2019 Ensworth Service Scholars Publication

2019

SERVICE SCHOLAR CANDIDATES

MARY CAROLINE CARNEY

ROSE CIVITTS

NASH CROOK

JILLIAN GRAY

GRANT HOLLOMON

LUKE LAPRE

MARY CHANDLER M C GUFFIN

PRESLEIGH MURRAY

JULIA-ROSE NEFF

ISABELLA NUNEZ

NAOMI ORDONEZ

DISSER WALLACE

GREG EUBANKS Service Learning Coordinator

MARY CATHERINE BRADSHAW Service Learning Curriculum Director

SERVICE SCHOLAR REQUIREMENTS

Service Scholar: The Service Learning Program is a curricular component of Community Life that promotes participation in the life of the community beyond the school. Its full description can be found in the high school Curriculum Guide. A Service Scholar engages in an extension of his/her senior Service Learning project. The extension consists of an academic component as well as additional service hours. Service Scholars exercise and incorporate the Core Skills that they have learned in their classes and apply them to their senior service-learning experiences.

Service Scholars complete at least 20 hours of service on their Grade 12 projects beyond what is otherwise required. They spend additional time collecting artifacts, researching and composing a paper that provides insight into the issues relevant to their project. The paper is a minimum of 2000 words and must reflect the quality and depth expected of Grade 12 level academic research. In addition, Service Scholars include a 500-word reflection analyzing their personal experience with the project related to learning outcomes, although these pages are not counted toward the 2000 word total. The proposed academic component of the project must lie within the general purview of the high school academic program and be endorsed by the corresponding Department Chairs.

ACKNOWLEDGMENT

Each Service Scholar Candidate submits a research essay, a written reflection and makes a presentation based on the student designed Service Learning Project. Each candidate has had the option to revise either, neither or both of their written pieces for this publication. This publication, which is the first of its kind at Ensworth, contains one full research essay and nine student reflections. All Ensworth students are to be commended for their service learning efforts, and the students who have chosen this publication opportunity should be recognized for using their talents to the fullest, being contributors to society and exercising their intellectual vitality. These published Service Scholars have received no grade, nor was publication required to become a Service Scholar.

WITH SPECIAL THANKS TO…

Mary Byrne Dailey & Lynn Vincent

Our Non-Profit Partners Advisors

Department Chairs and Teachers

ESSAY: PRESLEIGH MURRAY

ROSE WOMEN’S FOUNDATION

THE MATHARE VALLEY, KENYA

ROSE WOMEN’S FOUNDATION

THE MATHARE VALLEY, KENYA

Background:

A. Slums in the Modern World

Informal settlements, or slums are defined by the UN-HABITAT as a contiguous settlement where inhabitants have inadequate housing and basic services, are often not recognized nor addressed by public authorities as an integral or equal part of the city, and live under the same roof lacking access to safe water and sanitation. (Cuinco). This reality describes much of the population in the least developed countries, primarily in Asian and African countries. Slum dwellers also have extremely limited access to the formal economy and job market due to stigmatization, geographic location, and discrimination. These settlements are often located in unwanted land regions such as highly polluted or dangerous areas with heightened risk factors for HIV/AIDS and other diseases. Almost one billion people, or 32% of the world’s urban population live in slums (Riley). Of the slum population, women and children are the greatest victims of all.

Provided below are pictures of the Mathare Slum from 2016.

1 Please note that all photos and graphs (with the exception of a map) were taken/created by Allie Amoroso (founder and CEO of ROSE) and given to me with permission.

B. Effects on Women

With an utter lack of resources and opportunity in the slums, women are highly vulnerable to extreme conditions oftentimes leading to depression and stress. These issues frequently lead to suicide, neglect, or abandonment of children. Some of the issues affecting the youth and women of Mathare include abuse, insecurity, gender based violence, sexual violence, trauma, malnutrition, lack of clean water, lack of sanitation, lack of employment, drug abuse, disease, lack of infrastructure, etc. Women are at higher risk for gender-based violence and theft in the poorly lit streets, scanty walkways, and public spaces. Young girls are hardly ever given the opportunity for proper schooling and therefore denied economic resources and job opportunities in the future. Unequal pay and harsh gender labor gaps are common. (ROSE)

C. A Look into Mathare

Nairobi, Kenya’s capital city, has a highly dense and growing population of 3.1 million people. Over 60% of the population lives in slums, yet slum dwellers only occupy 6% of the land. The Mathare Slum is located 6 kilometers northeast of Nairobi’s central business district and is the second largest Kenyan slum (second only to Kibera). The Mathare Slum has a population of about 500,000 people. This area is comprised of 13 villages along the Mathare and Gitathuru Rivers. Dating back to 1921, Mathare was established through an unfortunate series of government activities. The current conditions of the Mathare slums are as follows:

1. 80% of residents report being victim to a crime in the past year.

