrates the disciplines of performance studies, anthropology, history and gender studies.
Q: Tell me about the Toronto-based dance company inDANCE.
A: inDANCE, http://www.indance.ca is my company. It is a South Asian dance company established in 1999 as a vehicle to encompass the entire range of my creative output: choreography, performance, touring and teaching. The primary mandate of inDANCE is to form creative partnerships with Canadian and international collaborators, including choreographers, dancers, musicians, designers, scholars and presenters. I am always commuting back and forth between Toronto and Middletown in addition to my international engagements.
Q: Do you have a significant other and family?
A: My partner and soul-mate Rex who is an interior and costume designer, continues to inspire and fuel all my creative and artistic endeavors. He is also my harshest and most constructive critic which makes me the luckiest dance artist in whole world! My two nephews Sanjay and Kirin are my pride and joy and I am extremely attached to them.
Q: What other activities do you enjoy?
A: I am a movie buff, watching a plethora of films, from art movies to commercial cinema. I loved the recent Harry Potter movie as well as the brilliant adaptation of “Pride and Prejudice.” I cannot wait for Peter Jackson’s “King Kong!” I am constantly drawn to contemporary pop culture, which I always bring to my art. I feel this makes my art relevant and accessible and for me that is extremely important. I never want my art to become a stagnant museum showpiece – that is dangerous for any artist.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
Richard Slotkin, Olin Professor of English, professor of American Studies, studied the 369th Battalions and 77th Divisions roles in France for his latest book, Lost Battalions: The Great War and the Crisis of American Nationality.”
| In 1918, the United States loaned its all-black 369th Infantry Regiment to fight under the French flag in World War I. These soldiers, rejected for combat duty by their own country because they were black, fought for 191 days, longer than any other American unit in the war. The Harlem Hell Fighters, received an honorable award for bravery from the French. In their heroic attack on Sechault, of some 2,500 riflemen who began the battle only 700 survived unhurt.
They kept fighting until they couldnt fight anymore, Slotkin says. Their efforts were extraordinary. Studies of combat psychology show that no person can handle more than 180 days in combat, and they fought for more than 190 days.
Twenty miles away, 700 New York immigrants forming a battalion of the United States 77th Division, or ‘Melting Pot Division’ crossed German lines and advanced into France’s Argonne Forest. This unit of Jewish, Italian and other eastern Europeans battled for six days with limited ammunition and supplies, food, water and shelter. They refused to surrender, although their unit was completely surrounded. Only 200 survived.
Richard Slotkin, Olin Professor of English, professor of American Studies, has spent the past four years extensively researching the 369th Battalions and 77th Divisions roles in France. His latest book, Lost Battalions: The Great War and the Crisis of American Nationality, published in December 2005 by Henry Holt and Co., depicts American black and immigrant soldiers who were considered to be lesser citizens and racially inferior during and after the war.
In 1917, one in three people living in America was from a foreign country or had a foreign-born parent. Although the U.S. government would have preferred to send only white, American-born citizens to combat, immigrants were promised equality in return for their loyal service in the war.
During World War I, we had to raise an army of 2 million men overnight, and we could not play this role without having minorities involved in the war, Slotkin explains. The government basically told these Blacks and immigrants that if you go to war, we will accept you. The U.S. had to look at how all men are created equal in a way that never existed before.
Some of these guys were from Germany or Austria and could have taken an exemption from being in the war, but they wanted to show their American patriotism, Slotkin explains. But when they came back to the U.S., they still got the shaft. Congress identified them as races incapable of full Americanization, banned further immigration and signalled acceptance of ethnic discrimination.
The U.S. also broke its promise to the Blacks.
The Army gave the French a Secret Information Concerning Black American Troops, which demanded the adoption of strict racial separation. The document stated that it was essential that Frenchmen understand that to Americans, displays of interracial friendship were deeply offensive. It declared that friendships would encourage intolerable pretensions to equality, which would pose a danger to Americas civil peace when the troops came home.
Slotkin studied World War I unit histories written in books and published on microfilm. He visited the National Archives to study World War I military books, and hired research assistants, one of which translated Yiddish newspaper clippings for the project.
He focused his research on the lives of about two dozen characters, including the Lost Battalions captain Charles Whittlesey, who was named a recipient of the Medal of Honor, the highest award given by the U.S. Army following the war. Whittlesey is also the main character in the Arts and Entertainment movie titled Lost Battalion from 2001. Slotkin says the movie portrays an accurate depiction of the events that occurred between Oct. 2-8, 1918.
The author says history buffs and scholars would be interested in his research, although the story is written in a way that can appeal to the general public. The History Book Club and Military Book Club have both accepted Slotkins book into their listings.
A recent Publishers Weekly Starred Review states that Slotkins story examines the relationship between war and citizenship in this trenchant, gracefully written military and social history. Slotkin smoothly telescopes from the trenches to the political and social implications for decades to come in this insightful, valuable account.
Stories like these havent been taught in schools because Americans dont like to look at how hard it has been to become a multicultural nation, Slotkin says.
Slotkin is the author of seven other books including Abe: A Novel of the Young Lincoln, Gunfighter Nation and Regeneration Through Violence. He is a National Book Award Finalist and winner of the Albert J. Beveridge Prize.
|By Olivia Drake, Wesleyan Connection editor|