Reading Response #11

  1. I liked my experience writing the article since it felt like I was bringing the different sections of this year’s work under one specific message. According to various sources, I am not great at dealing with emotions, but my writing reflected the excitement I feel when I talk about art and mathematics.
  2. The techniques I used the most was examples, because they offer a lot of variety. To understand a topic we must see it from all angles and I think that examples, whether we are talking of mathematics or politics, allow for that range of vision.
  3. I don’t think that my writing has improved, but I do think that I have become more aware of it. In my first draft I wrote the word teacher three times in two sentences and I always struggled to link my ideas together. I was surprised because this doesn’t happen when I write academic essays. While I was finishing my final draft the words came out more easily.
  4. Like I mentioned earlier, conveying feelings is not one of my strengths. I want to work on my ability to include more personality in my writing, because I would like to continue to share my love of mathematics and I want to show that it can be anything but boring.
  5. During the first few weeks of the course I was really sad that we were not going to do more reading, so I read A LOT on my own. When I was reading I became aware of how the writers used the techniques we discussed in class. When I read non-fiction I paid attention to what I liked vs what I didn’t like, which really helped with my article.

Lab #12

Ze Titles

  • Do you suffer from math anxiety?
  • Teaching Mathematical Beauty
  • Teachers hate her! A student reveals the well kept secret of the beauty of mathematics.
  • We should teach mathematics in art class
  • Art Imitates Math
  • The Universe’s Paint Brush
  • The art afterMath
  • Do we really need independent math and art classes?
  • Please let me talk about math with you…
  • I Looove Math
  • A Journey Through A Valley of Arithmophobia
  • Why is the new math so hard to understand?
  • We teach mathematics as if art was drawing a circle
  • I don’t hate Math

I did not finish to go through my draft, but the first few paragraphs had good transitions.

Reading Response #9 — Comments on Sarina Cavallaro’s Second Draft

My favorite aspect of your article was the addition of personal anecdotes and vivid description of the symptoms of PTSD. They brought up a lot of emotions while I was reading. I also think that by showing how your life and your sleep were disturbed by the car accident you demonstrated how comments like “get over it” are insensitive and come from a lack of education on trauma.

Since you focus on car accidents it makes sense to challenge the myth that only soldiers get PTSD. I particularly liked how you mentioned how the nervous system and personal differences affect how we process traumatic events. I think that this would be a good point to expand on. (What personal differences? What are the physiological manifestations of trauma? How does the brain react to trauma?) It could also be interesting to see what percentage of people get PTSD from car accidents or other non-combat situations.

I think that the weakest part of your article is the use of your citations. For example, you mention Jonathan Bisson’s article talks about how many doctors gave PTSD diagnoses and that many symptoms were included, but it would have been interesting to see how many doctors and what symptoms you were talking about. Seeing the DSM-V diagnosis criteria next to your description of yours and your friend’s symptoms would give more punch to your argument.

I really enjoyed your draft and will be keeping an eye out for the final version. 🙂

Lab #11

Part Two


While I conducted my research and talked to Bettina Forget, Joel Trudeau, and Tom Fox I was intrigued as to why creativity is important to learning. Of course we, as humans, are able to appreciate art, but why do we crave it? What does our brain’s inner workings reveal about who we are? When I really think about a hard problem I make new connections and become more energized, which in turns encourages me to make even more progress. I don’t know about you, but when I listen to Beethoven’s 9th Symphony I feel alive, just like when I fulfill my goals.

Part Three (look at later)

During the last week of the Gl.tch exhibition I met a group of other student artists in the gallery. We had all spent months working on a sculpture, a poem, a piece of animation and today we were finally able to talk about it. And I would not shut up. I like math, yet I agree that sometimes i can be a bit dry, but my project was nothing like your old tear stained calculus textbook. Real math you can touch. Now that’s exciting. You are probably familiar with crochet (even if you call it knitting), but could you imagine that a piece of yarn could express the same mathematical concepts that are used to understand Einstein’s special relativity?