2. Only 29% of households are within 30 meters from a functioning public latrine block (SHOFCO).

3. Few homes have electricity.

4. There is no designated dumping waste site causing major pollution problems and sewage disposal in the rivers.

5. The public schools are highly overcrowded and private schools charge school fees of ksh 300-500/month, which is a major financial burden to Mathare residents.

6. Government supported health clinics are rare and residents often cannot afford services because most do not have health insurance plans.

7. Only 10% of people in Mathare are formally employed, 87% work in the informal sector, which provides on average for women 100-200 shillings per day and for men 200-250/day. (ROSE)

8. An average Mathare home consists of 10’x10’ homes made from scrap metal that serve as kitchen, living area, bedrooms, and business rooms for families with an average ratio of adults to children of 1:7. (ROSE)

Provided below is a map of the Mathare Valley. Notice the proximity to the capitol, Nairobi.

D. Research and Findings with Visual Aid Graphs

The following graphs delve into age, education, income, and marital status of 146 women in the Mathare Valley Slums. The following questionnaire was given to all 146 women to answer the target questions.

a) Age

This graph shows that the median age of the 146 Mathare women is 29 years old.

b) Education

This graph shows that 69% of women in this study have only completed a primary school education, while 77% of women have either had no education at all or only primary. Only 18% of women participants attended high school. Only 2% of women participants attended college.

c) Income

This graph shows that 77% of respondents earn less than KSH 250/day (USD $2.50). However, 17% did not respond to this question.

d) Marital Status

According to the graph, 49% of women respondents are married and 48% are either single, widowed, divorced, or abandoned. This indicates about a 50/50 ratio of married to unmarried participants.

e) Participation in Other Aid Organizations

Please note:

Allie Amoroso, the founder and CEO of ROSE Women’s Foundation, was my mentor during my one month internship with ROSE in the summer of 2018. The above study and findings are 100% accredited to her. She went through an extensive needs assessment in 2016 to pinpoint the problems facing Mathare women. These graphs alongside her needs assessment were the beginning phases for ROSE Women’s Foundation. Though I did not actually conduct this research, a key part of my internship was becoming aware of the problems women in slums face. I researched online, studied Allie’s work, talked with Allie directly, talked with the ROSE team in Mathare, etc to become educated on these problems in order to effectively work for ROSE, talk about these critical issues, and work towards a better future, together.

ROSE Women’s Foundation:

ROSE Women’s Foundation stands for Restoration of Sisters in the Extreme. The mission is to empower women and children through faith, entrepreneurship, and education; ROSE’s vision is giving hope to all humanity. The motto of ROSE is “We are Stronger Together” because trusted community is at the

center of all our programs. Entrepreneurship isn’t about a single person; it is about the community working together, enabling others, and giving back. When ROSE first began in 2016 following Allie’s needs assessment, the women were mostly solitary workers and had $0 in savings. Today, the 12 women-led businesses have grown their savings up to $800, participated in weekly business discussions, and tracked business finances. ROSE Women Entrepreneurs receive matched school fees for children, free business skills training, and micro-investments into their proven business ideas. Allie Amoroso lived in San Francisco until moving to Nairobi in the summer of 2018 to work hands on with the women of ROSE. Allie previously led Oracle’s Startup Accelerator based in Silicon Valley and has many innovative startup contacts. ROSE now has an Artificial Intelligence chatbot, Rosie. Rosie is still being piloted, but currently helps women’s businesses track cash flows and connects women to local resources. For example, ask Rosie, “Where is the closest hospital?” and Rosie will provide solutions and resources. The photos provided below highlight a few ways in which ROSE is giving hope to the Mathare Valley Slum community. Today ROSE is funded by philanthropic individuals and families. They are applying to grants globally to support women’s empowerment and children’s education in the developing world. They specifically focus on microfinance, innovation, technology, and education to bring opportunity to ignored populations. Visit www.rosewomensfoundation.org for more information.

My Role:

My initial task was to thoroughly research the cycle of poverty in developing countries—specifically in the Mathare Slum of Kenya. I spent many hours researching and compiling data on poverty and how it relates to education, welfare, and much more. The research above is knowledge I had to know prior to arriving in San Francisco to intern for ROSE Women’s Foundation.

My next task was turning my two months of research into the newly designed brand booklet and website for ROSE Women’s Foundation. My research, Allie’s research, talks with Allie, and direct communication with the team in Mathare helped serve as the platform for ROSE. Many of the photos one sees on the website were edited by me. Further, I learned how to research and compile a list of strategic partners and funders for the advancement of the foundation. After researching organizations from Pencils Of Purpose to UNICEF, I created a database for ROSE to use for years to come.

Allie moved to Nairobi soon after I returned home from my internship. There is an upcoming mission trip that will consist of people who work for ROSE as well as friends and volunteers. We will be living in the Mathare Slum for a few weeks. Our goal for this trip is improving children’s English, providing education on health and medicine, and expanding the twelve businesses that are already in place.

