This article originally appeared in the summer 2016 Harker Quarterly.
In late April, the 2016 John Near and Mitra scholars were honored at a reception in the Nichols Hall auditorium. Then in May, six Harker teachers were announced as grant awardees from the Raju and Bala Vegesna Teacher Excellence Program, allowing them to pursue a variety of professional development opportunities.
Near and Mitra Endowments Established in 2009 and 2011, respectively, The John Near Excellence in History Education Endowment Fund and the Mitra Excellence in Humanities Endowment have allowed students to pursue research on a wide variety of topics.
Donna Gilbert, upper school history and social science chair, opened the Near and Mitra event by remembering beloved history teacher John Near, who passed away in 2009, saying, “He inspired in his students a love for the excitement of historical exploration, which lives on in this special program.”
Gilbert also shared her appreciation for the Mitra family, “whose vision and kindness extended the scholars program to allow students opportunities to study topics in the broader disciplines of the humanities and social sciences.”
This year’s John Near scholars were seniors Jasmine Liu (“A House Divided: Residential Segregation in Santa Clara County”), Sadhika Malladi (“Graphic Soldiers: Popular Sentiment as Reflected in Captain America and Spider-Man”), Zarek Drozda (“Learned Lessons: Financial Innovation and the Panic of 1873”) and Sahana Narayanan (“‘Bee-Boppa-Doe’: The Sounds of Musical Revolution”).
The 2016 Mitra scholars were seniors Elisabeth Siegel (“Ideology Through Subliminal Propaganda: A Critique of Portrayals of Palestine and Palestinians in Israeli and Western Online News Media during Operation Protective Edge”), Kaitlyn Gee (“Pretty in Punk: An Examination of European Female Punk Rock of the 70s and 80s Through a Feminist Lens”), Natalie Simonian (“Whispers in Russia: The Influence of the Rumors Surrounding Empress Alexandra Feodorovna on the Russian Revolution and Their Role in the German Effort to Overthrow the Tsarist Regime”) and Kavya Ramakrishnan (“The Eggleston Effect: Color Photography as Fine Art”).
These eight seniors conducted “hundreds of hours of research that led … to scholarly analysis of musical scores, journals, maps, images, song lyrics, interviews and on and on,” said library director Sue Smith. All of the scholars took the stage to share their thoughts on their research and thank their mentors for their invaluable guidance.
Malladi also thanked her parents “for almost believing me when I said I was reading comic books for research. “Being a Near scholar has been an incredible experience,” she continued. “I realized it was my responsibility to think critically about what I read.” Gee also had kind words for her mentors, upper school English teacher Ruth Meyer and Smith. “Their encouraging, patient and accommodating nature is beyond compare,” she said. She also expressed her gratitude to Harker “for providing me with 13 years of outstanding education.” A video of the entire reception is now available for viewing at https:// harker.wistia.com/medias/asuuh39xd1.
Vegesna Teacher Excellence Program
The 2016-17 awardees in the Raju and Bala Vegesna Teacher Excellence Program were also recently announced. Launched in 2015, this program awards grants to teachers seeking professional development opportunities.
It is the most recent opportunity provided by the Raju and Bala Vegesna Foundation, which has also supported the summer tech grant program and the Harker Teacher Institute. Scott Kley Contini, middle school director of learning, innovation and design, will use his grant to provide Harker teachers with a special class on design thinking, taught by a professor from Stanford University’s d.school.
Preschool science teacher Robyn Stone will work with the Lawrence Hall of Science in a series of workshops about early childhood education, titled “Physics and Engineering Design.” Galina Tchourilova, upper school French teacher, will attend a program in Vichy, France, that instructs French teachers from around the world on teaching methodologies.
Upper school history teacher Andrea Milius will travel to Greece to attend a summer session at The American School of Classical Studies at Athens. Finally, upper school science teachers Kate Schafer and Chris Spenner will head to Alaska to participate in a program at the Inian Islands Institute to learn how to improve student understanding of climate change.
To learn more about the Near and Mitra grants, visit http://library.harker.org/upperlibrary/ nearmitra. For more information on Harker’s endowment giving opportunities, visit https://www.harker.org/giving/ endowment-planned-giving.
Donna Gilbert, history and social science chair, opened the event with remarks about each of the grant programs. She remembered beloved history teacher John Near, who passed away in 2009, saying, “He inspired in his students a love for the excitement of historical exploration, which lives on in this special program.” Gilbert also had kind words for the Mitra family, “whose vision and kindness extended the scholars program to allow students opportunities to study topics in the broader disciplines of the humanities and social sciences.”
This year’s John Near scholars are seniors Jasmine Liu (“A House Divided: Residential Segregation in Santa Clara County”), Sadhika Malladi (“Graphic Soldiers: Popular Sentiment as Reflected in Captain America and Spider-Man”), Zarek Drozda (“Learned Lessons: Financial Innovation and the Panic of 1873”) and Sahana Narayanan (“’Bee-Boppa-Doe’: The Sounds of Musical Revolution”).
The 2016 Mitra scholars are seniors Elisabeth Siegel (“Ideology Through Subliminal Propaganda: A Critique of Portrayals of Palestine and Palestinians in Israeli and Western Online News Media during Operation Protective Edge”), Kaitlyn Gee (“Pretty in Punk: An Examination of European Female Punk Rock of the 70s and 80s Through a Feminist Lens”), Natalie Simonian (“Whispers in Russia: The Influence of the Rumors Surrounding Empress Alexandra Feodorovna on the Russian Revolution and Their Role in the German Effort to Overthrow the Tsarist Regime”) and Kavya Ramakrishnan (“The Eggleston Effect: Color Photography as Fine Art”).
“These eight seniors conducted “hundreds of hours of research that led … to scholarly analysis of musical scores, journals, maps, images, song lyrics, interviews and on and on,” said library director Sue Smith.
All of the scholars took the stage to share their thoughts on their research and thank their mentors for their invaluable guidance. Malladi, who shared heartfelt thanks to mentors Katy Rees, upper school history teacher, and upper school librarian Lauri Vaughan, also thanked her parents “for almost believing me when I said I was reading comic books for research.
“Being a Near scholar has been an incredible experience,” she continued. Although she found the research initially “more passive” than the kind of work she had become accustomed to, “I realized it was my responsibility to think critically about what I read.”
Gee also had kind words for her mentors, upper school English teacher Ruth Meyer (who wore Doc Martens in keeping with the theme of Gee’s work) and Sue Smith: “Their encouraging, patient and accommodating nature is beyond compare.”
She also expressed her gratitude to Harker “for providing me with 13 years of outstanding education.” A video of the entire reception is now available for viewing.
This article originally appeared in the winter 2015 Harker Quarterly.
For some time the Raju and Bala Vegesna Foundation has generously supported various professional development activities for Harker faculty members, including the summer technology grant program, faculty retreat, Harker Teacher Institute and guest lectures from top experts in the field of education.
More recently, the grant has supported a unique opportunity called the Teacher Excellence Program, which will build on Harker’s already robust learning programs for faculty members.
The innovative program began this past summer and fall, marking a special time of enhanced learning and professional development for 14 faculty members. And, although their experiences differed, the teachers all shared a desire to bring back to their classrooms invaluable knowledge gleaned from their undertakings.
Individual grant recipients were upper school teachers Ruth Meyer (humanities/history), who served as a panel facilitator at a Yale University Conference; Susan Nace (performing arts), who attended a 10-day conducting symposium at Oxford University; and Roxana Pianko (humanities/history), who studied the Holocaust and traveled throughout Europe visiting related historical sites.
Group grants recipients were seven English teachers in grades 2-8, who participated in an internship program at Nancie Atwell’s Center for Teaching and Learning in Maine: Mary Holaday, grade 2; Heather Russell, grade 3; Kate Molin, grade 4; Kate Shanahan, grade 5; Ann Smitherman, grade 5; Patricia Lai Burrows, grade 6; and Stacie Wallace, grade 8. In addition, four primary math teachers participated in a Greg Tang Math workshop and conference in Missouri: Holaday; Grace Wallace, grade 2; Colleen Lindsay, grade 3; and Sejal Mehta, grade 2.
“The Raju and Bala Vegesna Foundation seeks to partner with best-in-breed enterprises and The Harker School certainly fits that description,” said Richard McCoy, director of the foundation. “One of Harker’s strengths is its world-class faculty, and we are pleased to be able to help support those great teachers through the Teacher Excellence Program that we have established.”
The gift from the Vegesnas (parents of Ramanand and Srivani, both grade 8) enabled Harker to support various new opportunities, explained Joe Rosenthal, executive director of advancement. “The mission of the teacher program is to enhance and further teachers’ abilities in a manner that has a direct and demonstrable impact on student learning,” he said.
“Harker firmly believes that an inspiring and informed teacher is the most important school-related factor influencing student achievement,” added Rosenthal. “Ongoing professional development is crucial in that it keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and much more.”
What follows is a more in-depth look at the educational opportunities made possible by the Teacher Excellence Program.