Part Four

  • I love math.
  • Instead of studying for my calculus class I have been making math.
  • I love to talk. I love math. I love to talk about math.
  • I agree with Oscar Wilde in that “life imitates art”, but I believe that a more general statement would be “life imitates art and art imitates math”.
  • My eyes are filled with tears and my heart is filled by Beethoven’s 9th symphony.

Lab #10

Part One

Going back in time (now to the moment when I first developed an interest in the intersection of art and science)

Exposition: Opening of the SPACE exhibition and conversation with Ken

Complication: I was talking to him because we shared an interests in mathematics. (Art gallery and math????? How can the two be related?)

Rising action: Creativity has a science “exploration” medium. What science students can gain from using art and why the two are related.

Because of that: Why do we research science and why should we as citizens (everyday people) be educated about science?

Because of that: Why we need art and why we should use art to communicate science with the masses/educate ourselves about science?

Climax: Learning about famous scientists and their connection to art and creativity

Denouement: (Back to the present) Where do I/we go from here?

Part Two

  • Talking to Ken at the exhibition
  • Putting together my project and involving people (sharing passion and knowledge)
  • Researching my topic (not understanding the details but general idea is good because of art)
  • Having an idea/interest in hyperbolic geometry because I learned about it through a familiar lens (crochet)
  • Seed being planted because someone shared their journey with art and science


Part Four


I never went to primary school so I love to hear how my friends and my family remember their early days in the education system. My father liked school and he was a quick learner. He often finished his in-class assignments before the rest of the class, and one day when he asked the teacher what he should work on next she answered “Tu fais dur”. (

Lab #9

How can art enrich the science education provided to the public and to future scientists? 

Part One

  • Why do we have school subjects/why are the topics no taught together?
  • Why are certain school subjects viewed as more important than others?
  • Why should we encourage creativity in science students?
  • Why do we encourage formal education?
  • Why should we (the public) learn about science?
  • Why do we need education?
  •  How does education affect our social structure?

Part Two

  • Bettina Forget’s conference at ScienceFest
  • Forget’s experience in science class
  • Forget’s adventures in amateur astronomy
  • The painted night sky installation
  • Birth of my project and initial research (feeling oriented scene)
  • Frustration of research (sitting in Conrod’s)
  • Making the lines and triangles on the model
  • Crocheting with Emily => Sharing my project => Sharing knowledge => Blowing people’s mind
  • Setting up the exhibition
  • (In the future) Vernissage and exhibition
  • Interview (and all the scenes discussed in the interview)
  • Contrast Panait/Sylvain vs other classes (Teacher getting excited about topic)
  • (In the future) Going to uni class with Jared

Part Three (Inlcuded in part four)

Part Four

Scene: [Emotional pull to bring my reader closer to my mind space when I started the project OR contrast in emotional well being between beginning and now]

Nut Graph: (My situation at school + Not knowing what to do in university) + (Having an idea + Creating something) = A bit less confusion + “I made something”

Lab #8

Task One

Moon craters are like empty treasure chests.

My math homework is as bland as my mom’s barley soup.

School is like a Judas cradle.

(The Ministry of Education is like a bank robber attacking a pet-store.)

Task Two

Art is like food because we need it even if it doesn’t taste good.

Education is like an English essay because most of the time it’s half-assed.

Education is like my old glasses because there’s a reason I had to get new ones.

Math is like the world literally because it’s really easy to misuse it.

Math is like the ginger in Chinese takeout because it gives the world its flavor.

Task Three

Abstract math is the foundation of our libraries.

Math is the good book you could be reading.

Math is the painting with a thousand painters.


Lab #6

Part One

I have to confess something. A few minutes ago my teacher was talking and while I was listening, most of my attention was on my current crochet project. Even last night, when I should have been sleeping, I was crocheting. It had taken a few tries to position my pillow so that I could comfortably rest my back on it. Then, I had to pull the blanket over my legs, laptop over it. Next, making sure that my earbuds and my yearn and no too tangled and finally I’m ready. My loop came of the hook so I slide it back on and I go: in, yarn over, pull through, yarn over, pull through two. In, yarn over, pull through, yarn over, pull through two. In, yarn over, pull through, yarn over and I’m already  done stitching tonight’s last square. After months of planning, my project was finally taking shape.