A Look Into My Work:

Provided below are a few photos from my brand booklet and a compilation of funders and partners to better showcase my personal work for ROSE Women’s Foundation. Please visit www.rosewomensfoundation.org to see more of my work and learn more about the foundation.

Stories:

A key reason for my desire to intern with ROSE Women’s Foundation were the stories that Allie shared with me about the women that ROSE serves. Below I will share one of the stories that profoundly enhanced my knowledge on what women and children in many developing countries face first-hand.

Jane 2

Jane is married with four children. The six family members live in a single room home with electricity but no washroom. Jane explained that, “Many times we have to do flying toilet”—meaning excreting in the streets. Jane attended school until 7th grade, when she was raped by a boy and dropped out of school. She became a house help where she was continually sexually harassed by her boss. She now works making soap and walking miles everyday to sell her goods in local markets. However, the money she is able to make from this is only enough to provide her and her family with food. She emphasized her desire for her children to go to college and have a life different from her own, but she does not have a single penny saved to help her children with this transition. She stated that, “My children depend on me, yet I have nothing.” Prior to ROSE, Jane had never heard of a NGO or CBO. Jane is HIV positive and has scars covering her body from past beatings. Pictured below is Jane. 2

For me, Jane’s story brought many issues to light.

1. Lack of Education

The lack of education in slums could fundamentally be the biggest burden to overcome. Schools are in inadequate conditions to properly educate anyone because of mud floors, no books, no pencils, no paper, and one to two teachers for all first through twelfth graders. Further, the dropout rate is extremely high for a multitude of reasons including abuse, neglect, no money to pay school fees, etc. Ultimately, however, there is a single trend that, unless changed, will keep the cycle of poverty going indefinitely. There is a simple fact easily overlooked until one delves into the nitty-gritty: that is, even if one does go all 12 years and graduates, the opportunities are still not there. The chances of a Mathare graduate being able to attend a university is extremely low. Even if the money were there (which in itself would be highly unlikely), most institutions feel as if a student graduating in this system could not catch up or compete with their education system. For this reason, many Mathare dwellers feel that education in itself is a waste of time and working is the only thing that could provide them with the means to make it day-to-day. Sadly, the reality of slum dwellers is that there entire life is lived day-to-day, with no hope for a better tomorrow.

2. Lack of resources/employment/opportunity

The lack of employment options forces many slum dwellers (specifically women) to have no source of income. ROSE helps women with the creation of their own businesses such as making and selling goods of soap, sandals, clothes, food, ETC…. $2.50 is often the difference in whether or not these women and their families get to eat that day.

3. Physical and psychological abuse

There is a huge gap between men and women in the Mathare slum. The men are oftentimes offered educational opportunities and jobs before and better than those of women. Men in the Mathare Valley have created a looming fear over the women and children, and Nairobi’s government has done nothing to stop it. Brutal rapes, thefts, abuse, and killings occur with no one to stop it. Women and children do not have the resources to get help or get out.

4. Unsanitary conditions

From a lack of clean water to excrement in the streets to thousands of pounds of trash lining the ground, the conditions in Mathare are essentially uninhabitable. One of my greatest shocks in my research was finding out that the same river residents excrete in, they also drink from. Just like that.

5. Lack of help

The sheer fact that Jane (as well as many others) had never heard of an NGO or CBO shows the utter lack of help most slum dwellers face. It is almost like organizations have given up on some of the most destitute people in the world, fearing that no matter how much help they give, conditions won’t change. Though poverty is undoubtedly a nearly impossible cycle to escape, one would think the world could pool enough resources to ensure not a single human goes without fresh drinking water.

Letters:

I was fortunate enough to be able to read some of the letters that were sent to Allie from children in the Daystar Centre Academy—ROSE pays to send 400+ of these kids to school each day. This letter left me in disbelief by how incredibly lucky I am.

BIBLIOGRAPHY

African Population and Health Research Center. “Some Facts and Stats about Kibera, Kenya.” Kibera UK. 14 Feb. 2018, Web. 1 April. 2019.

Chiu, Bonnie. “Stronger Together: How Female Entrepreneurs Thrive in Kenyan Slums.” Forbes.com. Forbes Media LLC. 19 March. 2019. Web. 1 April. 2019.

Cuncio, Aline. “Dispatch from Kibera, East Africa’s Largest Slum.” Ips.com IPS Inter Press Service News Agency RSS. 19 August. 2011. Web. 1 April. 2019.

“Mathare.” Shining Hope For Communities (SHOFCO). Web. 20 May. 2019.

“Nairobi Population 2019.” Total Population by Country 2018. 30 March 2019. Web. 1 April. 2019.

Riley, Lee. “Slum Health: Diseases of Neglected Populations.” BMC International Health and Human Rights, BioMed Central. 7 Mar. 2007, Web. 1 April 2019.

