My Global & Environmental Identity
Global and Environmental studies, to me, are about understanding the world’s issues and becoming knowledgeable and engaged in order to influence a positive change on local and global levels. I’ve always lived in urban areas, as I was born in New York City and later moved to the Bay Area in California. These environments have exposed me to many different communities and cultures, which has helped me gain more social awareness and global perspectives. Within my own family, we honor our culture by preserving long-held traditions that connect us to our roots. For example, we eat a traditional Italian dinner of seven fish every Christmas Eve, which has taught me the importance of coming together as a family and maintaining cultural legacies. A core value that resonates deeply with me is the golden rule: treat others how you want to be treated. This ethical principle isn’t just about human interactions, but also about our relationship with the environment. It’s crucial to treat the Earth with respect and consideration, and this perspective has trained me to make positive contributions to our planet. One of the goals that I have as a GESC scholar this year is to promote a deeper understanding of the food we eat. Additionally, I aim to foster cultural appreciation by making new dishes from different places for our community to enjoy. Since we all come from different backgrounds, I think it is important to learn the origins and significance behind the food we eat every day and expand our global palettes.
Global & Environmental Resume
GESC-designated Courses
- World History
- Spanish V: Latin American Civilization
- Spanish V: Cinema
- CL English IV: Literature and the Environment
- Germany and the Holocaust
- Topics in Ethical Theory
- Philosophy of Nonviolence
- CL Environmental Science
- Problem Solving for the Common Good
- Ceramics I
Elective Courses
- CL Spanish VI
This class focuses on the Seek Knowledge and Enhance Understanding quadrants. We look at Spanish literary works and films to explore different identities, experiences, and perspectives and connect them to our own lives. In class, we are expected to actively participate, debate, and make cross-cultural comparisons entirely in Spanish.
GESC Experiential Education
I went on a 22-day trip to Hawaii and Alaska and earned 40 hours of community service. In Hawaii, we worked with a marine conservation center to gain insights into and support the preservation of the Hawaiian ecosystem. In Alaska, we volunteered at a wildlife conservation center where we participated in tasks like cleaning and removing invasive plants. Additionally, we went on glacier hikes, whitewater rafting, and kayaking in glacial bays.
Learning Artifacts
GESC Coursework
- In my CL Environmental Science class, we had a project where we created a human populations StoryMap journal for one country and one city. This project mainly focused on seeking knowledge as we investigated issues related to human population growth, urbanization, and environmental economics. We analyzed data from factors like demographics, affluence, technology, and green spaces, and learned how these intersect and shape the environmental footprints of our areas. This deepened my understanding of how so many things contribute to our environmental footprint as well as all the areas we can be making simple improvements to. This project also gave me the opportunity to explore new places and think about the ways in which I can lower carbon emissions.
GESC Seminars
- Our trip to the Islamic Association of New Britain was very eye-opening and enjoyable. At my table, I engaged in great conversation with the girls we were paired with, which helped me gain a deeper understanding of their perspectives and challenged stereotypes that I had. I was surprised that there was no language barrier at my table, as the girls were basically fluent in English, and they even joked about needing to improve their Arabic skills. This encounter expanded my comprehension and also developed empathy for the practice of separating men and women during prayer times. The main speaker explained that the separation is not to be sexist but to ensure that the women feel comfortable while praying in different positions without being distracted by men. This demonstrated the importance of seeking knowledge before making judgments or assumptions. As a global and environmental scholar, this experience has reminded me to always be open-minded and a more active listener. I want to continue learning about the different refugee communities in Connecticut and their journeys with adapting to American culture.
- I thoroughly enjoyed Robin Okunowo’s presentation on Environmental Justice and her inspiring advice on how young people like me can take action. Robin Okunowo, the program coordinator of Planeteer Alliance, organized climate solutions into four elements: earth, wind, fire, and water, all revolving around the heart element, which focuses on equity and justice. Robin embodied the heart element by leading with hope and empathy in her talk as she mentioned she chooses to stay positive about the future because she truly believes that the younger generation has the power to make a difference. One statement that resonated with me was when she emphasized that there is no social justice without environmental justice. This deepened my understanding of how equity and justice intersect with climate action and that it is not only about mitigating environmental impacts but also working to rectify social inequalities. Moreover, Robin highlighted the achievements of young climate activists who have made positive changes in their community, and that by raising awareness, protesting, and talking with local representatives, we too have the potential to make a difference. My favorite part of the seminar was the end when Robin generously took the time to answer our questions about her work and shared different ways we can get involved with environmental justice. She also emphasized that the key takeaway from her talk is to bring the heart element into everything we do. This inspired me to question how I can develop my skills and apply this element to become more empathetic when tackling justice issues.