RUTH MEYER Presenting at Yale University
Meyer presented and served as a panel facilitator at Yale University’s annual “Psyche, Spirit, and Science: Negotiating Contemporary, Social, and Cultural Concerns” conference. She presented her curriculum, ideas and pedagogical techniques to like-minded scholars and got feedback from them during the gathering, held July 9-12.
“The Vegesna grant enabled me to visit an international conference of Jungian analysts and scholars,” said Meyer. “I presented a paper on ‘Memes, Teens, Dreams and Mandalas’ that showcased my work with the senior elective class I teach at Harker (Western Political Thought). I made a short lm with my students talking about their special connections to dreams and philosophy. We filmed just outside my classroom and students talked about the memes that they had created as part of a research project into individual philosophers. We called the project The Meme Wall,” recalled Meyer.
Jungian scholars and analysts mostly work on an individual basis with adults so there was a lot of interest in seeing teens talking about imagination and dreams, she noted. “I was also asked to chair two panels (Education and Democracy, and Female Iconography),” said Meyer. “This was a first for me and a very important experience. It meant that I was responsible for introducing three professional speakers on each panel and then guiding a 20-minute discussion afterward. Another big plus was being asked to write a book about education and Jungian scholarship. I’m working on it now and plan to dedicate it to the Harker community!” said Meyer.
SUSAN NACE Honing Conducting Skills at Oxford University
Nace attended a 10-day symposium in July at the Choral Conducting Institute at St. Stephen’s House, a college of Oxford University. The institute gave conductors the opportunity to hone their skills, working with James Jordan and the Westminster Williamson Voices, and James Whitbourn, a fellow of St. Stephen’s. The intensive daily program included master classes, seminars by eminent scholars, private tutoring, rehearsals and singing Compline at the end of the day. The institute ended with a concert conducted by attendees.
Highlights of the institute included lectures by esteemed conductors Edward Higginbottom and Stephen Darlington; singing at Sunday Mass at Christ Church Cathedral; observing rehearsals of the Christ Church Cathedral choir; inspecting centuries-old manuscripts at the Bodleian Library; and conducting music under the tutelage of the composer.
“As music teachers, we often do not get the opportunity for intensive study with deep internal reflection on and engagement with the music we conduct,” Nace said. “Working closely with professional singers on choral masterworks … afforded us an opportunity to focus solely on our conducting technique to become better communicators with those we do conduct.”
Nace, who directs Cantilena, Camerata and Acoustics, added that “to receive affirmation from scholars, mentors and peers is a rejuvenating and heartening experience that teachers need but often do not receive. This experience has not only given me new perspectives on conducting but also encouragement that I am a very capable conductor and teacher as well as a mentor to other musicians.”
ROXANA PIANKO Learning Lessons from Holocaust Exploration
Last June, Pianko traveled to Los Angeles to attend an in-depth, weeklong class on the Holocaust, run by a nonpro t organization called Facing History and Ourselves. The international educational and professional development organization’s mission is to examine prejudice and anti-Semitism in order to promote the development of a more humane and informed citizenry.
By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives, explained Pianko.
After the class she took a solo trip throughout Europe visiting various sites related to the Holocaust and interacting with those affected by it. Pianko enriched her experience with travel to Krakow, Auschwitz, Lublin, Warsaw and Berlin to study, visit camps and museums, and interview survivors. Pianko said she plans to use the Holocaust to discuss diversity and empathy and expand various lessons she teaches in World History.
“The class I took was Holocaust and Human Behavior,” said Pianko. “We looked at how history is shaped by hatred, indifference and denial, as well as by caring, compassion and responsibility. Together we examined the range of choices that led to the failure of democracy in Germany and ultimately to the persecution of millions of Jews and other targeted groups. We investigated the complexities of human behavior, judgment and memory, and explored how we as individuals and members of groups can make a difference in the world today,” she added.
After returning to Harker, Pianko implemented Holocaust units in all of her classes. She is also working on planning two trips. “One will be to Manzanar, a Japanese internment camp here in California, and another will be a two-week Holocaust study tour to Europe that will be introduced in the summer of 2017,” she said. “Additionally I am working with the History Club on a project for April for Holocaust Remembrance Day that we are hoping will reach not only our wonderful Harker community, but will draw in the surrounding community as well.
“We cannot wait to bring these things to our young any longer, because the world is changing and we have to make sure it changes for the better now,” said Pianko.
Group Internship with Renowned Educator Inspires Harker English Teachers
The Center for Teaching & Learning (CTL) is a K-8 independent demonstration school in Maine created for the purpose of developing and disseminating effective classroom practices. The school was founded in 1990 by renowned educator Nancie Atwell who, in 2015, was awarded the rst Global Teacher Prize, a $1 million award presented by the Varkey Foundation, which is associated with the Clinton Global Initiative.
The school is known nationally for its award-winning teaching, research-based methods, relationships of trust between faculty and parents, respect for children, and programs that engage students and prepare them for life beyond CTL.
Seven English teachers from grades 2-8 attended CTL, where they interned from Oct. 5-9. While there they worked directly with Atwell, learning perspectives on the art of teaching, as well as how to write and read critically. The internship program is structured to give visiting teachers the skills to make substantive changes in their classrooms.
Of her experience at CTL with her colleagues, Heather Russell said, “We have continued our collaboration and have made changes and improvements to student learning since we returned.
I’ve been to professional development opportunities before that enriched my teaching but the kind of collaborative energy and shared experience [at CTL] that has carried forward in our classrooms was powerful.”
“I have learned so much by going to the Center for Teaching & Learning!” said Mary Holaday. “I have come back with a wealth of information to apply in my second grade classroom. We have begun to have morning meetings as soon as the students arrive into Language Arts. We share some important information with each other, read a poem together and sing a song. I have begun writing poetry with the students on a weekly basis and doing mini-lessons that discuss different forms of poetry or different strategies used. We have book talks and roundtable discussions about what they have read, focusing on the comprehension skill discussed in class,” she added.
Lower School Teachers Attend Lauded Math Conference
Several Harker teachers participated in a Greg Tang Math conference, held in Kansas City, Mo., from July 21-23. More than 650 math educators were in attendance.
Tang is the author of “Grapes of Math” and “Math for All Seasons,” a series of books that help children gain the range of skills needed for higher math. His books challenge and encourage students to use creativity and common sense to solve problems, rather than merely formulas and memorization.
“I believe that by attending this conference, we have been able to develop more effective lessons by offering opportunities for students to explore, structure and document how a problem is completed,” said Mary Holaday, the only teacher to attend both this and the CTL conference. She noted that throughout the math workshop there was an emphasis on the importance of students sharing their methods to get to the answer.
“The conference far exceeded my expectations!” said Colleen Lindsey. “It will forever change the way in which I teach math. Greg advises that students must see that math makes sense. If it does not make sense, it is essential to rethink the methods and modalities we are using,” she added.
According to Grace Wallace, there were many highlights from the conference. Among her top takeaways was that math is a progression – moving from the concrete, to the pictorial, to the abstract. Also, that breakthrough comes from confusion and struggle, and that error is a natural part of the learning process.
Grant Recipients Share Gained Knowledge with Colleagues
“All of the current recipients determined ways in which they could meaningfully share their experiences with their colleagues,” said Jennifer Gargano, assistant head of school for academic affairs. “Some have organized workshops for teachers in their disciplines or divisions. This allows a greater range of teachers to benefit from their experience.”
Nace and Pianko have shared their experiences during all-faculty meetings. Nace also organized a workshop for fellow vocal teachers, and Pianko and Meyer recently presented what they learned to their departments and have been doing guest lectures in their colleagues’ classes.
In October the group that attended the math conference led a workshop for all of the K-5 math teachers, and the contingent that attended CTL presented their findings to the K-8 English teachers on Dec. 2. There will be a formal reception in February where all recipients will give a brief presentation discussing what they did and how they shared their knowledge with both their students and colleagues.
“These grants are for special or rare opportunities,” said Gargano. “Harker supports many professional development efforts; however, this grant is for something particularly special that we would normally not be able to fund.”
Gargano reported that applications for the next round of grants are now being accepted and are due in early January. “Through the generosity of the Raju and Bala Vegesna Foundation, we have been given a wonderful opportunity to support unique and transformational professional development opportunities for faculty members each year,” she said.
This past summer, upper school music teacher Susan Nace attended the residential Choral Conducting Institute at St. Stephen’s College of Oxford University through the new Vegesna Grant Program for teachers’ professional development. The institute gave conductors the opportunity to hone their conducting skills, working with James Jordan and the Westminster Williamson Voices, and James Whitbourn, a fellow of St. Stephen’s. The intensive daily program included master classes, seminars by eminent scholars, private tutoring, rehearsals and singing “Compline” at the end of the day. The institute ended with a concert conducted by attendees.
Highlights of the institute included lectures by esteemed conductors Edward Higginbottom and Stephen Darlington; singing at Sunday Mass at Christ Church Cathedral; observing rehearsals of the Christ Church Cathedral choir; inspecting centuries-old manuscripts at the Bodleian Library; and conducting music under the tutelage of the composer.
