Marcus: Money & Happiness

A screenshot of Marcus's original survey.  Image shared by Marcus.

Hello my name is Marcus and I am in Edge. My project is business, and I am studying the many aspects of the topic. Lately I have been focusing on the science portion of my project. I have sent out a survey asking how much money would you need for your entire lifetime. Then I took 6 people from the list who filled it out, and I have been asking multiple questions about their answers. The hope of my whole science project is to get people really thinking about their future because we do not know what we want until we think about it. What I have been finding out from the survey is that people really don’t know the worth of money, how much they need, or their expenses for the future.

I would love any feedback relating to what I’m doing and the survey (ex:  questions you like and more good questions to ask).  Here are my questions:

1. What did you pick as your money amount? 
2. What is your definition of being happy with the money amount? 
3. What influenced your decision?
4. Are you expecting to have a family?
5. Did you take account of kids and schooling, dentists, doctors, bills and other expenses? 
6. Are you planning to support your spouse with the money? 
7. Why do you think this amount will keep you happy?
8. Are you expecting to go on family vacations?
9. Why do you think some people need less or more money to be happy?
10. Do you know the average American would make $1,400,000 in their whole lives? (The average kid till the age 18 the parent will usually spend $245,000.)

Tess on Her Internship at The Center for Attachment Research (CAR)

Over the past few weeks while working at the Center for Attachment Research (CAR) at The New School (@TheNewSchool) in New York, NY, I ascertained things that I never would have learned being confined to a rural setting. I have been introduced to complex psychological concepts, while simultaneously learning a tremendous amount about myself.

The New School for Social Research (NSSR):  "A Global Hub in NYC.”
Image located at www.newschool.edu/nssr/.

In the lab, clinicians implement an intervention known as GABI (Group Attachment Based Intervention).  “This project concerns family preservation and the prevention of child maltreatment. The families who participate in GABI are often very isolated, and have had multiple adverse childhood experiences and ongoing experiences of poverty” (lab memo regarding ongoing projects). My direct work with high risk families has been both enlightening and painful.

I have always been conscious of poverty, both in and outside America. From a young age I have felt a strong obligation to help those less fortunate than I. I have had the unique opportunity of traveling around the world with my family during our summer vacations. Every country we visit, we allocate time to volunteering in townships, orphanages, or building schools in remote villages. At the end of the trip we always return home and those experiences soon become powerful memories.

There is a big difference between volunteering in Africa, many thousands of miles away from my home, and interacting with affected families on a consistent basis (some of whom live less than thirty blocks away from me). Now, there is not a ten hour flight distancing me from the harsh truth that many Americans struggle to obtain their next meal every day. 

This past week, a new mother came into The New School to take part in the intervention.  When new mothers come in, they are given a series of surveys such as the AAI (Adult Attachment Interview) and ACE (Adverse Childhood Experiences). These are designed to help get a well rounded idea of the patient and to gain insight into their lives and struggles. At the end of the session, the mother, 23-years-old with four children, asked the clinician administering the surveys if she had any extra diapers. She acknowledged that her government check was not going to come for three days and she had no money to buy diapers for her children; without them her four children would be wearing dirty diapers for the entire weekend.

The interventions conducted at The New School are strictly focused on mending the parent-child bond. They do amazing work and help countless families. Yet, it is an ongoing struggle for me to hear some of the devastating personal stories and not be able to do anything to improve the quality of life of the people I meet. Unfortunately, the anecdote above is on the less extreme end of the spectrum of some I have heard.

I find myself conflicted when trying to find the line between patient and struggling human being. I have realized that this internal struggle is good. It reaffirms the fact that I feel a strong obligation to help those who have had far more complicated lives with less resources than I. At work I have to compartmentalize these feelings, but they definitely do not have to disappear.

Logo for The Robin Hood Foundation.
Image located at http://2014.c4q.nyc/#/logoslide.

I have channeled my frustrations into positive actions. I have started volunteering at a homeless shelter where many of the GABI participles find refuge. In addition I have joined a teen council to fight poverty in America through the Robin Hood Foundation (@RobinHoodNYC). None of these would be possible if was still living in Amenia.

Before I started my internship at the CAR, my goal in life was to rise to the top of whatever field I decided to pursue, trusting that it could be lucrative. Now, my goal is to strive to help as many people as I can. I will still yearn to make a name for myself, but I hope to be known for fully focusing on being altruistic and not on how many zeros are at the end of my paycheck.

Luca: Blogging on PTSD

For information on Luca, we are proud to direct you to a blog that he has opened for another Kildonan class (Social Problems Lab).  He has demonstrated admirable digital citizenship by claiming his portal as a space to reflect upon his learning across courses.

