Rarefactions: by Andrés Melo Cousineau

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Andrés Melo Cousineau

Toronto, Canada / Bogotá, Colombia
email: amelo14@gmail.com

Cel: 647-xxx -xxxx

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EXPERIENCE

University Professor, ESL all levels, Al Jouf University, Saudi Arabia. August 2021- present.

1. Teaching of ESL within the context of the Saudi Arabia’s “2030 Vision” plan. Connecting the learning of language to the development of critical abilities.
2. Constant focus on production guided by the reality of the Kingdom’s desire to open to the world.
3. Learning to teach in the new and particular context of Islam.

Ongoing use of Twitter to defend classical republican theses, Permanent current engagement in the political dynamics of Colombia following self-published book on the country. @andresmelocou / Total current followers, 10k (approx). May 2020 – February 2021.

1. Creation of complex Twitter Course in Spanish entitled: “Introducción a la defensa del Republicanismo: temas actuales, orígenes clásicos, y limites filosóficos.” (here)
2. 19 articles presented in specific order after creating an online database for all.

Completed ONLINE “Business English” and “English for Academic Purposes” courses at Edmodo (edmodo.com), SECOND concrete examples of the “Blended Education Model for ESL” project presented below. Further development of Business English abilities (see below) and activation of Blended Model Education possibilities (see below) . Proactively adjusting to the new COVID19 reality. Created in order to show how to best organize the online presentation of an ESL course in order to engage students even if done so virtually. Based on “Market Leader” and “Oxford EAP”, both for Upper-Intermediate or Advanced students. Class Code Locked (available for potential employers). August 2020- present. (here)

Creation of YouTube ESL Channel “PROACTIVE ESL” with Teacher Andy,  proactiveesl@gmail.com, first concrete IMPLEMENTATION of the “Blended Education Model for ESL” project presented below. Proactively adjusting to the new COVID19 reality. Current Videos on “Communication” and “Tag Questions”, “At The Restaurant”, “Passive Voice”. link: PROACTIVE ESL ;April, 2020.

Continued Preparation for Understanding and Implementing Blended and Hybrid models of Education, January-March, 2020. Currently completing Coursera Courses: a)  “Blended Language Learning: Design and Practice for Teachers” (completed, 100% average), link and, b) “Learning to Teach Online” (91% average, halfway), link. Project with Diploma: ESL BLENDED EDUCATION

1. Preparing a hybrid model for the teaching of ESL classes by digitalizing the many exercises created throughout our ESL teaching career.
2. Combining elements of  LMS and more open-source technological options.
3. Learning to use ZOOM technology –an impressive video conferencing platform easily connected to LMS platforms such as Canvas or Moodle– as one of the fundamental elements of its implementation. Participation in multiple training seminars
4. Continuing to connect my understanding of photography with this Project by incorporating the use of Screencasting, Green Screening, Whiteboard Use, Audio, Mic and Video specs, and others.
5. Connecting technology to learning as problem-solving and production.
6. Questioning the nature of this type of learning from our Humanities background.

China Project, ESL Teaching in China, 2018-2020.

1. Retaking and expanding Linguistic Skills: reviewing the completed Coursera “Beginners” and “More Beginners” Mandarin Chinese courses with outstanding results; asked to be Mentor (new courses as well). (link) INTENSE preparation prior to travel. Will likely present HSK exams in the future.
2. Seventh language learned.
3. Retaking –for a third time– the excellent “The Great Courses” courses on China; a) “Fall and Rise of China” (Baum; link), and b) “Books That Matter: The Analects of Confucius” (LaFleur; link). In particular emphasis on the fundamental Confucian concept of  “ren” ( 仁 ).
4. Total Number of difficult and in-depth Interviews, 10 (EF, ISAC, Meten, others).
5. Permanent defense of an ESL philosophy guided by Critical Thinking beyond academics, in particular in a country founded upon the Gaokao and a permanent desire to reduce ESL to IELTS and TOEFL. The current situation, unfortunately, exemplifies this lack.
6. Contracts offered 2, (Nanchang, non-Gaokao students, lovely opportunity).
7. The fully shared decision to start at Hangzhou with Meten in February 2020 postponed due to the coronavirus situation. Hopefully, the situation will stabilize in order to fulfill this project. Immediately sought extension of visa which was denied by Chinese Governmental Officials. Much learning to be done by all in terms of flexibility to deal with and find real solutions to situations of crisis.
8. Brief email reflections shared here as personally provided a leadership role during the process. (link)

ESL Teacher, EF, Education First, Toronto, Canada. July 2016-November, April 2018-2019.