“As music teachers, we often do not get the opportunity for intensive study with deep internal reflection on and engagement with the music we conduct,” Nace said. “Working closely with professional singers on choral masterworks is a different experience from the classroom, yet afforded us an opportunity to focus solely on our conducting technique to become better communicators with those we do conduct.”
Nace added that “to receive affirmation from scholars, mentors and peers is a rejuvenating and heartening experience that teachers need but often do not receive. This experience has not only given me new perspectives on conducting but also encouragement that I am a very capable conductor and teacher as well as a mentor to other musicians.”
This article originally appeared in the summer 2015 Harker Quarterly.
Generous endowments to Harker have made a significant impact in 30 students’ lives over the last five years and, starting this fall, faculty members also will benefit from a Harker family’s generosity.
Harker has two student endowments: the John Near Excellence in History Education Endowment Fund, established in 2009, and the Mitra Family Endowment for the Humanities, established in 2011.
As the funds have matured, more students have been granted funds for research; this past year a record nine seniors were selected as beneficiaries. Now, a new endowment established by Raju and Balu Vegesna (Ramanand and Srivani, both grade 7) allows teachers to apply for special opportunities to expand their professional skills and knowledge.
The inaugural recipients of the Raju & Balu Vegesna Foundation for Teacher Excellence are Ruth Meyer (upper school humanities/history), Susan Nace (upper school performing arts) and Roxana Pianko (upper school humanities/history).
The 2015-16 student scholars, all rising seniors, are:
John Near Excellence in History Education Endowment Fund: Zarek Drozda, Shannon Hong, Jasmine Liu, Sadhika Malladi and Sahana Narayanan.
Mitra Family Endowment for the Humanities: Kaitlyn Gee, Kavya Ramakrishnan, Elisabeth Siegel and Natalie Simonian.
The 2014-15 Near/Mitra scholar papers are on file in the Harker library archive: http://library.harker.org/upperlibrary/nearmitra.
A summary of the 2014-15 papers can be found at Harker News: http://news. harker.org/?p=25923; search on “Endowment” at news.harker.org to find summaries of previous papers.
2014-15 John Near Excellence in History Education Endowment Fund Scholars and Paper Titles
Ayush Midha – “Blackout: The Case for Black Power in 1960s Liberation Politics”
Apoorva Rangan – “The Tet Offensive and the MACV’s Information Defensive: An Analysis of Limitations to Watchdog Journalism in the Vietnam War (1964-68)”
Felix Wu – “Straight Outta Compton: Hip- Hop and the 1992 Los Angeles Riots”
Karnika Pombra – “The United Fruition: A Historical Analysis of the Motives for the 1954 U.S.-Backed Guatemalan Coup”
Vedant Thyagaraj – “Increasing the Efficiency of United States Healthcare: Addressing Adverse Selection in the Health Insurance Market Through the Patient Protection and Affordable Care Act”
2014-15 Mitra Family Endowment for the Humanities Scholars and Paper Titles
Aadyot Bhatnagar – “Using Antimalarial and Insecticide Resistance to Contextualize the Future of Malaria Control in Tanzania”
Maya Nandakumar – “The Enchantment of the Habit”
Agata Sorotokin – “The Truth Beyond Words: A Muisco-Historical Analysis of Selections from Dmitri Dmitriyevich Shotakovich’s Compositions Under the Stalinist Regime”
Stanley Xie – “Understanding Gender Differences in Depression: The Evolution in Our Understanding for Rumination and Co-Rumination in the Midst of the Social Media Revolution”
Each year a set of seniors receives funds to research and write papers on topics of choice and this year’s array of papers continues the tradition of presenting both historical and societal issues covering a large spectrum.
Papers range from an insurance industry analysis to an exploration of music written under communist rule. Five papers were funded by endowments from the John Near Excellence in History Education Endowment Fund, and four were funded by the Mitra Family Endowment for the Humanities. Each author had support from mentors, often including a teacher and a librarian, and each paper is unique, filled with careful research and worthy of attention. All papers can be found in PDF form at http://library.harker.org/upperlibrary/nearmitra.
Aadyot Bhatnagar, Mitra Scholar: “Using Antimalarial and Insecticide Resistance to Contextualize the Future of Malaria Control in Tanzania”
Bhatnagar has clearly mastered his subject, exploring the remedies used to control malaria now, their effectiveness and lifecycles, as well as the remedies available to combat mosquitos’ growing resistance to the usual insecticides. He is in good company in his efforts, as the Bill & Melinda Gates Foundation has committed millions to malaria eradication through various methods.
The paper focuses, as do many treatments, on how to keep children from contracting malaria. Bhatnagar explores the medical ramifications, provision of, costs, and long- and short-term values of insecticides, and provides statistics on benefits and failure rates. In the end, he makes concrete recommendations to help better use insecticides: “This paper recommends exploiting the rise of accredited drug dispensing outlets (ADDOs), which are staffed by workers accredited through a dispensers’ course approved by the Tanzanian Food and Drugs Authority,” as opposed to supplying drugs through general stores.
Bhatnagar also notes the importance of keeping health care workers motivated as they test patients for malaria using rapid diagnostic tests (RDTs): “On the health care side, Tanzania’s Ministry of Health (MoH) currently provides a two-day, 16-hour RDT training program to provide health workers with the knowledge and skills to properly use RDTs in malaria treatment. … In order to maintain good clinical practices well after such training has been concluded, this paper looks to Kenya, where health workers are texted daily reminders of the necessity of RDT usage accompanied by motivational messages intended to reinforce the importance of following RDT test results in reducing the national prevalence of malaria.”
Ayush Midha, Near Scholar: “Blackout: The Case for Black Power in 1960s Liberation Politics”
Ayush Midha has produced a closely reasoned paper discussing the variance between governmental efforts to desegregate and to empower blacks, exploring both the non-effects of governmental intervention and the ill effects of ingrained attitudes in the entrenched press, and noting the missed perception of what black leaders were trying to accomplish above and beyond black militancy.
His paper retails a litany of false assumptions on the part of the white establishment on how best to help blacks break free of economic subservience. There was no lack of information on the subject; Midha’s research ranged from late-1960s articles in The Washington Post to scholarly papers written in the last few years.
Midha’s report is essentially an examination of attitudes from the late 1960s when “black power” was both a rallying cry and a serious effort by deeply committed black community members to make substantive changes in how black people lived. The Washington Post, despite flying in the face of the establishment its 1973 exposure of Watergate criminals, at this period, took a very conservative view of the overt and insistent efforts of black community leaders to force white people to begin to understand the depth of racial inequality.
Midha makes the case that white people are only going to help so much, willingly, even if they have the best motivation because, ultimately, their concern is with like populations, not with those outside their comfort zone. He noted that the Democratic Party was as culpable as any white-dominated group, taking on the black cause, but limiting itself to goals that can be checked off and showcased, rather than making a philosophical commitment to real change.
Midha notes that Black Panther Party (BPP) leaders recognized that change was glacial and set out to change the way blacks and whites perceived the change process in order to accelerate it. The BPP was characterized as advocating violent change and came under scrutiny that frustrated its adherents and eventually destroyed the party. Midha has written an important paper that will enlighten anyone interested in how black activism progressed and was stymied at various points by establishment organizations. For further perspective on Black Panther history, see the 2014 Near Endowment paper by Divya Kalidindi, “Watching and Wiretapping: An Analysis of the Implications of the FBI’s Illegal Counter-Intelligence Programs against the Black Panther Party during the 1960s.”
Maya Nandakumar, Mitra Scholar: “The Enchantment of the Habit”
Maya Nandakumar has delved into an interesting corner of Catholic history with her examination of the roots of Catholic female religious orders, and presented some interesting points on their establishment in the Middle Ages. Nandakumar asserts the orders were only reluctantly sanctioned by most religious leaders after having sprung from weaknesses within the church that developed during times of great stress.
Nandakumar notes the convents grew from a series of events including greater control by the church as its administration over European religious activity grew more complete, but then broke down under the great loss of both humanity and faith that occurred during plague times. Women were first stigmatized as descendants of Eve (naturally overlooking that men were descendants of the equally guilty Adam), thus unworthy to take an active role in the church.
As the plague broke down civic and religious barriers due to its impartiality in afflicting both the most and the least pious, a secondary, female icon emerged, that of Mary, the mother of Jesus, allowing, eventually, greater latitude to women in participating in the church. Establishing their rights in the face of a paternal and highly controlling church was a 400-year battle, however.
One of the first sanctioned orders, the Franciscan Clarists was formed to give women a sanctuary from a harsh world while providing them with a religious role. The Catholic Church has vacillated on many topics throughout its 2,000-year existence and nunneries were given mixed blessings by various popes as the decades ticked past.
