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Reblogged from: Class of 2017. (Go to the original post…)

If you are a senior who has engaged with foreign-language study while at Wesleyan, the rationale below will help you explain to prospective employers the skills you have gained through such a course of study.

Why Foreign-Language Study is a Good Idea for Every Student  

We assume if you have reasons to learn a particular language (to study, work, travel, or live abroad or for resources not fully available in English translation), you already know why it is important. Here are reasons to study any language besides English or whatever you regard as your native language:

  1. Many employers, professional schools, and graduate schools see serious study of a second language (potentially, a double-major) as evidence that you can (a) put yourself more easily in others’ (colleagues’, clients’) shoes and (b) communicate more effectively even in English.
  2. You will never know your own language and culture more deeply than by studying another–by looking at it from the outside. Learning to thrive with the unfamiliar is often linked to creativity in many intellectual and professional contexts.
  3. Language learning teaches you to think more clearly and sharpens your brain’s ability to make sense of the world.
  4. Deep study of another culture through its language brings home how much of value will never be made available in English.
  5. Puzzling out another language and culture will help you understand (and empathize with) the difficulties of non-anglophone immigrants, colleagues, clients, and travelers in the U.S., even if you never leave American shores.
  6. Learning another language well makes it easier to learn any language in the future. Even if you never need this, the experience–especially if you study abroad–will make you far more confident in your ability to face any intellectual or professional challenge.  
  7. Foreign-language courses fit easily into study plans: offered on highly varied schedules, they provide a stimulating (and fun!) break from problem-set driven, heavy-reading or arts courses.

Wesleyan offers:

Arabic language and culture: http://www.wesleyan.edu/academics/faculty/aaissa/profile.html

American Sign Language: http://www.wesleyan.edu/lctls/courses.html

Classics (Greek and Latin): http://wesleyan.edu/classics/

East Asian Studies (Chinese, Japanese, Korean): http://wesleyan.edu/ceas/

German studies: http://wesleyan.edu/german/

Hebrew language and culture: http://www.wesleyan.edu/academics/faculty/dkatz01/profile.html

Romance Languages & Literatures (French, Italian, Portuguese, Spanish): http://wesleyan.edu/romance/

Russian, East European, and Eurasian Studies program: http://wesleyan.edu/russian/

Any other language: http://www.wesleyan.edu/lctls/silp.html

Do not hesitate to contact any faculty teaching these above language(s).


Reblogged from: Class of 2017. (Go to the original post…)

The Gordon Career Center Launches a New Funding Initiative for Students 

The Gordon Career Center has announced their launch of a new student funding initiative called the Career Development Grant. This serves as an expansion (and replacement) of the old SuitUp fund. Students can still ask for funding to cover interview attire, but they may now also request funds for things like graduate exam fees, career-related travel expenses, and professional conferences. Students may request up to $500 over their time at Wesleyan. In general, students must be on need-based aid to qualify, though exceptions will be considered on a case-by-case basis.

You can read more here. Interested students are asked to contact Jacquie Fought (jfought01@wesleyan.edu) for an application or Anne Santaniello (asantaniello@wesleyan.edu) for questions about the fund itself.

¿De qué manera representa el poema el espíritu americano y la libertad que ofrece?

A Roosevelt

Cómo el contraste entre los Estados Unidos y la América fortalece su argumente en contra el poder de Roosevelt y los Estados Unidos? Específicamente, cómo Darío utiliza la edad de los Estados Unidos y la edad de la América para fortalecer su argumento?

Reblogged from: Class of 2017. (Go to the original post…)

Friends of the Wesleyan Library Undergraduate Research Prize

The Friends of the Wesleyan Library are happy to announce the launch of an undergraduate research prize. The research project, widely conceived, can be from any undergraduate course taken in Spring 2016, Summer 2016, Fall 2016, or Winter 2017 from currently enrolled Wesleyan students. Honors theses are not eligible.

Projects will be evaluated based on the use of Wesleyan’s library collections and resources as well as on the quality of writing and research. We are particularly interested in receiving applications that show evidence of learning about research techniques and the information-gathering process itself.

There will be two cash awards: a 1st-place prize worth $500 and a 2nd-place prize worth $250.

Instructors and librarians are encouraged to nominate students’ work; students may also self-nominate. Please send nominations to: libfriends@wesleyan.edu. 