“Rose Women’s Foundation.” Squarespace. Rose Women’s Foundation. Web. 1 April 2019.

SERVICE SCHOLAR

REFLECTIONS

REFLECTION: JULIA-ROSE NEFF

ANDIAMO FOUNDATION

The location of my service scholar project was Malawi, Africa, with the Andiamo Foundation in the village of Balaka, which was an entirely new and different experience in itself due to the rich culture, as well as differing morals, societal norms and geographic location. This was my first time venturing to Africa, and although the flights were unfathomably long to get there, I was stunned as soon as I got off the plane. Stepping out onto the open air tarmac, the airport seemed relaxed, and carefree, but also had a certain amount of chaos going on. The officials were not organized, and many of the other tourists were confused as to where we needed to go, and what we needed to do in order to obtain a Visa to stay in Malawi. That was my first impression of Blantrye, Malawi, which is in the southern region of Africa, and has an awful lot of orange dust everywhere! As we drove to my grandfather’s farm, where I would later be working, we passed people on single person bicycles, carrying up to 5 people on them. I saw children begging in the roads for food and money and animals being killed on the streets. Within the first 30 minutes of being in Malawi, my eyes had already been opened to real problems, that we, living in a first world country, can afford to ignore.

When I started teaching at the elementary school in the morning, I was excited and motivated to help in any way possible. The children came in each morning with bright eyes and wide smiles, as they were eager for school to start, since they didn’t know the next time they would be able to attend, since their parents usually need help obtaining money. In the US, school is portrayed as a tedious necessity, which is mandatory, not a privilege, like the children in Malawi believe it to be. This, my last academic school year, I wake up every morning thinking about those children and how lucky I am to be able to afford a school like Ensworth, as well as be afforded the opportunities I have been given. The Malawi teachers and children

are prime examples of caring for everyone as well as treating each and every person equally, no matter their ethnicity, race, nationality, gender. The teachers afforded the children the same respect they would to any other person, since they believe that just because they are young, shouldn’t mean they shouldn’t be respected any less. I believe this to be a admirable facet of Malawi culture.

Lastly, the one experience I had which completely changed me as a person and has resonated with me every day of my life from then on, was the moment when a little boy gave me everything, when he had nothing. I brought in peanut butter and jelly sandwiches as a treat for the children at the displaced and orphaned center where I worked in the afternoons. Since I am not a big fan of peanut butter and jelly, I did not eat anything, but instead sat on the floor, since there were no chairs, and watched the little boys and girls eat. The food had all been given to the children, so when one boy, Jeffrey, came over to me and offered me his entire sandwich, other than the crusts he had already bitten off, I refused. Knowing he didn’t know when or where his next meal would come from, I declined, saying I didn’t enjoy this particular sandwich. I was in awe how this one act of selfless kindness changed me as a person and made me want to become a better version of myself. Pure acts like this one restore my faith in humanity. There is so much hatred in the world, but on the opposite side of the spectrum there are also deeply honorable people like Jeffrey. Overall, my world view was changed, and my leadership skills were strengthened through my experiences in Malawi. The government of Malawi experiences the same corruption issues that all government in today’s world seem to experience. However, Malawi’s society puts great emphasis upon honorable behavior patterns which, in my view, provide an inbuilt method of social justice and accountability.

REFLECTION: LUKE LAPRE

GOLAZO SOCCER CAMP

One of the most profound experiences of my life has been Golazo. Golazo is a free soccer camp that I started with my friends, Disser Wallace, Jacob Taylor, and Nash Crook, along with the help and support of our parents. We have hosted the camp at Franklin Estates, home to a primarily Hispanic community, every summer for the past three years. Franklin Estates was chosen because this is a poor trailer park community, and the kids that live there would never be able to afford a camp like this. The purpose of the camp is twofold: to provide the community with a quality soccer camp and to give the counselors an opportunity to practice their Spanish outside the classroom. This year, we saw an average of forty campers per day.

When we first started the camp three years ago, we had to work to gain the trust of the campers and the community. I suspect they were skeptical of us because we were outsiders, we were not Hispanic, and they might not have understood our intentions. Most of the parents did not speak English, so there was also a language barrier. Very quickly we overcame any doubts, and friendships were easily formed. The kids were very patient while we practiced our Spanish, and they loved the games we played such as Tiburones y Peces (Sharks and Minnows). Not only did we lead fun games and drills, we also provided the campers with used cleats, socks, shin guards, and jerseys that we collected throughout the year. The kids eagerly claimed the soccer equipment, as many kids showed up on the first day withouts cleats or any other gear.