One of the most interesting insights in the paper is how church leaders came to understand that convents were valuable additions to the church’s galaxy of orders. Nandakumar notes: “As the Church and its subjects began to see virginity as a mark of honor in addition to an instrument for control, a path was paved for the women’s religious movement. It is clear that one could not have existed without the other, for the impact of the former made the latter more feasible.” Followed by the assertion: “By absolutely condemning premarital sex, the Church provided only two distinct paths for women: either marriage or the convent.” We have long since moved beyond such narrow paths for women, but it is fascinating to read how the development of convents affected the Catholic Church, and thus a large proportion of the European population.
Karnika Pombra, Near Scholar: “The United Fruition: A Historical Analysis of the Motives for the 1954 U.S.-Backed Guatemalan Coup”
Karnika Pombra has written a fascinating vignette of how the United States used the Cold War for economic empire building. The crux of the report is that the Dulles brothers, Allen and John, respectively head of the CIA and secretary of state, used their political influence to get the CIA to trigger and support a coup in Guatemala in order to restore land to the United Fruit Company, on whose board of directors both men sat.
Pombra notes that John used his influence with then-President Dwight Eisenhower to convince him Guatemala was edging closer to full-fledged communism to get approval for the coup, but that the situation was far from black and white, and that the Guatemalan regime was not overtly communist. The regime was definitely socialist in action, having appropriated 234,000 acres of United Fruit Company’s 550,000 acres in Guatemala, a clear assault on an agricultural company’s ability to survive. Naturally, the United Fruit Company objected to this and, according to Pombra, used its influential board members to arrange for the 1954 coup.
It seems fairly obvious the U.S. was interfering with foreign politics, as all countries with the influence to do so will; but in this egregious example, two high-ranking U.S. government officials were also on the board of the company most economically affected by the supposed communism of the Guatemalan government. Pombra asserts the Guatemalan government of the time was not strictly communist and that Eisenhower, a hard-headed man used to the machinations of both his own and foreign governments, was convinced by his secretary of state that the coup was necessary for national security. This was the era where workers everywhere were overthrowing dictatorial governments with armed assistance from the Soviet Union and Red China, and Guatemala appeared to be another state about to come under communist control.
The U.S. had already fought a hot war in Korea to stymie communism and went on to fight communism around the world, notably in Cuba and Vietnam, instances of cold and hot wars meant to curb the efforts of a shadowy, reconstituted Comintern that threatened democracy. All of the communism vs. democracy instances during the Cold War era will someday be examined as a whole, through the prism of time, and perhaps then a more rational and scholarly summary of the value of the U.S. effort to curb communism will emerge. Until then, there are travesties like the Guatemalan coup juxtaposed with heroic efforts like saving South Korea from communism to ponder.
Apoorva Rangan, Near Scholar: “The Tet Offensive and the MACV’s Information Defensive: An Analysis of Limitations to Watchdog Journalism in the Vietnam War (1964-68)”
Apoorva Rangan has written a masterful analysis of war reporting in the early years of the Vietnam conflict. In it, she asserts that the war coverage was characterized by confused reporting policies implemented unevenly, with plenty of opportunity to circumvent recognized methods of transmitting news reports, which created a sort of chaos in perception of the war. Ultimately, reports on specific activities, some bordering on criminal, by U.S. soldiers in Vietnam contributed heavily to the public rejection of both official reports of progress and the value of continuing the war.
Although the defense department tried to maintain an air of candor to allow reporters to tell the stories in Vietnam as they saw fit, the war was being so poorly run that news reports antagonized both the president in Washington and the high command in Vietnam. As things went from bad to worse in terms of achieving U.S. war aims, civilian and military leaders tried to modify reporting through various means. Unfortunately for those leaders, but ultimately fortunately for our country as a whole, reporters could file stories via Singapore or Hong Kong civilian channels that told greater truths than those stories that had to be entrusted to the military communication system for transmission to the United States. The sad truth is, many reporters toed the line; they used the military press releases as the basis for reporting on the war, thus deluding much of the public into believing the Vietnam conflict was being fought with honor and success. It was up to reporters — who could have easily lost their jobs if company executives disagreed with their methods or reportage — to tell the humbling, embarrassing, shameful truth of how the war was being fought.
Perhaps the oddest facet of news coverage was that the U.S. really did try to let reporters do their job at first, then tried to limit what was being said through various, ultimately ineffective means, while never implementing the hard and fast censorship that has characterized war coverage before and after Vietnam.
This paper was exceptionally well-written. Rangan chose a topic narrow enough for her paper, yet presented enough detail and surrounding history to contextualize her report. War reporting has evolved to be far more encompassing and truthful through the efforts of individuals, sometimes backed by their organizations, and that evolution began in Vietnam.
Agata Sorotokin, Mitra Scholar: “The Truth Beyond Words: A Muisco-Historical Analysis of Selections from Dmitri Dmitriyevich Shotakovich’s Compositions Under the Stalinist Regime”
This careful study of the life of Dmitri Dimitrivich Shostakovich, juxtaposed against his times, illustrates through musical analysis, anecdotes and historical context, his unswerving determination to maintain his artistic freedom even under one of the most repressive regimes of modern times.
Using the above elements, Sorotokin has woven a story that goes beyond even Shostakovich’s struggle to illustrate the struggle all honest artists faced under the limits imposed by political repression under the greatest murderer of modern times, Josef Stalin.
Sorotokin focused on three Shostakovich pieces – an opera, a symphony and a chamber piece –to show how the composer did his best to follow the precepts of socialist Russia while striving to maintain his artistic integrity. Alas, there was no room in that country, in that era, for real personal integrity, only for self-delusion or naked conformity to avoid the knout.
Shostakovich tried hard to reconcile his integrity with political repression, but the inconsistencies of the Soviet system, deep corruption on high vs. mass idealism below meant that integrity in all the arts was caught between the vagaries of untutored leaders passing judgment and the fickle praise of the masses who, having no real choice, swung to and fro, for and against, artists as the regime clasped them to its bosom or metaphorically pushed their faces in to the mud.
Shostakovich fell out of favor, then back in, and the pieces Sorotokin uses to illustrate the composer’s artistic path follow that pattern, with his symphony being praised, his opera reviled and, following another cycle of rehabilitation and rejection, survival after the death of Stalin. After a government-instigated cultural visit to New York where he felt forced to criticize fellow composer, Igor Stravinsky, Sorotokin notes “Shostakovich began to write his Fourth String Quartet, which he did not even attempt to have performed until after Stalin’s death. Placing the piece of chamber music ‘in the drawer,’ he was unafraid to express his ‘authentic’ emotions in the work.”
Sorotokin clearly admires Shostakovich and by the end of the paper, it is hard not to do so. He repeatedly jeopardized his freedom supporting others and he repeatedly tried to be a good citizen by volunteering for duty during World War II when Russians were dying in heaps to keep the German Army at bay.
Sorotokin includes several passages from Shostakovich’s works pointing out how he made the music tell his story of life, including a protest against anti-semitism, which was a reoccurring theme in Russia. Sorotokin finishes leaving readers with a solid feeling for Shostakovich’s efforts to produce his incredible music under extremely trying historical circumstances.
Vedant Thyagaraj, Near Scholar: “Increasing the Efficiency of United States Healthcare: Addressing Adverse Selection in the Health Insurance Market Through the Patient Protection and Affordable Care Act”
Vedant Thyagaraj has produced an impressive study and analysis of U.S. health insurance that codifies all the issues thinking people have come to recognize as wrong with our health care insurance system. Two of the biggest issues that consumers face are listed by Thyagaraj early on in the document:
“Defensive medicine, where doctors prescribe medical treatments that are not necessarily in the patient’s best interest but protect the doctor from potential lawsuits, has also become more common and has resulted in increased medical costs, which indirectly raises insurance premiums. The flip-side of this argument is physician-induced demand; doctors and other medical practitioners will prescribe treatments for patients that are superfluous and unnecessary, in order to increase their own profits.”
Thyagaraj says these problems are due to information asymmetry, and notes information symmetry has two distinct market failures: moral hazard and adverse selection. He focuses on adverse selection for most of his paper (although an exploration of moral hazard sounds very interesting!).
“Adverse selection has affected the health insurance market for many decades. As no prior economic solution has succeeded, this market failure has been elevated to the most important health care economic inefficiency in the market for health insurance. Adverse selection occurs due to information asymmetry between customers and insurance providers and is typically characterized by high-risk patients increasing insurance premiums so significantly that lower risk customers drop out of the market.”
He went on to note that “When high-risk individuals join an insurance plan seeking medical coverage, the insurance provider compensates for the increased risk by raising premiums. However, many low-risk individuals, who were previous subscribers to this insurance plan, may find that the new premiums are not justified (and) terminate their health insurance plans.” With the healthy insured dropping out, insurance companies then raise the rates of those still in the plan to cover costs. This spiral is an inevitable outcome of adverse selection that could eventually “lead to the collapse of the insurance pooling mechanism,” Thyagaraj added.
Fortunately, Thyagaraj found there are workable solutions to the problem, one of which is universal insurance coverage, instituted by the government, which “could help reduce adverse selection by maintaining a balance between high-risk and low-risk individuals in insurance population pools (and) the recent Patient Protection and Affordable Care Act seems to meet these requirements, giving it solid theoretical potential to defeat the health insurance market’s greatest economic failure.”