All materials must be submitted electronically, preferably as PDF files. Applications will include:

  1. Application form: https://tinyurl.com/WesLibFriendsPrize
  2. Statement on the use of the Wesleyan libraries (maximum 600 words)
  3. Paper/Project
  4. Bibliography

The jury will be comprised of members of the Friends of Wesleyan Library board, Wesleyan librarians, and Wesleyan faculty from Arts & Humanities, Social & Behavioral Sciences, and Natural Sciences & Mathematics.

Deadline: 5pm, March 10, 2017.  Awards will be announced in April 2017.

For inquiries, contact the Friends of Wesleyan Library, at libfriends@wesleyan.edu.

En A Roosevelt, Dario establece una dicotomía entre América y los Estados Unidos a través de varios símbolos que distinguen las dos tierras. ¿Por qué se eligen y cómo se utilizan estos símbolos de historia para crear esta dicotomía?

Reblogged from: Green Street Blog. (Go to the original post…)

Our Discovery AfterSchool Instructors share stories from their classes in this guest blog series Discovery AfterSchool Stories. For more information on our AfterSchool Program, please visit – http://wesleyan.edu/greenstreet/youth/afterschool.html.
By: Anna Flurry

The Time Traveler’s ClTime Travelersub began the AfterSchool semester with a trip to ancient Egypt!! The kids got to learn about the Nile, the pyramids, scribes, and hieroglyphics, and best of all, they got to take a trip on the fantastic time machine that Instructor Aidan made from scratch. The students have already told us about several different places that they want to go next, including Mexico, Puerto Rico, and China! Who knows, maybe the mysterious riddle in the time traveler chest will take us to one of those places next week…

Reblogged from: ENGAGE – Wesleyan University. (Go to the original post…)

Intern with an International Healthcare Nonprofit, IndoAmerican Volunteer Networks, with Wes alum Nadeem Modan, MD, Executive Director, and class of 2010.

IndoAmerican Volunteer Networks is a 501c3 nonprofit organization founded in 2007. We serve as consultants to Indian nonprofits that are seeking to improve and expand the services they provide, with a particular focus on healthcare. We are currently working with an Indian hospital, helping to establish a free Pediatric Clinic for the underserved in Lucknow, India. The clinic will see >4000 children per year, many of whom come from extremely poor communities and would otherwise have no medical care. We are seeking a Research and Development Intern to assist our team in designing and establishing this clinic.

The intern will be expected to work remotely from their own location. Responsibilities will include online research, helping to design protocols/procedures for the new pediatric clinic, assisting in creating an educational curriculum for physician extenders, and more. The position will require approximately 5-10 hours per week, for a minimum of one year.

We are seeking an undergraduate or graduate student with a demonstrated commitment to social justice. While applicants from all backgrounds are encouraged to apply, those with an interest in healthcare and prior clinical experience will be given the strongest consideration. Given that all work will be completed remotely, the applicant must demonstrate independence, responsibility, and ability to meet deadlines. Flexibility and adaptability will also be expected. While travel is not required, it is a possibility for those who may be interested. Fluency in Hindi or Urdu is not required, but is a plus.

The intern will be provided with mentorship based on their individual interest to enter a career in healthcare, global health, and/or nonprofit work. This includes letters of recommendation, clinical shadowing opportunities, ongoing career guidance and more. A volunteer/clinical experience in India is also a possibility for those interested in travelling.

Applications are currently being accepted, and will be reviewed on a rolling basis. The position will be filled latest by April 15th 2017. A complete application includes a CV, cover letter, and contact information for two references. Strong applicants will be invited for an interview.

Please send any questions or a completed application to:
Nadeem Modan, MD Executive Director, IndoAmerican Volunteer Networks at nm.modan@gmail.com

Reblogged from: ENGAGE – Wesleyan University. (Go to the original post…)

This series, called “Reflections,” features guest posts by students involved at the Allbritton Center (see a previous reflection by Alex Garcia ’17). They may be taking a service-learning class, engaged in community partnership work, DJ’ing at WESU, teaching at Green Street, pursuing the Civic Engagement Certificate, tutoring at the Center for Prison Education, working on a project/venture through the Patricelli Center, or some combination of the above and more. We believe that critical, real-time reflection enhances civic engagement work and promotes more robust learning. Want to contribute a reflection of your own? Contact Civic Engagement Fellow Rebecca Jacobsen ‘16.