I was struck by the poverty of the community. The homes were dilapidated trailers that were very close to each other. The tiny yards were unkempt and cluttered. This is in stark comparison to the rest of Franklin, which is a relatively affluent community. This led me to consider the presence of wealth inequality right here in Williamson County. I chose to focus my research on wealth inequality as it pertains to Tennessee and Hispanics. Wealth inequality is the difference of assets owned between groups of people. What I learned is that the poor are losing opportunities to escape their poverty for multiple reasons, such as a lack of hereditary wealth, an increase in income inequality, and the loss of jobs due to improved technology and automation. Specifically in Tennessee, a high sales tax of 9.75% negatively affects the poor more than it does the middle class and rich. I discovered through my research that there is an alarmingly large wealth gap between whites and Hispanics, and the gap is projected to only increase. Hispanics are hindered by a language barrier, xenophobia, and poor education. At the camp, I witnessed first hand the cultural barriers and poor living conditions the Hispanic community experience.

The Golazo experience has enlightened me to the hardships confronting poor communities such as Franklin Estates. This project has made me more aware of the disparity that exists not only in the world, but also here in my hometown. The families of the Golazo campers will struggle to pull themselves out of poverty given the current economic conditions. I felt bad for the kids because I knew their future would be unfairly hindered through no fault of their own. As for myself, I now have a better understanding of the role that chance plays in one’s economic situation. Wealth disparity is a very complex problem with no easy solution. It will likely take generations of economic reform and education to reverse the trends. Projects such as Golazo can play an important role in breaking down barriers and promoting cooperation to solve these problems.

REFLECTION: JILLIAN GRAY

NEW HOPE ACADEMY & MEHARRY MEDICAL COLLEGE

Continuously occurring in our society is the controversial issue of medical care. Everyone deserves a high quality of life, no matter race, sex, religion, or any other label that further splits our already dividing country. With this, why are certain groups able to decide who receives health care and who does not?

My curiosity for this subject progressed into a passion after I reflected upon the OB/ GYN Internship Program I completed at Meharry Medical College. The primary focus of Meharry’s mission is to improve the health and health care of minority and under-served communities. Through this internship, I was able to shadow physicians of various fields and scientists. Doing so, I was able to gain a glimpse of the mission of Meharry in action. Each of the patients I assisted in caring for had two similarities- their overall attitudes as well as their reasoning behind choosing Meharry Medical College. Because they had been released too early from other hospitals, many of the patients had no other choice but to seek care from Meharry. Most of the colleges and hospitals that referred these patients to Meharry were, ironically, the institutions and establishments with the largest endowments. Understandably, the patients were quite upset that they had been prematurely released without receiving the medical attention they most desperately needed, simply because of the ridiculous skyrocketing medical bills were unrealistic and unaffordable for them and their families.

For example, one patient suffered from a stroke and a heart attack on the same day. With two life threatening events occurring to him at once, it is not rocket science to realize that he required major amounts of care in the coming weeks. I was shocked at how quickly he had been released from the hospital as a result of his lack of insurance. The purpose of health care is to care for patients medically. To care means to feel concern or interest; attach importance to something. Releasing a patient from a hospital because of his or her financial status, exemplifies utter neglect. Disregarding a patient as such leads to the patients feeling opposite of the empathy they are entitled to receive. Medical school emphasizes compassion as one of the most important traits a physician can have. With this, care needs to become prioritized before cost.

The work that the doctors, residents, and student doctors complete daily to positively impact the struggling community of Nashville inspires me to attain these same goals and more importantly to help others obtain a high quality of life.

REFLECTION: NASH CROOK

GOLAZO SOCCER CAMP

Reflecting back on the past three years of Golazo, I can confidently say that both my life and the lives of the campers have been massively influenced by Golazo. I have learned so much by being a counselor and coach. Some of the most notable are the power of positive reinforcement, the importance of fundamental training, and the realization that some people just have everything going against them. At the start of camp, some of the younger kids did not know the fundamentals of soccer so myself, along with the other counselors helped to teach these kids how to play basic soccer. After a few days, they began to catch on and excel in areas they never even knew about before. Each year the kids continue to improve, and it is amazing to see how much a few short sessions can teach a young group of players. Positive reinforcement also played a huge role in the success of Golazo. At higher levels of sports, coaches are often very strict and harsh on their players in the hope of reaching a higher level of performance. However, when players are younger, it is imperative that they are positively reinforced and encouraged to perform well without using a negative attitude or tone. When a coach can successfully employ this tactic, their players will typically be much more receptive to advice and suggestions.

The children of Franklin Estates have so much going against them that an opportunity like Golazo can be their saving grace. Many of their hardships stem from their family’s socioeconomic status and living conditions. They have an extremely difficult time affording many of the things that we take for granted in our everyday lives. For example, most children at the camp are able to get a new pair of cleats for their upcoming soccer season or a pair of tennis shoes that they can wear to school. Sadly, many of the children in Franklin Estates come from families that cannot afford to make those kinds of purchases. Instead, they are forced to use their siblings’ or friends’ old gear or purchase discounted items at used clothing and footwear stores. Golazo served as a provider for these children. They received new or slightly used cleats and shinguards and brand new socks at the start of camp each year. The kids were shocked and delighted to learn that they could keep all this gear as this might be the only time all year they would receive new shoes and other sports gear.