This is a complex paper, but it addresses an issue of concern to virtually every U.S. resident. It makes great reading for those interested in the issues – thoughtful, clear language, good case studies and rational conclusions.
Felix Wu, Near Scholar: “Straight Outta Compton: Hip-Hop and the 1992 Los Angeles Riots”
Felix Wu has written a paper on a topic not familiar to many readers, but one that should be taken as a manifesto of these times where police violence against black men has become one of the most important topics our society can address. The paper analyses the expressions of anger coming from the black community in reaction to repeated incidents of black men dying at the hands of police when there is no discernable threat from the victim. What makes the paper particularly interesting is that Wu examined rap or hip-hop lyrics for what they present to listeners about the grief, frustration and anger coming from the black community as they continue to fight what can easily be defined as institutional lynching.
Wu was able to source many songs, covering a sad 21 years of racial assassination, starting with the Rodney King beating in 1991. He tells the story for those too young to remember it, but the story needs no retelling for most adults, as it was a seminal event in recognizing that black men are beaten and killed weekly – if not daily – in the United States. The beating itself remains deeply shaming, and each incident following, up to the very recent death of a black man in Baltimore police custody from a severed spine, add to that shame for those who are in a position to do one of two things: use our political voices and vote to effect change for those who do not have the votes or political savvy to do so on their own.
Wu spends some time discussing the effect of crack cocaine on the black population and how rap music addressed it, and how it ties into perceptions that blacks are to blame for their own problems. He also discusses changes in gang activity and how rap musicians made multiple efforts to speak to their fellow black men to illustrate how black-on-black violence needed to be addressed within their community. Wu has written a fascinating paper on how the black community’s music has affected it politically in a number of ways and, although many may be generally aware that the music addresses some of the most important issues in the black community, this paper lays it out in black and white, as it were: We need to change how we all, and especially the police, treat black males if we want them to succeed in our society.
Stanley Xie, Mitra Scholar: “Understanding Gender Differences in Depression: The Evolution in Our Understanding for Rumination and Co-Rumination in the Midst of the Social Media Revolution”
Stanley Xie has written a wonderful paper on depression and everyone should read it. Xie examines the relationship between depression and social media interactions and, although he speaks directly to gender differences, and notes that women are roughly twice as likely to suffer from depression, the crux of the paper applies to all since depression affects those around the depressed person, as well.
Xie verbalized some key factors affecting an individual’s state of mind that, when read, seem obvious, but are so entrenched they are easy to overlook. He repeatedly notes that women form closer friendships than men and that those friendships have an ambiguous impact on depression since talking about a problem can help, but dwelling on it can hurt. Here is a highly telling excerpt from his paper:
“Interestingly, they found that friends who co-ruminate with each other, despite their supportive attitudes, engage in more problem talk, possibly explaining the discrepancy between close friendships and increased depressive symptoms. These results support Stone et al. (2011), who found that co-rumination statistically increased the chance for an individual to be depressed and likely serves as one of the driving factors bringing about the gender differences beginning in adolescence. Interestingly, Rose et al. (2007) and Star and Davila (2009), also found that co-rumination occurs in both genders, but female co-rumination contributes more often to depressive behavior, a trend that appears independent of their higher rates of rumination. Because females form closer friendships, they are more likely to open up about and rehash their problems with their friends, contributing to their depressive symptoms.”
Xie does address the issues raised around depression with social media and his analysis seems so logical that its value is in its simplicity. Overtly, communication via social media isn’t as complete as face-to-face due to the lack of facial and body cues transmitted, but it turns out that the sheer volume and number of channels, plus human coping systems allow for pretty good subtextual communication after all.
Xie notes: “The fact is that although nonverbal cues in face-to-face communication may not be present during online conversations, there are so many different ways of communicating through social media than in person. For example, adolescents can take a few ‘snaps’ for their friends, sharing small tidbits of their day with their friends, join a large group chat to continue socializing, and then video chat other friends. Thus, the lack of cues is made up for through the sheer number of different ways teens can present themselves online.”
This exceptionally well-written paper deals with a complex subject, one that strikes home with every thinking person since depression is so pervasive.
The 2015-16 endowment recipients, all, as usual, rising seniors, have been selected!
John Near Excellence in History Education Endowment Fund: Zarek Drozda, Shannon Hong, Jasmine Liu, Sadhika Malladi and Sahana Narayanan.
Mitra Family Endowment for the Humanities: Kaitlyn Gee, Kavya Ramakrishnan, Elisabeth Siegel and Natalie Simonian.
We’ll be looking for some great papers from these students in a year! Go Researching Eagles!
This article was originally published in the fall 2014 Harker Quarterly.
Since their foundings in 2009 and 2011, respectively, the John Near history endowment and the Mitra humanities endowment have become symbols of the Harker community’s dedication to helping students pursue a broad array of interests. The endowments have funded 21 meticulously researched historical analyses to date.
Established after the 2009 passing of beloved history teacher John Near and funded by his parents, Jim and Pat Near, The John Near Excellence in History Education Endowment echoes Near’s passion for history education. In addition to funding the continued development of the John Near Resource Center, the endowment provides students with opportunities to do high-level academic research on their chosen historical topics.
Two years later, Harker parents Samir and Sundari Mitra (Sachin ‘10; Shivani ‘13) established The Mitra Family Endowment for the Humanities, a $100,000 fund that further expands research opportunities into areas such as philosophy, languages and the arts. This endowment exemplifies the Mitras’ “whole mission” philosophy, which emphasizes not just mathematical and scientific know-how but also the ability to know what people need, “so that you can create something to help make the world a better place,” said Joe Rosenthal, executive director of advancement.
Each year, Harker seniors submit proposals on topics in history and the humanities that they would like to explore. Those chosen to receive Near and Mitra grants are then assigned a faculty mentor and spend the next year researching and writing their papers. Their journeys often lead to fascinating discoveries. Shivani Mitra, one of the first Mitra scholars, traveled to Mexico City to speak with members of Frida Kahlo’s family for her project on the life and impact of the legendary painter and feminist icon. She also unearthed archival photos that provided further insight into Kahlo’s life and how it influenced her work.
“We had so much fun,” said history department chair Donna Gilbert, who mentored Mitra during her research. “Neither of us had seen any of those archival photographs before.”
Gilbert and Library Director Sue Smith, who evaluate and approve student proposals for the grants, admitted to trepidation about the programs upon their initial launch. “That first year, we kind of held our breath; we weren’t sure if anyone was even going to want to do it,” Gilbert said.
“Are they going to line up to do independent research in their senior year that’s going to take hours and hours of their time?” Smith remembered asking at the time.
Their concerns were allayed both by the response to the grant programs, which attracted dozens of applicants this past school year, and the quality of the resulting papers. Students have begun asking about the grants as early as grade 9, “and not just as a resume builder, but with a genuine interest in a topic,” Gilbert said.
The grant programs also have acted as a source of professional development for the faculty mentors, who often find themselves caught up in the subjects that the students are studying. “We’re all intellectually interested ourselves,” Smith said. “I’ve watched mentors do research simultaneously with the kids to stay one step ahead so that they can help them.”
Just this summer, Smith bumped into Apoorva Rangan, grade 12 and one of this year’s Near scholars, and found herself in a conversation about Rangan’s research on news coverage of the Vietnam War and the resulting tension between news media and the federal government. The discussion turned to how Rangan planned to focus her project after learning how the Freedom of Information Act affected television coverage of the war. “She’s seeing things in history colliding and questioning what affected what,” Smith said. “Those kinds of things sustain those of us in education for weeks at a time.”
For Rangan, the importance of the Near and Mitra grants lies in how they reinforce Harker’s mission to help students discover and foster their love for any topic. “The grants haven’t just enhanced learning opportunities for the scholars,” Rangan said. “They’ve helped bring balance to the entire student body. They’ve helped emphasize to students that you can make any subject as rigorous as you want it to be.”
The grants also provide additional motivation for students to excel in social studies and the humanities, something to which Rangan can personally attest. “When I was thinking about proposal topics for the grant, I found myself more involved and engaged in my history classes,” she said.
In their proposals, students frequently cite work they have done in previous years, Smith said. “Oftentimes they provide a resume in their application for the grant,” she said. “The point is that they see our research scope and sequence in the history department as preparation.”
The effort and passion that goes into these projects also can have lasting effects that extend far beyond the students’ high school careers. While working on her paper about the impact of the feminist and civil rights movements on the disability rights movement of the 1960s and ’70s, Near scholar Zina Jawadi ’13, who is hearing impaired, also began devising a plan for how to improve the lives of people with disabilities, particularly the removal of barriers to educational opportunities.
For Jawadi, one of the greatest benefits of being a Near scholar was the mentorship she received from Smith and history teacher Ruth Meyer, both of whom offered advice on how to create a paper that would bolster her long-term goals. “Dr. Meyer and Ms. Smith mentioned in my first meeting in senior year that I should focus on the history of the disability rights movement rather than the policy change,” she said.