1. Continued development of a topic-oriented teaching approach to ESL. Focus placed on using English outside the classroom for transformational purposes. Part of a great learning community.
2. Creative teaching of topic-based “Conversation Course”, as well as multiple General English (GE) Courses going from Beginners to Advanced Plus. Constant use of technology and iLab.
3. Great emphasis placed on independent self-assessment and self-directed learning. Self-motivation as the sole real path to learning. All exemplified by the teacher.
4. ESL beyond the teaching of English; “Education First”. Focus on “the Big Picture”.
5. Highly professional subbing/teaching —–for multiple courses, for different lengths of time and for diverse levels—- such as:  “Current Events”, “Speaking and Listening”, “Conversation”, “Phrasal Verbs”, “General English”, “Pronunciation”, “Grammar Studies”, “Vocabulary”, “Film Studies”, “Global Issues”, “Collocations and Expressions”, “Useful Language and Skills”, “Survival Skills” (Buying, Restaurant, Directions, Telephoning, Instructions, Communication), “Foundations” (Mulitple Intelligences, Cultural Intelligence, Communication, Leadership, Emotional Intelligence and Practicum), and “Oh Canada”. Development of great teaching flexibility continuously focused on PRODUCTION, no matter the course OR level.
6. Purposely moving beyond “subbing” as defined by the prefix “sub” and its negative meanings, or subbing as the “sacrifice required for seniority”, or subbing as “the robotic extension of a real teacher”. “Subbing” as teaching, perhaps even more. Subbing as teaching independence. (Also moving beyond “supplying” as in the  industrial “supply chain” metaphor; or as a “grandparent”,  )

 

TESL Certification; TESL Ontario Certificate of Accreditation For Adult ESL Teachers (OCELT), TESL Ontario, T033160, Toronto, Canada, March 2018.

TESL Certification; International Certificate in Teaching English as an Additional Language (ICTEAL), TESL Ontario, T033160, Toronto, Canada, March 2018.

 

Multidisciplinary integration and further development of diverse skills, Toronto, Canada 2017.

1. Further development of Humanity’s Skills: i) “Writings on Education”(link); and, ii) “Political Writings on Colombian Peace Process and Corruption”, 2016/2017.
2. Further development of ESL skills: a) prepared ADVANCED EAP “Listening and Speaking Skills” and ADVANCED EAP “Reading and Writing Skills”, focused on further developing critical-thinking skills in potential students (Pearson’s excellent LEAP Series), (+Academic Vocabulary, +Advanced Grammar); b) reconsidered already taught  ESL Literature Course to be applied at the University Level; and c) scanning/digitalizing of all personal  folders (topic, function and grammar-oriented) for all exercises created/found for our over 10,000-hour ESL teaching experience.
3. Further development of Linguistic Skills: completed Coursera “Beginners” and “More Beginners” Mandarin Chinese courses with outstanding results; asked to be Mentor. (link)
4. Further development of Artistic Skills: Photography: “Portfolio Best Images: 15 years”

 

Post-TESL Training,  ACE Certificate in Teaching Occupation Specific Language, Major focus on Business English, Toronto, Canada. January 2016-April 2016. Presented multiple  “Task Journals”  with unique creative solutions presented to diverse issues in the teaching of English for Specific Purposes. (Outstanding Final GPA: 97.5%)

 

Restructuring of Ph.D. readings revolving around the work of Xenophon, Aristotle, Plato, Strauss and Pangle. Toronto, 2019.

Further development of the published book, “Escritos sobre Colombia: la “paz” en su laberinto, 2016 – 2018. Addition of digital Appendix entitled: “Escritos Colombia 2019: La mala “paz”, la PEOR DROGA”. Toronto, 2019. (link to pdf), and (link to page)

Continuation of Permaculture Project, Creation of small organic vegetable, flower, fruit garden, Toronto, February 2019- present.

1. Recovering general permaculture ideas researched for years (see below).
2. Implementation of specific design taking into consideration the limited space and the areas for growth. Neighbour kindly asked if I could design her garden.
3. Generation of plants FROM seed indoors during winter using appropriate methods and conditions. 300 seeds planted in n EXTREMELY limited space. 43 Species.
4. Specific use of Canadian Seed Company Urban Harvest (link, and Richters) focused on heritage and organically generated seeds.
5. Soil analysis and creation of best soil conditions including NPK, micronutrient, worms, and mulch. Use of non-expensive available resources.
6. Studying of The Great Courses courses: 1) The Science of Gardening (Chalker-Scott), link and b) How to Grow Anything: Food Gardening for Everyone (Myers), link , plus the already developed bibliography on permaculture found on this website itself, link.
7. Taking seriously the idea that ecological understanding is the way to become a better human. Learning to grow one´s own food, the process towards limiting technological arrogance. The Persian word for a garden: PARADISE.
8. Currently caring for a garden to see final results. Images of the process until now can be found here:  link and  link.