GESC Electives
- This is a photo of my Personal Philosophy Project from my Philosophy of Nonviolence class. For this project, I got to create a poster in the PHI of a particular issue (animal testing) and apply it to my personal philosophy (nonviolence). I chose this issue because I do not support animal testing and wanted myself and others to be more aware of the products that are not cruelty-free. I also connected it to nonviolence because I think the best way to raise awareness is through options like civil protests and informative posters. This project connects to taking action because they are displayed in the library, which allows me to raise awareness about this issue to the whole Loomis community and hopefully change people's behaviors when buying products. Additionally, the nonviolent approach is the best solution for the common good as it is both peaceful and effective.
GESC Experiential Education
Capstone Project
Bread and Blue Zones
https://storymaps.arcgis.com/stories/548b0ce001e04e56b098f0784bad884d
Project Rationale
On a Loomis Chaffee summer program trip to Italy, students learned about blue zones, which are areas in the world known for having a high number of centenarians. One significant factor contributing to the extended lifespans observed in these blue zones is dietary habits. Upon investigating other blue zones, it was discovered that homemade bread, crafted from simple and unprocessed ingredients, was a common dietary element contributing to the overall health of these communities.
Target Audience
In the United States, there are potential health hazards associated with highly processed, store-bought bread. We decided to educate individuals in the Loomis community about the adverse effects of processed bread to inspire them to make their own healthier versions. Many of the blue zone bread recipes are easy to replicate and can help those looking to understand the importance of dietary choices in promoting longevity and well-being.
Project Process
My partner and I started by researching the blue zone regions, which are Sardinia, Italy; Okinawa, Japan; Nicoya, Costa Rica; Ikaria, Greece; and Loma Linda, California. We chose to make four breads following the traditional recipes from these regions: tortillas from Nicoya, flatbread from Sardinia, cornbread from Loma Linda, and pita from Ikaria. We were able to find all the ingredients at our local Whole Foods, but for others interested in recreating these recipes, a possible challenge could be finding stores in their area that sell the special healthy ingredients. We documented our baking process and designed a collection of the recipes, photos, and health benefits of each bread in a StoryMap. Although making bread from scratch is more time-consuming than buying the processed version at the store, the experience is very rewarding and better for your body.
Visual Interests
Project Reflection
I am very proud of our final product. Making the breads ourselves helped me truly understand how straightforward the process was and made me more eager to share it with the community. Additionally, researching the health benefits of these homemade breads changed my perspective on how bread can actually be beneficial for you, unlike the common American view that carbs are harmful. It also helped me understand why people who are gluten-free in America can eat bread in other countries since the ingredients used make a significant difference. Our project connects to the "enhance understanding" and "take action" quadrants of the Alvord Center Matrix. We analyzed blue zone regions and found one of the causes of their centenarian population to be their diet, specifically homemade bread, and created an informational website to share our findings with the Loomis community. This project helped me grow as a global and environmental scholar as it provided me with a global perspective on food and longevity, making me more conscious of the food I consume. By studying the ingredients and methods used in other countries to make homemade breads, I gained insights into alternative, potentially more environmentally friendly and nutritious ways of consuming carbs. Our project connected to my Environmental Science class, where we learned about food sustainability, so I can envision this project being used in the future to help students further understand the nutritional value of certain ingredients.
GESC Reflection
I think my original statement of intent for why I wanted to enroll in the GESC still resonates with me. I was most excited about the Capstone Project, and I can proudly say that experience has taught me a lot. Previously, I was unaware of what blue zone regions were, but now I understand why a healthy diet is so important and the impact of traditional practices versus industrialized food production. I was also excited about taking GESC qualified courses like CL Environmental Science, as they allowed me to dive deeper into environmental issues and make connections between class concepts and the global themes we explored in our seminars. Beyond just enhancing my knowledge, the GESC inspired a sense of personal responsibility to take action at the local level. My Capstone Project, which involved sharing our findings on nutritious homemade breads with the Loomis community, exemplified how individual efforts can contribute to positive change.