“Dr. Meyer then explained that the policy change paper could have more of an impact in the real world, if I published [it] in a few years, once I have established my advocacy work, and once I have solidified my [knowledge of the] historical background of the disability rights movement.”
Though they are happy with the grant programs as they currently exist, Gilbert and Smith have discussed some possible future improvements. Gilbert would like to see Near and Mitra scholars share and discuss their work with the community more often, hoping that “students will see research not necessarily as a burden or as … just another assignment that they have to check off, but [as] transformative.”
Another possibility is adding more multimedia elements, such as links to videos or sounds embedded into the electronic versions of the papers. “When somebody interviews Frida Kahlo’s family, it would be fabulous to be able to have a video clip embedded in the paper,” Smith said.
Above all, Gilbert and Smith hope that the grants continue in their mission to offer research opportunities to students who wish to explore the subjects they love.
“I feel like we are so in touch with the kids’ interests and can support them in this program,” Smith said. “This is the ultimate individualized learning program.”
Mitra and Near Scholar papers have all been summarized and the summaries can be found in Harker News at news. harker.org; search “endowment.” The papers themselves can be found on our website at http://library.harker.org/nearmitra.
Eight more students walk away from Harker this year, each having contributed a unique historical research paper to the growing archive housed in the John Near Research Center.
Harker’s two grant programs, The John Near Excellence in History Education Endowment Fund, founded in 2009, and the Mitra Family Endowment for the Humanities, founded in 2012, funded the students’ yearlong efforts. The range of papers for 2013-14 is remarkable. From an analysis of the viability of bitcoins to counter-intelligence efforts against the Black Panthers to the influence of the Roman Republic on the Constitution, each topic was plumbed by a student intrigued by its roots. At the annual reception in late April for Near and Mitra scholars, students and mentors spoke about the long road to complete a research paper and what they discovered about themselves and their topics, along the way.
Four of the papers address societal problems in the U.S. Connie Li, one of the five Near grant recipients, followed her muse to write “Islamic Student Experience in the Classroom after 9/11: A Holistic Analysis of Sociopolitical Influence on the Muslim Student Pysche,” finding that the most commonly used textbooks in U.S. schools use one-sided descriptions of Muslims; while Muslims find themselves discriminated against, there are Muslim voices that rise to protest being victimized and other voices that protest the demonization of Muslims.
The subject matter is of interest to every thinking American as it is one of the great polarizing topics of our time. Her three-plus page bibliography is impressive. “I’ve been devoted to understanding American identities under siege because religion is something so precious to identity, but so difficult to share peacefully, sometimes, that I have learned to measure the achievement of the American ideal of liberty against the progress and protection of religious freedom,” said Li. “My work is about reaching beyond the easy judgments, the sweeping generalizations and the self-defense of hate that is so easy to wrap around ourselves in times of both fear and comfort.”
In researching her topic, Divya Kaladindi selected a topic of great interest, as it is germane to our NSA-surveilled world. Kaladindi scrutinized the FBI’s famed 1960s Counter Intelligence Program (CoIntelPro), a counter-terrorism campaign bent on destroying groups identified as subversive in her paper, titled “Watching and Wiretapping: An Analysis of the Implications of the FBI’s Illegal Counter-Intelligence Programs against the Black Panther Party during the 1960s.” She focused on their penetration and destruction of the Black Panther movement, which included trashing their Chicago headquarters after contriving an excuse to search the premises.
Luckily, the program was exposed and, though the Black Panther Party was destroyed, the FBI came under such scrutiny it was forced to disband CoIntelPro, and regulations were put in place to prevent a similar effort from reoccurring. Kaladindi has successfully encapsulated a piece of political history in such a way that both ends of her chain, the pernicious facets of the FBI and the radicalism of the Black Panthers, stimulate tangential consideration. “I chose this topic mainly because of a strange fascination with the FBI,” she said.
Through her research, she found that, “The FBI was, in fact, just as interesting and scandalous as it appeared to be in popular culture but inherently much more complex. Guidelines, propriety and issues of legality fell to the sidelines as spying, forgery, harassment and psychological warfare reigned in desperate attempts to quash militant groups like the Panthers. This process was extremely demanding, but through it I learned the importance of time management and critical thinking. I’m probably on the FBI’s radar because I’ve visited their site so many times,” she noted.
One of the most original papers yet submitted was that by Monica Thurkal, who examined how curly hair has influenced the treatment of individuals in life and literature in her paper, “Wanton Ringlets: A Tangible Medium for Identity and Power.” Thurkal noted that she has straightened her hair for years, and that effort led her to question the value of conforming in order to fit in professionally, and how hair-straightening can affect a woman’s self-confidence. She addresses the cultural tendency of some ethnicities to straighten hair in order to become more mainstream, and how negative attitudes in literature towards kinky hair promote stereotypes and pigeonhole its wearers.
Wanton Ringlets is a phrase describing Eve from Milton’s “Paradise Lost,” and Thurkal notes it pins Eve with connotation of immorality. In her paper, Thurkal notes a number of legal precedents that appear to punish those with non-straight hair. Her paper is an interesting perspective on an unusual topic. “Through my project, I learned that hair is really a symbol of social oppression,” said Thurkal. “Why do popular teen movies or popular culture associate straight hair with womanhood, and why is straight hair an expectation for professional appearance within the business world? By changing their hair, women experience a troubling rejection of themselves. What was really cool was that I was able to create my own intellectual path within the subject of sociology,” she said.
This subject, though not at the forefront of social recognition, gives pause to those who have never considered the ramifications of hair. Thurkal has taken an uncomfortable reality and written about it thoughtfully and with insight that makes it relevant, no matter who you are.
Finally in the social consciousness collection, Zina Jawadi examines the disability rights movement in her paper, “The Hidden History of the Disability Rights Movement: Improving Access to Education in the Shadow of the Feminist and Civil Rights Movements of the 1960s and 1970s.” Jawadi, a tireless advocate for disability rights, noted that the movement is under-researched, though, promisingly, there has been a thousandfold increase in journal titles on the subject from 1979 to 2011. She notes that 50 years ago, as marginalized populations stood up to be recognized, the atmosphere created by the larger student movements, especially on college campuses, allowed disability rights efforts to be heard both due to entrenched powers being forced to examine their policies on civil and women’s rights and thus hearing about disabled persons’ needs, and because disabled rights workers were able to learn from observing successes of those managing other rights movements.
This is a paper filled with the passion of its writer and it is a must-read for anyone interested in human rights. “Initially, I expected my research to confirm my hypothesis that these social advocates supported each other, thereby strengthening all of the movements,” Jawadi said. “How wrong I was. My research gave me a greater understanding of what was going on behind the scenes,” and Jawadi noted there was often competition for media attention.
Jawadi, who has a significant hearing loss, said that ever since eighth grade, she has worked towards her lifetime goal to change the world of hearing, scientifically and socially.
Her work on the Near paper “helped me crystallize my calling,” she said. “A children’s advocate started a fund in 1973 hoping to provide children with disabilities better access to education. She was disgusted to discover from the U.S. Census Bureau that 750,000 children with disabilities, aged seven to thirteen, were not attending school. These children were hindered from receiving proper education because of their disabilities.”
“My research gave me a deeper perspective on the struggle people with disabilities face and, based on my research, I have developed a three-step plan for my disability rights work. I hope to witness a second disabilities rights movement.”
In a long step from disability rights, the paper “Bit by Bit: An Economic Analysis of Bitcoin’s Viability as a Currency,” by Anisha Padwekar, retails the growth of bitcoins, their advantages and disadvantages. Her paper is a well-researched, well-ordered contemporary analysis including relevant history, and is a great primer for anyone interested in the phenom of bitcoins.
While most readers are familiar with the term, and understand the protocurrency is digital, few grasp the technology behind it and the value – or the dangers – of the digital currency plan. Padwekar takes what could be a very dry subject and, using historical comparisons, news items on bitcoin and financial market analysis, defines for readers why bitcoins are attractive and yet not quite ready for prime time; she makes the topic not only readable, but interesting. “I wanted to choose a topic that would be a relevant economic question today,” said Padwekar. “Perhaps the most interesting part of my research were the tangents I went on. It was interesting to read about regional alternative currencies. While validating my interest in economics, the project helped me discover my interest in cryptography.”
In her paper, Padwekar notes how entrenched financial organizations, such as national banks, have yet to define bitcoins officially as currency, thus avoiding dealing with the many unresolved issues of money that is a string of numbers and not even nominally backed up by specie. Although Padwekar noted that for various reasons bitcoin will probably fail, interest in the subject remains high as digital currency seems like a predictable step in the development of our digital society. Recommended reading for anyone who would like to be able to contribute to the conversation next time the subject comes up!