Culmination of Artistic Photography Project, “Toronto Street Art and Life; a Visual Recovery in Quartets”.  To be shared and marketed in diverse forms. January, 2019 (2005-2019). here.

1. Participation in YMCA Art Challenge and Silent Art Auction, 2019.  A very generous reception of the project.
2. Creation of Art Booth in the well-known art store Arts Market in Toronto, focusing on the sale of local works by local artists. Results of the creation of project brand, cost analysis, presentation and marketing can be seen, here.

Self-published book, “Escritos sobre Colombia: la “paz” en su laberinto, 2016 – 2018, Asquith Press, Toronto Public Libraries, Toronto, Canada.  January 2019. (ISBN: 978-0-9950004-4-5) (link) Accepted into the archives of the Centro Nacional de Memoria Histórica de la República de Colombia, Accepted into Library and Archives Canada, June, 2019, link. Development of Kindle versions of this and other published books via Kindle Create, link.)

Self-published book, “Writings on Education”, Asquith Press, Toronto Public Libraries, Toronto, Canada.  April, 2018. (ISBN: 978-0-9950004-3-8) (link). Accepted into Library and Archives Canada, 2018. Kindle eBook version here.)

On-going translations (AXS Studio, Latin Community Centre, Immigration Fast-track,  TaOntario, TaManitoba, TaAlberta and multiple and diverse private freelance clients,) as well as the creation of Translation Company, “Andrés Melo Cousineau Translations: The Art of Translation”, Canadian Business Number, 763698883, Landing Page “Toronto Hispano”, here.  (to be paused indefinitely). Toronto, Canada,  2017-2018-2019 (continuation of translation career begun in 1996-2001).

1. Number of translations January-May (beg), 2019: TOTAL: 108. Almost one per day.
2. Purpose: Preparation of Dossier 2019. Completed Dossier with multiple folders, June 11, 2019. Elegant and complete.
3. Unbelievably inefficient later bureaucratic events fundamentally redefine relation to industry in Canada, unfortunately, in negative terms.
4. Translation as a path to multimodal learning in true diversity from an outsider’s powerless perspective which implies being extremely careful.
5. Listening to, and aiding in multiple ways  (in particular by providing positive reinforcement),  many Spanish-speaking newcomers in countless cases frustrated by Canadian bureaucracy, especially, though not exclusively, at the powerful –even feared— certification level.

ESL Teacher, EF, Education First, Toronto, Canada. July 2016-November, April 2018-present.

1. Continued development of a topic-oriented teaching approach to ESL. Focus placed on using English outside the classroom for transformational purposes. Part of a great learning community.
2. Creative teaching of topic-based “Conversation Course”, as well as multiple General English (GE) Courses going from Beginners to Advanced Plus. Constant use of technology and iLab.
3. Great emphasis placed on independent self-assessment and self-directed learning. Self-motivation as the sole real path to learning. All exemplified by the teacher.
4. ESL beyond the teaching of English; “Education First”. Focus on “the Big Picture”.
5. Highly professional subbing/teaching —–for multiple courses, for different lengths of time and for diverse levels—- such as:  “Current Events”, “Speaking and Listening”, “Conversation”, “Phrasal Verbs”, “General English”, “Pronunciation”, “Grammar Studies”, “Vocabulary”, “Film Studies”, “Global Issues”, “Collocations and Expressions”, “Useful Language and Skills”, “Survival Skills” (Buying, Restaurant, Directions, Telephoning, Instructions, Communication), “Foundations” (Mulitple Intelligences, Cultural Intelligence, Communication, Leadership, Emotional Intelligence and Practicum), and “Oh Canada”. Development of great teaching flexibility continuously focused on PRODUCTION, no matter the course OR level.
6. Purposely moving beyond “subbing” as defined by the prefix “sub” and its negative meanings, or subbing as the “sacrifice required for seniority”, or subbing as “the robotic extension of a real teacher”. “Subbing” as teaching, perhaps even more. Subbing as teaching independence. (Also moving beyond “supplying” as in the  industrial “supply chain” metaphor; or as a “grandparent”,  link.)

TESL Certification; TESL Ontario Certificate of Accreditation For Adult ESL Teachers (OCELT), TESL Ontario, T033160, Toronto, Canada, March 2018.

TESL Certification; International Certificate in Teaching English as an Additional Language (ICTEAL), TESL Ontario, T033160, Toronto, Canada, March 2018.

Multidisciplinary integration and further development of diverse skills, Toronto, Canada 2017.

