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Winterartifacts

Winter Quarter

Courses

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  • BIOC 406 Intro to Biochem

  • SPH 380 History and Practice of Public Health 

  • ANTH 215 Introduction to Medical Anthropology and Global Health 

  • EPI 320 Introduction to Epidemiology

  • SPH 489 Structural Racism and Public Health 

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Total = 18 credits 

Favorite Class: SPH 380 

TA Feedback.PNG

My TA's Feedback

Coursework

Suicidal Ideation Research 

Course: SPH 380 History and Practice of Public Health 

During this class, we had three main assignments centered around one topic of our choice: a research summary, public service announcement and creative brief, and an op-ed. I enjoyed creating all of them. I chose to research suicidal ideation, because I have struggled with knowing what to do when people tell me they are suicidal and I wanted to educate myself and others on how to handle such situations.

 

Through my research summary, I was able to practice synthesizing over a dozen peer-reviewed sources. I improved my ability to analyze scientific articles, a skill I practiced last year during library research for the Wang Lab, and pick out details that would strengthen my argument. The most interesting takeaway from this assignment was how different groups were disproportionately affected by SI. For example, SI is more prevalent in bisexual students because they experience discrimination from both homosexual and heterosexual groups. It is also more prevalent in domestic students than international students. I liked applying the lessons I learned from the epi class I took this quarter to this paper, being careful to distinguish between incidence, prevalence, and terms of causality in my paper. Writing this research summary reminded me that I like writing and made me excited for the subsequent two assignments. 

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I was most excited about my PSA. We were asked to make an infographic, Instagram carousel. or video and I opted for the latter. I recruited my boyfriend to act with me and put together a one-minute PSA revealing the suicidal ideation manifests differently from person to person and that students should check in on their peers even if they don't seem distressed. My TA told me that in their eight years of teaching, my PSA was one of the best that they have seen. My professor showed it to the whole class at the end of the quarter. Here is the recording from the Panapto: 

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The op-ed was also super fun to write. I had never attempted such a genre, so I found it refreshing. I wrote mine about how UW needs to implement a mandatory annual suicide prevention training in the Advising & Orientation modules and in general. For the extra credit assignment, I shortened it to less than 650 words and submitted it to the UW Daily Newspaper. I hope that it gets published! 

Update: it did - click here to read it! 

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Besides these assignments, I enjoyed the class content for its holistic approach to analyzing determinants of health. In particular, the lectures on healthcare systems was eye-opening. I was unaware of how terrible the health outcomes are in the U.S., how we are the only wealthy country without universal health coverage, and the other healthcare models that are working abroad. It was a great introduction to my upcoming study abroad program that studies the National Health Service in Britain. 

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An Epidemiology Song 

Course: EPI 320 Introduction to Epidemiology 

For 10% of our grade, we had to do a "You Decide" project to demonstrate our understanding of topics we learned in the class in a creative and unique way. I immediately wanted to do something related to music and eventually gathered a group of four others to record a music video about measures of morbidity and mortality. I wrote the song and was quite proud of the lyrics and melody. My other teammate made the rap. The other three girls acted in the video and edited the final product. 

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My professor loved it so much that he called us the "most iconic you decide group", and called my song "exceptionally well-executed", "sublime", and a "Grammy winning hit." He asked me if we wanted to perform/play our video for the public health research symposium if he could arrange it and if he could show our video to future classes.

 

Here's the video below! 

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Health Inequalities Visualization

Course: ANTH 215 Introduction to Medical Anthropology and Global Health 

This class, paired with SPH 380, was a great introduction to how factors outside of genetics, namely culture, environment, and politics, influence the health of populations and individuals. I had to reflect on how my own culture and identities influence what "sickness" means to me, how systemic racism and oppression plays a crucial role in who has good health, and the ways the world must reform its global health practices in order to see an improvement in health outcomes looking forward. A recurring theme was that certain groups in the U.S. are disproportionately affected by health issues they contribute the least to, whether it be climate change or hunger. They suffer from lack of access to healthcare, nutritional diets, and other basic human rights. I demonstrate just some of the factors that affect health in my drawing to the left, which I submitted for Creative Assignment #2. Here is the description that accompanies it: 