Harker News has included Angela Ma’s accomplishments as a ballerina in a number of stories, and Ma has now taken her taken her passion from the stage to the library with her analysis, “The Role of Musicianship in George Balanchine’s Enduring Impact on American Contemporary Ballet.” Ma tracks the seminal choreographer as he learned to dance, play, compose and choreograph in his native Russia. So many talents packed into a single person is daunting, and Ma traces his growth through his other talents to that of the ultimate choreographer, despite Balanchine’s assertion that composing, not choreography, earned the “highest seats in heaven.”
Ma’s closely written analysis goes a long way toward explaining the complex relationship between a composition and how a choreographer translates that into dance. She mentions few specifics, but uses great illustrative anecdotes and quotes tell the story of how Balanchine thought, thus choreographed. Though the paper discusses the technical nature of composition, Ma brings forth the passion Balanchine felt in his four-decade collaboration with Igor Stravinsky and illustrates to readers how the partnership between the two men resulted in Balanchine’s timeless choreography.
“I initially chose this topic because dance has been such an irreplaceable and meaningful part of my life,” said Ma. “I wanted to explore ballet in a new way beyond the studio.” Looking back on the process, Ma noted that her mentors helped her to “learn so much about dance and intellectualism.” Ma illustrates the impact of dance, style and the depth that Balanchine brought to ballet, noting that in “Tchaikovsky Pas de Deux” he “complements the musical tempo and varying succession of notes with a customized dynamism of movement.”
The only paper that looked outside of the United States for subject matter addressed the similarities and differences between two modern revolutions, those in Poland and Tunisia. As with most revolutions, each government had to wear out its welcome – leaving the population without hope for improvement – before the citizenry pushed back and created such a groundswell of opposition that the governments threw in the towel rather than bring warfare into the picture to repress the revolution. But each kicked off a string of political upheavals in their greater geographical regions and the repercussions from each continue today in both regions.
Maya Madhavan wrote “A comparison of the Causes of the 1989 Collapse of Communism in Poland and the 2010 Jasmine Revolution in Tunisia,” and points out the differences between the populations’ education levels as being one of the determining factors in the instigation of each revolution, while both revolutionary groups shared economic distress. Tunisia’s jobs went to the well-connected and the younger generation saw their college educations going to waste while Poles of all ages suffered reverse after reverse under Communist rule. It goes almost without saying that oppression and corruption flourished in both countries.
Madhavan compared and contrasted the political atmospheres and used an accepted model of revolutions as a template to explain the differences. This paper tells the story of not just these two countries, but of the revolutions that shattered the Soviet Union and revolutions that took place in the Mideast over the last few years. We have not seen the end of conflict in either region, and this paper helps to bring clarity to the reasons these peoples stood tall for freedom.
“What surprised me the most was not their similarities, but their differences,” said Madhavan. “I went into this expecting to see a number of parallels between the two – you could say I overestimated the extent to which I thought history repeats itself. I don’t think I realized just how much the world has changed in the past 20 years, and never really understood the impact that recent technological advantages have had on the dynamics of our world.”
“For a long time,” Duraiswamy said, “my main academic interests have been the founding of America, the Constitution, and the classics, so my topic provided a nice opportunity for me to explore an intersection of these three subjects.”
Duraiswamy noted how Madison fought for not only a bi-cameral legislature, but for two different types of bodies to both represent the people’s stated wishes and to provide a check on those wishes when, motivated by some popular event, they conflicted with sensible progress. While many will have learned of the classical education given to those who could afford it in this country’s formative years, few of us consider what that education meant in terms of framing a document that would withstand challenge after challenge.
This is a paper that opens the door to as many questions as it answer. “The hardest part of the process for me was probably narrowing the focus of my topic,” said Duraiswamy. “In other words, using the greater length of the paper to add depth to my research rather than breadth. Initially, I thought I would explore the Roman influences on the entirety of Madison’s political thought, but after talking to my mentors, I realized that that was not narrow enough.
“If I tried to cover everything, my analysis would not be able to explore the intricacies of his ideas and would not be able to delve into primary sources as much. Instead, it would be better to pick one aspect of Madison’s philosophy and study its classical antecedents. Eventually, I settled upon the idea of the Senate within Madison’s political ideology, but it took me a significant amount of time and effort to get to that point since I had to explore many of his ideas to see which one had the most potential for my topic.”
The thoughtful reader need only reflect on the disarray that occurs in various foreign congresses to see the value in separating those elected as direct representatives of their constituents’ geographical and local political interests, and those that are charged with the task of doing what is right for the nation on a macro level. This was a most enlightening paper and will be relished by anyone interested in ancient and modern history.
Next year’s 2014-15 Near Scholars are Ayush Midha, Karnika Pombra, Apoorva Rangan, Vedant Thyagaraj and Felix Wu; the 2014-15 Mitra Scholars are Aadyot Bhatnagar, Maya Nandakumar, Agata Sorotokin and Stanley Xie.
Since the first grants were made in 2010, 21 original papers have been archived for reference in the John Near Resource Center. All papers are available on the Harker library website. Topics have included “Winston Churchill’s Efforts to Unify Britain From 1940-1941,” “Can Charter Schools Close the Achievement Gap?,” “Arleigh Burke’s Submarine-Based Finite Deterrent: Alternative to the Nuclear Triad,” to name just a few.
Each year, a number of students are selected from applicants to receive the grants and, each year, the completed papers are read, celebrated and archived as part of Harker’s legacy, honoring both donor families for their timeless contribution to both historical research and the intellectual growth of Harker students.
The John Near Excellence in History Education Endowment Fund was established in memory of the 31-year veteran of Harker’s teaching staff, who passed away in 2009. Donors of the $300,000 endowment are James and Patricia Near, John’s parents, and in John’s own words, the proceeds will be used “to help develop the history department, both through the acquisition of resources and providing growth opportunities for both faculty and students.”
The Mitra Family Endowment for the Humanities was established by Samir and Sundari Mitra.“The subject matters taught under humanities such as history, languages, communications and philosophy are critical skills and knowledge that develop well-rounded Harker students,” said Samir Mitra. “Humanities is the bedrock of a superior education and will enable our students to stand out as recognized contributors in their future professions.”
Harker’s maturing endowment program produced six scholars this year, all seniors, who each presented their papers in late April to fellow students, parents, faculty and administrators in the Nichols Hall auditorium.
Established in 2009, the John Near Excellence in History Education Endowment Fund, the first of its kind at Harker, was joined by the Mitra Family Endowment for the Humanities in 2011, and since then there have been nine Near scholars and four Mitra scholars, including this year’s awardees.
The $300,000 John Near fund, established in memory of the 31-year veteran of Harker’s teaching staff who passed away in 2009, was made by his parents, James and Patricia Near, to, in John Near’s words, “help develop the history department, both through the acquisition of resources and providing growth opportunities for both faculty and students.”
Harker parents Samir and Sundari Mitra (Shivani, grade 12) established the Mitra Family Endowment, which matches gifts to the annual giving campaign up to a total of $100,000.
This year’s papers ran the gamut from traditional historical research to an examination of social conditions.
Artists
One of the Mitra scholars is actually a Mitra. Shivani Mitra chose an enduring topic for both artists and feminists: Frida Kahlo, the iconic Mexican painter who explored politics, art, feminism and sexuality during the course of her life. Mitra frankly discussed Kahlo’s sexuality, paintings and politics, often referencing Kahlo’s diary, but the most notable portions of the paper were Mitra’s analyses of the crossovers and tie-ins between these three facets of Kahlo’s nature. One example:
“Frida, who was a supporter of the communist party with Diego (Rivera), wore the clothing that symbolized communist allegiance without acknowledgement to the social norm for women to never be involved in politics. In addition to challenging the political position of females, Frida refused to take on the feminine attitude that wives were supposed to in her second marriage. In a personal essay about Diego for an exhibition of Diego’s work in 1940 Frida wrote, ‘Some people may expect me to paint a very personal, ‘feminine,’ anecdotal entertaining portrait of Diego, filled with complaints and even a certain amount of gossip …’”
“In the beginning of my sophomore year I took AP Art History with Ms. (Donna) Gilbert,” Mitra said at the reception, “and I fell in love with this subject. Art history allowed me to learn about the historical periods and individuals of the past through a painter’s hand or a sculptor’s tools filled with color, texture and emotion that really took me back in time and history. When this opportunity came up, I was intrigued by the idea I could explore one of my favorite artists, Frida Kahlo, in much more depth.”
Duels
Near scholar Nina Sabharwal chose one of the most enigmatic episodes in the personal history of the United States’ founding fathers: the duel between Aaron Burr and Alexander Hamilton that resulted in the death of Hamilton and the destruction of Burr’s political life.
Dueling was regarded as the only honorable way to settle a dispute not then actionable under law, and both men were familiar with the practice both as a deterrent and as a remedy for those making disparaging remarks. Indeed, Hamilton lost his beloved eldest son, Phillip, to a duel prior to his own death and, according to “Hamilton” by Ron Chernow, Hamilton had been on the fringes of six other duels, including acting as a second or adviser. Neither Burr nor Hamilton lived an unimpeachable life. Burr schemed to enrich himself and further his political ambitions becoming a controversial figure in U.S. politics as the young country worked out its growing pains. Hamilton was equally busy trying to solidify his place in U.S. politics and history, and the two clashed in the political arena more than once.