Although it might sound cliche, Golazo has made me appreciate so much more in my life and realize that many of the things I take for granted are luxuries to other people. I plan to continue Golazo this summer and hopefully in the years to come. It has provided some incredible life lessons for me and everyone else involved that has certainly influenced our opinions and beliefs about our lives and the world around us.

REFLECTION: NAOMI ORDONEZ

GRACE M. EATON EARLY LEARNING CENTER

My service scholar project was spent with Grace M. Eaton Early Learning Center. I spent my summer ensuring infants and toddlers had the care and attention needed for early childhood development. As a result, I have gained an experience I will never forget. I formed bonds with the babies and toddlers that I did not expect to gain throughout my time volunteering. I wrote my college essay about one of the babies that I felt a connection with, which speaks to how much I came to care for these babies. My first few days at Grace M. Eaton Early Learning Center the infant room was not set up, I was given the task to be part of the process to help decorate. I was honored to be able to make the decoration for the wall, which Dr. Hall told me had to be a 3D component so the infants can observe the different shapes and colors to design. Eventually, the infant room was set up, and I got to take care of the babies. I was so excited to feed them, talk to them, and have the chance to be with them. My research has shown it is highly beneficial to interact with them simply by talking with them. Therefore, during my weeks there I was genuinely happy to be a part of these children’s lives and potentially make an impact.

After spending much of my time with the infants, I was asked to spend a few days in the toddler room and help out. The amount of energy they have is contagious, and it made me eager to interact with them. I made sure to point to new things and talk to them in hopes of their learning something. One afternoon in the toddler room, I helped the toddlers match different color shapes, and I could see them working through the challenges, and it was fascinating. Later on that day I told a story with a stuffed animal puppet, and I watched the toddlers use their imagination and how they built off the story and added on details. It made me so happy because I knew they were using their skills that they have learned. I am eager to volunteer there again next summer and see how the babies have grown since then. I have applied the core skills of collaborating, communicating, observing, questioning, hypothesizing, evaluating, and applying knowledge all throughout this experience. I have communicated and collaborated by working with Dr. Hall by asking her how I can work with the children better so they can learn. I observed, hypothesized, and evaluated by being with the children and paying attention to their behavior. I applied knowledge from the information I have learned from my research to help the children. I have learned throughout my research how crucial it is to provide these services to children under age five. I strongly believe in the value of education and hope through awareness others will feel the same way.

REFLECTION: ROSE CIVITTS

READ ING PAWS

The year-long commitment to READing Paws seemed daunting with all my other responsibilities as a Senior. Juggling college applications and interviews on top of challenging courses certainly wasn’t easy at times. I felt strongly, however, about working with READing Paws after learning that only 33% of Metro 3rd graders can read at grade level and those not at grade level are four times less likely to graduate high school. Throughout my work with READing Paws, I have seen students not only enjoying reading but also gaining more confidence, which leads to academic success. My volunteer work has been extensive— organizing and promoting READing sessions at schools and libraries, assisting in training, coordinating volunteer schedules, establishing a social media presence, and continuing research on the ongoing impact of the program. In January, Ensworth’s website featured an article about my READing Paws work— it was reposted on Instagram and Twitter. I was thrilled that READing Paws was getting widespread recognition!

I got the opportunity to work with so many people who are passionate about helping the children in the Nashville community thrive academically. I also met a lot of dedicated pups who were unconditionally excited to meet each and every child who came to read to them. Perhaps the most impactful part of my experience was seeing how much some children improved over the course of just a few months and how others threw themselves into challenging books with a smile on their face. Even though they were in a program aimed at struggling readers, because of the dogs and the fun atmosphere they brought with them, they didn’t feel like they were the targets of yet another remedial program. The books they read were, in some cases, from the perspective of children who were in the program in years past. Those stories chronicled the issues the child faced and how though READing Paws they learned to build their confidence and found a friend.

One story read by almost every child is about a little girl named Nikki who was being mocked by her peers for a severe stutter. She was tired of being made fun of and decided she would never speak again, especially during reading time in school. Her teacher and librarian got her to read to a READing dog and through the unconditional support, she was no longer afraid to speak aloud. I think stories like these are incredibly crucial to share with children in elementary school because they emphasize the importance of compassion towards others because you don’t know how they may be feeling about themselves. Children in elementary school are exceptionally sensitive and absorb information like sponges. Having stories that demonstrate the power of being nice to peers and animals is vital to help develop a

generation of Americans who are not only more educated and literate than previous generations but also more compassionate towards their peers and animals. When discussing this particular book with a friend, he at first didn’t understand why a child would be embarrassed or ashamed to read out loud or to speak to others. Once I pointed out how some children have speech impediments like stutters that can be embarrassing when pointed out or mocked by peers, especially at such a young age, he confessed he had never thought about that. I think that short conversation sheds a light on the growing importance of teaching children compassion and raising awareness of such problems in order to grow a culture where no child feels like they don’t fit in because of something that makes them “different” from their peers.