Part Two

Our school system teaches art and mathematics as two unrelated subjects, but the truth is that they have to be interconnected. We learn about the applications of mathematics, how arithmetic can tell us how many apples and oranges we can buy with ten dollars. This becomes mathematics. What if art class was spent drawing circles, lines and triangles. After all, you might need use them a some point in our life. Now imagine that there are no museums, no art Not Done…

Lab #5

Part One

  • What are the health consequences of donating a kidney?
  • What is evaluated in the potential donor psychological assessment?
  • How does class privilege affect the possibility to receive a live kidney donation?
  • What happens if a kidney donor eventually need a donation?
  • Does the rise obesity related illnesses affect the future of live kidney donations?
  • Can you donate a kidney if you have endometriosis?
  • What about other chronic illnesses?
  • How is the renal system reconnected after a donation?
  • How does the remaining kidney change after a donation?
  • Can you donate a kidney if you are on medication?

Part Three

From Dawson Library

The Irish living kidney donor program – why potential donors do not proceed to live kidney donation?

Most donors do not proceed because their organ is not needed (various reasons) or because they were declined (not a good match). Donors who were declined for immunological unsuitability and  psychological reasons were younger than those declined for other reasons.


Experiences Obtaining Insurance After Live Kidney Donation.

Some donors had difficulties (rejection, higher rate) finding new health and life insurance. since this could discourage future donors, should the law change to remove kidney donations from the list of preexisting conditions?

Live Kidney Donations and the Ethic of Care.

Personal codes of ethics clearly influence donors. Why are those closest to the patient not considered to be motivated by a psychological need? They could feel that the recipient is not grateful or that they owe something to the donor. Why would an unrelated donor be looking for something?

Long-Term Consequences of Live Kidney Donation Follow-Up in 93% of Living Kidney Donors in a Single Transplant Center.

We cannot say if live kidney donors are more likely to develop renal diseases and hypertension. If a link is eventually found we need to take into account that a lot of donors are related to a recipient and that a lot of renal diseases have a genetic factor and the donor was therefore already more likely to be affected. Donors have a blood pressure lower than average at the time of their donation and it was found that it remains low even after a decade.

The General Public’s Concerns about Clinical Risk in Live Kidney Donation.

People in this study were more willing to donate to a child than any other family member. (Good numbers on how other factors affect willingness to donate)

Identifying potential kidney donors using social networking web sites.

Offers so sell kidneys (Very illegal) were relatively common on pages (3%). Pages that provided a picture had a 20% higher rate of tested donors. Unsurprisingly, those who provided more information had higher rates of potential donor testing.

Health care follow-up by live kidney donors more than three yr post-nephrectomy.

A majority of donors would donate again or have recommended that a friend donate. Most also find that they are in good or excellent health. More than 60% of the donors monitored their renal health.

Good sources from Dawson Library. Will look into more of them.



Lab #4

Part One

I read it…

Part Two

Before 1994, diabetes in children was generally caused by a genetic disorder — only about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today, according to the National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new childhood cases of diabetes in this country.

Part Three

My parents were split up, my dad off trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch and dinner, for me, was a daily choice between McDonald’s, Taco Bell, Kentucky Fried Chicken or Pizza Hut. Then as now, these were the only available options for an American kid to get an affordable meal.

Part Four

But where, exactly, are consumers — particularly teenagers — supposed to find alternatives? Drive down any thoroughfare in America, and I guarantee you’ll see one of our country’s more than 13,000 McDonald’s restaurants. Now, drive back up the block and try to find someplace to buy a grapefruit.

Part Five

Isn’t that like middle-aged men suing Porsche for making them get speeding tickets?