Reflection #2: Natalie May ’18

For the third year in a row, I walk past protesters begging me not to kill a baby today, pull on my teal scrubs in the clinic restroom, and greet the doctors. There are people slowly filtering into the waiting room, accompanied by more uniformed staff clutching bright folders, reminding them gently that we will call them when we’re ready. I wear a sticker with my name written on it in Sharpie, hardly an official badge, and yet I the moment I call a patient’s name—“Sherri?”—I am treated with so much authority. Screen Shot 2017-02-21 at 1.01.53 AMOn any given day, people ask me how long they will be in pain, whether they can go back to work, if I think they’re making the right choice by having an abortion. I am only a junior in college and I have never had an abortion myself, but I remind myself, every time I go in, that we are all just people and being present for each other is something that anyone can do. Being a doula with the Wesleyan Doula Project means that I am in clinic three or four times a semester, providing informational and emotional support to people terminating their pregnancies. It is a fascinating process—about a four-minute procedure, maybe ten minutes total from waiting room to recovery room—but it involves so much; chatting about the weather, maybe their children and what they want eat afterwards, doing deep breathing exercises and holding their hand if they experience strong cramping, helping them with their underwear before they move to recovery.

This kind of direct care, especially in a space that is so isolated and sterile, is critical to affirming that these people are in charge of their own bodies, that they deserve to make difficult choices, despite what their friends, family, or politicians might say. The full-spectrum doula movement that we are a part of spans all sorts of life choices that can be difficult to navigate and emotionally challenging, including end of life, adoption, miscarriage, birth, and abortion. I was drawn to this kind of work because it supports people’s lives and agency in such a concrete way. You put your body directly in the space with them and give them whatever you can throughout the process. For me, this is not only an important way of fundamentally changing the reproductive healthcare experience for thousands of patients, it is an exercise in compassion and a reminder that not only could we use more of it, but we are all capable of it. The landscape of abortion policy is a tangled web of political, religious, and other personal values-based beliefs about bodies and life. When I step into that room, I know that what I am doing is inherently political, and every doula has different reasons for why they do the work, but I also know that I am there for my patient, as their support, no matter what they believe or why they are choosing this.


Screen Shot 2017-02-21 at 1.01.40 AM


The Wesleyan Doula Project, originally created through a student forum, is a student-run collective that has been in operation for five years. With about 35 trained doulas in total, it sends student and community member doulas into two clinics in Connecticut year-round. To learn more or get involved with some of its projects, visit wesleyandoulaproject.org


Juan Miguel de Rosas era un hombre que parecía ser un salvador de los gauchos excluidos en la sociedad, sin embargo, en realidad, simplemente utilizó al grupo marginado y los explotó para el trabajo y el apoyo incondicional en sus movimientos para ganar poder militar y control político en Argentina.


Los gauchos eran un grupo de vagabundos desorganizados, desocupados, sin educación, pobres y nómadas. Ellos no tenían una comunidad o unidad entre sí mismas, lo único que tenían en común era que todos ellos eran colectivamente excluidos de la sociedad, con un estigma de “delincuencia y apostasía”. Rosas vio a este grupo de inadaptados ser una gran oportunidad de ganar números para apoyar su movimiento para ganar poder. Aprovechó la mala reputación del gaucho y primero ganó su apoyo al parecer asimilarse a su cultura. Rosas se vestía, actuaba y hablaba como los gauchos para ganar su confianza y apoyo. “I thought it very important to gain a decisive influence over this class in order to control it and direct it; and I was determined to do acquire this at all costs.”


Después de obtener la lealtad gaúcha garantizada, Rosas abusó de la confianza de los gauchos en él y trataba a los gauchos más como sus siervos que como sus seguidores. “When Rosas said to his gauchos, ‘Adelante!’ it was an order, not a political speech.” Debido a su falta de educación, unidad y conciencia de las manipulaciones de Rosas, los gauchos fueron explotados y atrapados por las duras leyes laborales y la violencia de Rosas, que finalmente controlaba el militar y una gran parte del gobierno en Argentina. Al manipular a los gauchos indefensos, y al mismo tiempo, haciéndose parecerse un héroe, Rosas tenía la capacidad de levantarse y tener una gran influencia en la Argentina.


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