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"In her 2009 Ted Talk, Chimamanda Ngozi Adichie warns about the danger of a single story. A single story not only strips people of their dignity but also accentuates differences among individuals rather than their similarities (Adichie, 2009). It paints an incomplete picture of the situation and reinforces harmful stereotypes. In my illustration, I depict the concept of health as a victim of a single story. This narrative suggests that health is binary – one is either healthy or sick – and that maintaining health is solely an individual’s responsibility. If one is ill, American society often places blame on that individual and expects them to ensure their own recovery without accounting for extenuating circumstances. In reality, health is not a single story, but akin to a puzzle influenced by many inequalities. To represent this concept, I drew a coughing woman, composed of multiple puzzle pieces. Each piece is labelled with a different factor that could affect the woman’s health status. This illustration is designed to be easily understood by a student who hasn’t studied medical anthropology. At first glance, some of these factors, like race and gender, are not health inequalities themselves. However, they can induce such inequalities through social constructs like racism and sexism. I have also included some more obvious inequalities, such as access to healthcare or food security, implying that a wide array of structural factors beyond an individual’s control can converge and complicate the maintenance of good health. To say that this woman fell ill due to her own shortcomings would be an incomplete story, as Adichie suggests. It would overlook all the social, political, economic, cultural, and biological reasons why she might have fallen ill. Therefore, it is imperative for anthropologists and healthcare providers to consider all the puzzle pieces that impact an individual’s health, enabling them to tackle as many barriers to treatment and health as possible."

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Dismantling Racism

Course: SPH 489 Structural Racism and Public Health

This quarter, it started to sink in just how prevalent structural racism is in our society. It is a social determinant of health derived from white privilege, and oppresses communities of color. From one of our readings during this seminar (which happened on two Saturdays and a Wednesday night), I learned the term "ordinariness." It refers to the normalization of racism in everyday life to the extent where an individual experiences it so often that they learn to ignore it, not even recognize it, or interpret every act of unfairness as racist. I definitely fall under the first two categories as an Asian American. I recognize blatant acts of racism, such as being called derogatory terms, but I have not been cognizant about acts of everyday racism. Recognizing these instances is the first step to addressing my internalized and personally-mediated racism, and to begin speaking out about discrimination so I can help dismantle racism. Here is my photovoice reflection (the final project of this seminar). 

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Extracurriculars

Second Quarter in RPB

I really enjoyed this quarter of RPB. I hosted a Swing Kids lesson, Take-To the Meany Hall Performance "Circa," a Pokémon Scavenger Hunt, and a Ring Making Workshop. I most enjoyed the scavenger hunt because while it was the most hectic, we had a surprisingly turnout and the residents seemed to have a great time! I had proposed the idea to attract a demographic we don't usually get at events, and it worked! We had over 50 residents and 10 teams participate, with over 250 submissions. It took us around five hours to tally everything but it was super fun to look at peoples' creative pictures and videos. 

I also assisted on 7 other events throughout the quarter. My favorites included the Take-To the Seattle Art Museum, and DIY puzzles (which was also my idea). I enjoyed meeting new residents and bonding with my coworkers. 


As AD of Recognition and Development, I continued the usual icebreakers, recognition and birthday gifts, and weekly recap forms. I organized a "Duck Bell Hide and Seek" staff devo this quarter (a highly requested event from one of our graduating members), which was SUPER fun and successful. We even have people from RCSA participate because they were so intrigued by the premise of the game. The punch card program is still popular among residents, and I am still making art samples for our craft events. 

Additionally, I applied for and was chosen to be the next Assistant Resident Education Specialist (the student director of RPB). I want to prepare early for this role, so I asked my supervisor if I could get involved in the interview process for new team members and started shadowing my coworkers to learn about the responsibilities of their AD roles. In spring quarter, I will start meeting weekly with my supervisor instead of biweekly this coming quarter to prepare for next year, which includes planning for Late Night Carnival, the large event we host at the beginning of each school year. Not only will I strengthen my leadership skills by leading a team of eight, I will also receive a weekly stipend and a studio, which will be the first time I get to live on my own. 
 

Raccoon Energy 

Reflection 

My band was back in full swing this quarter after our bassist and drummer came back to WA state. We performed a new setlist (complete with new originals I wrote this school year) for the HUB listening lounge again, the Mutual Aid Fair for Palestinian Liberation hosted by UW RSO Modality, and the Rainy Dawg Radio "The Kennel" show. See more about our performances here

Final Grades

Bummed about not getting the 4.0 in biochemistry, but still proud of my performance considering I took 18 credits, which was not easy. I tried my best this quarter and I am happy with how it turned out!

Grades winter quarter 2024.PNG
RWN
FGWIN
ExWIN
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