Within the blog post linked below, Luca discusses his research into post-traumatic stress disorder (PTSD), his choice to share his knowledge in the form of a panel, and his self-assessment on his process and the panel's discussion.

https://lucasplblog.wordpress.com/2016/03/11/edge-blog-post/

(Please follow Luca's blog for future updates on his learning.  Be sure to also leave a comment!)

Winston: On Researching Japan

A sampling of sushi, sashimi, and other Japanese dishes. 
Image located by Winston.

I am doing an independent project in Kildonan’s Edge program.  I am studying and researching the aspects of the unique Japanese culture such as food, architecture, folklore, religion, and customs.  The end goal is to gain knowledge about Japan and learn everything under the Red Sun.  I wish I began researching Japan at the beginning of the year.  I had begun another topic, and it was not very interesting, so halfway through the first quarter of school I switched my topic to Japanese culture.  I feel as though I lost precious time in my research.  I am motivated each time I learn something new to delve further into the topic.  When I investigate my topic, I skim through the information and when I find something interesting, I research that material for the day.  Another goal of mine is to learn to read and speak Japanese, which will take time but will be worth it in the end. There is much knowledge to gain in my research. 

A variety of yokai (Japanese spirits). 
Image located by Winston.

For example, I am currently researching Japanese Yokai, which concerns strong spirits.  Also I am doing brilliantly on my Edge project.  It is a vast topic and there are many subjects I can research.  I will never get tired of Japanese studies because there is so much information.  When I began this journey, I did not have any goals, but as I continue gaining information about places to go to like restaurants, tourists spots, and shrines, I am excited about the prospect of visiting Japan.  The goal I have not accomplished is learning the Japanese language.  If I want to learn the language I will have to study.  If I learn some of the language in my IP, I will be satisfied.  As of today I understand much of the Japanese culture.

Chris Prepares to Interview Vietnam Veteran

American soldiers stationed in Vietnam. 
Image source:  faculty.polytechnic.org.
(public domain)

A stolid, poised young man, Chris arrived to Edge at the beginning of the year with a clear path:  to study the Vietnam War.  Per his characteristic determination, he has largely stuck to that plan.  He has analyzed the technologies employed by the Vietcong in defending North Vietnam, and he has read through accounts that critique Jane Fonda for her sympathies with the North Vietnamese (earning her the derisive name of "Hanoi Jane").  Chris also explored key terms/ideas such as "the Tet Offensive," "the Kent State Incident," and "the Fall of Saigon.

Early on, something cemented for Chris.  After expressing interest in joining the Marines on numerous occasions, he began to focus his studies towards understanding the experiences of the American soldiers themselves.  He examined countless soldier accounts (e.g., Ron Kovic's Born on the Fourth of July and Tim O'Brian's The Things They Carry), and he analyzed their feelings towards the draft while in college, their experiences clearing tunnels of rats while in Vietnam, and their traumatic experiences as P.O.W.s under the Vietcong.  He researched Agent Orange not only for an interest in the chemical make-up of the weapon but also for his earnest concern in how it altered the physiology of a soldier.  He also looked up Post-Traumatic Stress Disorder, spoke with Tess and Luca, and analyzed the effectiveness of the VA Center in assisting struggling veterans.

U.S. soldiers taking a break while on patrol. 
Image source:  pinterest.com. 
(public domain)

Across those foci, two points remain consistent for Chris:  (1) his unwavering compassion and empathy for American veterans, and (2) his concern that contemporary American conflicts mimic the Vietnam War in its consequences for American soldiers.

So, how is Chris applying that compassion?

He has elected to devote his second semester in Edge to connect with American veterans so that he might learn their stories first-hand.  He has teamed up with the Edge Team to explore the Veteran's History Project, a volunteer-based program that connects individuals (even students) with veterans.  Recently, however, he has found an alternative via one of Kildonan's trustees.  Inspired by a conversation with Chris, a board member has reached out to a childhood friend who happened to serve in Vietnam.  That individual has agreed to speak with Chris, so the latter has been hard at work preparing a variety of interview questions.

Chris reflects on his learning experiences in Edge as follows:  

"I learn by starting at the big picture, then focusing on a few things, then going back out again, and focusing another time.  It's like a big accordion.  In ordinary classes, teachers are the spoiler alert.  They ruin the movie for you.  But in Edge, you don't have spoilers.  You get to experience the movie yourself."   

We at Edge are grateful to have you as an Edge Maker, Chris! (If you have a thought on Chris's journey or a resource for him, please post in the comments section below.)