READing Paws has so many materials that strive to create more understanding and sympathetic students. A worthy endeavor for sure!

REFLECTION: MARY CHANDLER MCGUFFIN

MONROE CARELL JR. CHILDREN’S HOSPITAL AT VANDERBILT

How did this experience impact you or shift your perspective? How might this experience be related to sustainability, leadership or social justice?

Working at the Vanderbilt Children’s Hospital really opened my eyes. I fortunately have never been in a hospital, so I did not really know what to expect. I thought that it would only consist of high class people, and they would not be in a good mood because it is the hospital. However, this was the exact opposite. There were so many people of all ethnicities and races. Everyone I talked to was happy as can be; therefore, I was really shocked that people can be so happy even if they are in the hospital for months and months at a time. Also I learned how generous the hospital is so they can accommodate all types of families with all types of incomes. Families would tell me how the hospital does not want you to worry about the price while you are there, so they are very generous. The whole experience shifted my perspective of how the hospital works and the type of people the hospital accommodates.

My experience at the hospital really related to leadership. Leadership is something I really spent a lot of time in improving by being a good example for children. I went on a leadership trip for two weeks at JH Ranch in California. There I learned how to work with a team but also take charge. Also, this summer I went to West Virginia, where I led a group of 15 high schoolers and our goal was to build a roof and porch. I had to constantly take charge in order to get the task done. So, coming in with leadership experience, I was excited to improve my leadership at the Children’s Hospital. In fact, I did just that. I taught children how to do science experiments, play games, and learn how to cope with their illness. This was definitely hard because I had to keep in mind these children are really struggling. They were limited to completing and doing certain tasks. I had to be patient and teach the children.

This experience opened my eyes on how children with illnesses develop. I did not expect them to develop differently from normal children, but they do. After research I realized that children with diabetes can be affected by the sensorimotor stage of development when their parents inhibit their activities. Children with cancer did not show emotion or social problems but rather language is what affects them. In terms of Erikson’s development, children with cancer would have a hard time in the Industry vs. Inferiority stage. When they show off their abilities, children with cancer would have a hard time with their language ability so they would not feel comfortable showing off their ability in language. And therefore people would make fun of them or restrict them from saying things so they would feel inferior to certain people.

Finally, children with cystic fibrosis show similar development stages that Piaget explores. The three types of sicknesses and their developments show similarities and differences with the developmental stages that Erikson and Piaget suggest.

Overall, the concept of children’s development is universal. Most children with these illnesses develop the way they do. In poorer areas children’s development is in jeopardy because of the lack of medicine, nutrition, and guidance. But overall, the research shown above is the way children develop if they have the illness; cancer, cystic fibrosis, or diabetes. This research project and experience was definitely eye opening and changed my perspective. I got to figure out how children develop if they are sick, I learned to become a good listener, and I learned that the hospital welcomes all ethnicities and are generous in terms of money.

REFLECTION: ISABELLA NUNEZ

BOOK PROJECT

I’m not going to lie; the beginning of my Service Scholar process was tough for me. In the days I could have stayed home, like the rest of the seniors, I had to go to school and work for seven straight hours. I looked at it as a missed opportunity to just lay in bed or sleep for an extra few hours, but I was being selfish, a shift in perspective became a shift in my experience. Girls my age are currently fighting to have a future, after a ton of research, it really changed my motives for being a service scholar. I was no longer just doing service to put in my college application, but rather to make an impact 1,478 miles away.

We become oblivious to what people, outside of our “bubble,” have to go through on a daily basis. This project takes people and puts them outside the “bubble” and forces them to think deeply on the right steps to take. It has truly showed me how lucky we are to live in the place we do, and although it may sound cliche, never to take our life for granted. I made great relationships with people of all different ages and really saw the mass amount of talent in the room, ranging from amazing watercolor paintings to some of the best cartoons I have ever seen. One of the best moments was on the last service day when I met a boy who was born in the same hospital I was born at in Santiago, Chile, what are the chances of that! It exposed me to different forms of leadership, I had an idea that in order to be a good leader you must be an outspoken person, but I learned otherwise. Leadership includes productive communication, and simply taking initiative on what I wanted my book to encompass, was a way of being a leader. In addition, throughout the year I developed an understanding of different communities, learned more about social issues, such as child labor, and their root causes, and enhanced skills, especially in the areas of communication, collaboration, and creativity, and improved my ability to handle uncertainty and be open to change.