“This project has been a culmination of the years of learning in our history classes,” said Sabharwal. “The research skills I’ve acquired will be invaluable to me in college.”
Sabharwal’s conclusion is that “the famous duel was the result, largely, of ill-will formed between the two men over many years. In the specific, Burr accused Hamilton of speaking ill of him in society and sent his second to call on Hamilton. The deadly meeting between the two seems almost inevitable when their history together is examined.”
Composers Near scholar Ashvin Swaminathan delved into political and musical history to plumb the premise that two of the United States’ most influential composers, Aaron Copland and Leonard Bernstein, both sought to illuminate Hispanic forces in America in their works, especially Copland’s “El Salón México” and Bernstein’s “West Side Story.”
“I really like history because I like finding historical connections between various events,” said Swaminathan, “and I like music and the study of musical history, the study of how the evolution of music and how composers were influenced by the sociopolitical climates of their times. I really wanted to do this research because there has already been much research done on European classical music and how European composers were influenced by the politics of their days. I wanted to create an American parallel for that. Doing this research project has really influenced what I am going to study in college.”
Swaminathan’s work is best defined by a paragraph from his paper: “Copland’s 1936 symphonic work “El Salón México” may be viewed as an artistic reaction to the contemporaneous Mexican Repatriation, and Bernstein’s 1957 musical “West Side Story” must be taken as a politically overt response to the youth gang violence that plagued New York City throughout the 1950s.”
Thus, Swaminathan begins his journey to illuminate what motivated these composers to create works that exposed the cultural pressures of a then-much-overlooked segment of U.S. society. Copland’s composition was stimulated by the forced, government-mandated Mexican repatriation of the 1930, when 500,000 or more people of Mexican heritage, including U.S. citizens, were forced to return to Mexico.
Bernstein’s “West Side Story” is a reflection of the frustration built up as Puerto Ricans emigrated to the U.S. when laws changed granting them citizenship and as World War II created jobs for them on the U.S. mainland. Many ended up in New York.
Swaminathan notes in his paper, “The combination of heightened unemployment on the island, greater perceived job opportunities in alluring mainland U.S. cities like New York and increased affordability of airfares led to a sudden, exponential rise in the migration rate of Puerto Ricans to the U.S. mainland. From 1950 to 1959, a total of about 470,000 Puerto Ricans migrated to the U.S. mainland.”
According to one source, the United States census showed that by 1960 there were more than 600,000 New Yorkers of Puerto Rican birth or parentage, and Swaminathan notes, “As a consequence of New York’s changing ethnic composition, many rivalries arose between teenagers from different ethnic backgrounds; in 1955, New York was plagued by nearly 100 teenage gangs.” It was from these circumstances that Bernstein drew inspiration for “West Side Story.”
Nazi Errors
In a more traditional approach, Mitra scholar Apurva Tandon took on a subject daunting to professional historians, the short- and long-term effects of the Nazi-Soviet Non-Aggression Pact signed in 1931 and the subsequent violation of that pact in 1941 when the Wehrmacht invaded Russia.
The subject of the pact has been covered extensively by noted historians, but Tandon coalesces the primary mistakes by Hitler that led to the ultimate failure of the Third Reich to survive at all, including fighting an ideological war instead of a political/military war and the utter disregard for the economic dependence Germany had on trade with the Soviet Union that was suspended when the invasion of Russia began.
Perhaps her most interesting point, drawn from a Stanford University lecture by Timothy Snyder, was that Hitler saw his invasion as the second phase of the destruction of Eastern European states, after the Soviet Union had started the job. Tandon asserts Stalin’s purges and ruthless collectivization of farms prior to the start of World War II were the opening act to the main show – Barbarossa – of destroying the populations of the satellite states to produce Lebensraum, and that viewpoint has not been widely aired.
“I’ve enjoyed tackling one of the subjects that is so widely explored in the field,” said Tandon, “and just being able to come up with my very own take on that and then put it out there is scary but rewarding – so truly rewarding. My mind is already racing with another follow-up topic that I want to research in college that is kind of an offshoot of this topic, and having this kind of experience under my belt is what is going to make that possible.”
ERA
In her paper, Near scholar Apricot Tang discussed the most important amendment that never passed, the Equal Rights Amendment, as its journey was affected by two ardent feminists from the right and left, Phyllis Schlafly and Betty Friedan. One of the most controversial amendments to be proposed, it was opposed by labor unions and Eleanor Roosevelt, yet supported by President Dwight Eisenhower and the Republican Party. Roosevelt opposed it because it would block legislation designed to protect women workers from harsh factory conditions, and the amendment seemed designed to help educated middle-class women, and so labor unions opposed it, according to Bookrags.com, an educational research site.
There were three life-changing points Tang experienced, she said. “First, I have found role models for myself. Seeking out the research has helped me be inspired by women such as Gloria Steinem, Betty Friedan and Phylis Schlafly, all extremely courageous and strong women of their time. Second, I found myself through the research process: searching, reading, being lost, thinking you’re not lost, then returning to the black fold and the sources. It has been a process through which I have found myself. And third, I’ve been learning about the kind of writer, the kind of student and the kind of thinker I am.”
As the feminist movement grew in the 1960s, ‘70s and ‘80s, the amendment seems, in retrospect, to be an obvious step forward in ensuring full rights under the law, but it was opposed by Phyllis Schlafly, a forceful, outspoken advocate for traditional womanhood. The amendment’s path in the 1960s and ‘70s could be seen as a reflection of the changing values Americans were all struggling with as Vietnam split communities, unions lost their ability to speak for the American worker and ethnic minorities advocated for equal treatment and protection under the law. Tang’s paper takes on the complex battle that shaped up between Schlafly and Betty Friedan, who founded the National Organization of Women in 1966 following publication of “The Feminine Mystique” in 1963, which examined women’s roles beyond traditional expectations of homemaking and motherhood.
Economics
Mitra scholar Warren Zhang chose to look at societal economics in his paper on how technological growth negatively affected income equality as technology development replaced manufacturing as a major component of the U.S. economy. This ambitious effort delved into the complexities of the job market, maturing understanding of modern economics technological growth and what it meant to everyone from university graduates to line workers in assembly plants.
Zhang’s conclusion is stated in 10 words in the opening sentence: “Modern technology breeds inequality and inhibits sustainable, broad-based growth.” Zhang notes that the income gap between the college-educated and the high school-educated grew after World War II, saying, “A college degree replaced a high school diploma as the mark of an educated person, and high school graduates and high school dropouts increasingly became substitutes in the labor market.”
He goes on to discuss in depth the changes effected by rising wages for the college-educated, the effect of unionization on both workers’ earnings and their college-educated counterparts. Finally, Zhang presents evidence that the rise in wages for college-educated workers and their ability to work more efficiently due to technology (computers) and the drop in unionization has created a dichotomy in our economy that is not sustainable: “Because modern innovations only make a small subset of skilled workers more productive, they induce damaging, even crisis-provoking, inequality,” Zhang said.
“The important thing, and the crux of my paper, is this idea (that) skills buy technological change. If you work with computers, if it is your job to tell the ‘robots’ what to do, to create the programs that make modern life possible, then the rise of information technology has been a wonderful thing.
“On the other hand, if you have a manufacturing job or you are doing some sort of routine office work, there are robots and there is software that will do your job better, faster and more efficiently, and … will never demand vacation, and that is the crux of it. While the growth of information technology has made workers at the top much more productive and thus given them the skills to demand higher and higher wages, it is also much harder to have a middle class job and a middle class life style if you don’t have those skills.”
Next year’s endowment recipients, all seniors, have been chosen. Mitra scholars are Maya Madhavan, Anisha Padwekar and Monica Thukral; Near scholars will be Kevin Duraiswamy, Zina Jawadi, Divya Kalidindi, Connie Li and Angela Ma.
Sarah Howells ’12, now a freshman at Princeton University, recently won first place in the Churchill Research Paper Competition sponsored by the University of Minnesota’s Churchill Center. “The history department is delighted to congratulate Sarah on winning first prize in the Churchill Research Paper competition,” said Harker history department chair Donna Gilbert.
Howells is the contest’s first winner, and it’s not the only first that she has earned for the paper, titled “Winston Churchill’s Efforts to Unify Britain from 1940-1941.” It was also Howells’ submission to earn a grant from the Mitra Family Endowment, which was established last year by Harker parents Samir and Sundari Mitra (Shivani, grade 11). Howells went on to become the first Mitra Scholar for her entry.
“I was pretty surprised, since this being the first year of the competition I was not sure what the expectations were,” Howells said. “I would like to thank the Mitra family for supporting humanities research at Harker, Ms. [Donna] Gilbert, Dr. [Ruth] Meyer and Ms. [Susan] Smith for helping me with research and making the Harker history department a strong supporter of independent work, and Ms. [Julie] Wheeler for convincing me to apply for the grant in the first place.”