As a community we increased public awareness of life in Haiti and individually contributed new ideas and perspectives into the organization’s work. At times it’s hard to comprehend that the work one is doing is actually making an impact, but small acts, when multiplied by people, can transform the world. Once I heard that our books helped build a kindergarten and are being used to teach children, I was filled with happiness and satisfaction. “The best way to find yourself is to lose yourself in the service of others,” (Gandhi) “The Haiti Book Project” gave me an experience I will never forget and allowed me to explore myself along the process.

REFLECTION: PRESLEIGH MURRAY

ROSE WOMEN’S FOUNDATION THE MATHARE VALLEY, KENYA

During my junior year at Ensworth, I decided I wanted to become more involved with women’s empowerment. I began researching opportunities and internships for women’s organizations. I came across ROSE Women’s Foundation and submitted my resume. I was soon contacted by the Founder and CEO of ROSE Allie Amoroso who told me I was exactly who she was looking for. Prior to my internship, I did not realize the bubble I was living in being an American. I became aware of the extensive lack of education and infrastructure in developing countries and the cycle of poverty that is nearly impossible to escape.

ROSE Women’s Foundation focuses their work on social justice and humanitarian aid. The ROSE team covers a broad range of areas, but all with a single purpose: raising the standard of living for the women and children of Mathare. The ROSE team spans all across the world. The team on the ground of the Mathare Valley consists of Allie Amoroso and Patrick Juma (leader of Daystar Centre Academy). The social media director lives in New York City. The website creator lives in Berkeley, California. Some ROSE team members live in Michigan, some team members live in Florida, and some team members live in Tennessee. ROSE could not exist without all of these people coming together. From the people who edit photos, to the people who advertise the products, we all come together under one team and one purpose. ROSE has taught me the ins and outs of what goes into the actual development of creating a sustainable business.

My research and work with ROSE was the beginning of my enlightenment about the conditions people in less-developed countries face. I am now aware of the extreme and harsh living circumstances of people living in poverty. Of course, I had always heard statistics: many people live on less than $1 a day, many people don’t have food for days at a time, ETC.... What I had never grasped prior to working for ROSE were the truly dire conditions and lack of resources many people around the world live in everyday that I had never even thought to be grateful for. From no toilets, to no clean water, to no pencils, the Mathare Valley dwellers truly have nothing. It saddens me to know that even if these young children wanted to escape, the possibilities are extremely limited. Being uneducated and unskilled, children are subject to live their entire lives in Mathare, the only life they will ever know.

ROSE Women’s Foundation was more than just a service project for me. I have spent countless hours working with and for Allie on any task she asks of me. I am planning to go on the ROSE mission trip soon after graduation where I will be in

charge of teaching children how to write and speak better English. ROSE has already opened my mind and heart to people all around the world. I have received videos of the excitement on children’s faces after standing in line and receiving a banana; a banana gives them the same excitement that a new car on Christmas would give most Americans. What I have found in videos, in letters, and through talking with Allie is that many of the slum dwellers are kind, thankful, and always there to help each other. You see, the extreme lack of technology and access to the outside world allows Mathare residents to basically know of no other way of life. When there is no standard to compare oneself to, anything feels like the normal thing. Walking without shoes through trash and sleeping with the rain pouring in because of leaking roofs is simply their life. A pair of shoes, food, clean water, and even good weather is enough for the people of the Mathare Valley to feel happy. There is also an incredibly unique system where many ROSE women pool money (even if it is one cent here and there) and put it in a reserve; if someone has an emergency and needs the money to survive, that money is theirs. The people with so little have a heart that is so big.

ROSE is my constant reminder to wake up a little more grateful each day. It is my reminder to help others even when I feel I have nothing myself. It is my reminder to find happiness even in the smallest of things. It is my reminder to stay humble. I am grateful to have found an organization that has helped me truly feel and live out traits that many Americans struggle with.

In Search of Truth

MISSION STATEMENT

Ensworth is a kindergarten through twelfth grade, coeducational independent school. The School promotes academic excellence and inspires students to be intellectually curious, to use their talents to the fullest, to be people of integrity, and to be contributors to society.

VISION STATEMENT

We envision a school community dedicated to following the highest principles with the greatest love, as characterized by moral integrity, intellectual vitality, discipline, compassion, humor, and joy.

DIVERSITY, EQUITY, AND INCLUSION STATEMENT

In order to realize the goals of our Mission and Vision, Ensworth must actively strive to be a diverse and inclusive community of learners that engages collectively In Search of Truth. The presence of different perspectives and life experiences plays a vital role in the development of our students, enhancing classroom and extracurricular experiences in meaningful ways. As a school, we are committed to cultivating an environment in which all members of the Ensworth community experience a true sense of belonging and are empowered to be active participants in the life of the school. These efforts are essential if we are to foster the growth of all students in line with their potential, and to equip them for lives of purpose that extend far beyond their time at Ensworth.

Cover: Allie Amoroso - Mathare Slum, Nairobi, Kenya (from Presleigh Murray)