1. Further development of Humanity’s Skills: i) “Writings on Education” (link); and, ii) “Political Writings on Colombian Peace Process and Corruption”, 2016/2017.
2. Further development of ESL skills: a) prepared ADVANCED EAP “Listening and Speaking Skills” and ADVANCED EAP “Reading and Writing Skills”, focused on further developing critical-thinking skills in potential students (Pearson’s excellent LEAP Series), (+Academic Vocabulary, +Advanced Grammar); b) reconsidered already taught  ESL Literature Course to be applied at the University Level; and c) scanning/digitalizing of all personal  folders (topic, function and grammar-oriented) for all exercises created/found for our over 10,000-hour ESL teaching experience.
3. Further development of Linguistic Skills: completed Coursera “Beginners” and “More Beginners” Mandarin Chinese courses with outstanding results; asked to be Mentor. (link)
4. Further development of Artistic Skills: Photography: “Portfolio Best Images: 15 years”

Post-TESL Training,  ACE Certificate in Teaching Occupation Specific Language, Major focus on Business English, Toronto, Canada. January 2016-April 2016. Presented multiple  “Task Journals”  with unique creative solutions presented to diverse issues in the teaching of English for Specific Purposes. (Outstanding Final GPA: 97.5%)

ESL Teacher, CLC Canadian Language Centre, Toronto, Ontario. September 2015.

1. Further developed task-based teaching approach to ESL. (Topics include: Gender Issues, Multiple Intelligences, Technology Issues, Living in Toronto, Leadership, Sustainable Cities, Environment)
2. Education founded on Critical Thinking based on years of dedication to Socratic education in the Humanities. Unique multidisciplinary approach.
3. Incorporation of new resources towards a more holistic and critical approach to the Communicative Method. (Touchstone, Let’s Talk, Fifty-Fifty, Ontario Reader, Focus on Grammar, Market Leader, English Unlimited, Just Right, Michael Dean, …)
4. Survival Skills and Multiple Level instruction in a multicultural setting of students coming from all corners of the planet.
5. Permanent focus on Speaking and Listening Skills; with particular emphasis on stress, rhythm and intonation.
6. Teaching connected to “everyday Canadian life” in the amazing multicultural city of Toronto. (Reel Canada, Grab Bag of Canada, NFB, CBC, Gateway to Canada, A Beginning Look at Canada).
7. Concern for building ESL education beyond the obvious learning of a language. Language as the path to selfhood. Learning as enjoyment.

Volunteer work, Toronto, Ontario. CanPacific College, April 2015. (Taught Grammar/Writing course for Japanese students). Excellent results.

TESL CANADA Certification, LEVEL II PERMANENT, Toronto, June, 2015. (8000+  certified TESL teaching experience and +700 hours ESL training) link

TESL Certification I and II Canada/Ontario, Toronto, Ontario. CCLCS  (Canadian Centre for Language and Cultural Studies). September, 2014- February 2015. Certified “TESL Canada” (Level I), March 2015 ; Certified “TESL Ontario” (Level II), April 2015.  link

1. FINAL PROJECT, Business English Class: “Raising Finance Through Microfinance”: FINAL PROJECT TESL CANADA

Certified Member ATIO, Association of Translators and Interpreters of Ontario, Toronto, Ontario, 2004-2015 (English-Spanish; Spanish-English, Ca).

ESP Teacher, Business English for Entrepreneurs, EAFIT, Bogotá, Colombia, 2012-2013.

1. Use of KEYNOTE presentations for BUSINESS-CENTERED English classes. link
2. Small classes composed of leading Colombian entrepreneurs (Outstanding reviews by students).
3. Use of the Excellent ESP-oriented texts by Market-Leader.
4. Communicative Approach balanced personally by creative use of language forms.
5. Assessment following creative Business Case Studies presented by Students using Power Point/Keynote. link
6. Integration of Digital Learning via Apps, Apple TV, iPhone, iPad and websites such as Learnist.

Implementation of Permacultural Principles, Ecological Orchard within Samarkanda Coffee Farm, near Bogotá, Colombia; 104 carefully mapped interacting biological species within a 20×20 space without use of pesticides, inorganic fertilizers, or fungicides; intense in-depth research 2008-2010, site implementation 2011 (specific bibliography can be found at link ). Possible implementation in Santa Marta as well to further holistic education.

Creation Experimental Internet Blog “Rarefactions”, an attempt at PUBLIC reflection in political Toronto/Bogotá 2006-2017. http://www.andresmelocousineau.wordpress.com (visits: approx. 130,000 (2017)

EFL Teacher and Official Translator, Centro Colombo Americano, Bogotá, Colombia, 1990-95, 1997-2001. link

1. Cooperated extensively in creating a closely knit teaching and learning community which had personally geared developmental programs for teachers through highly qualified and experienced co-workers acting as “Assistant Developers”. Was ranked as ‘Outstanding’ by three of them.
2. Participated actively in TDTS sessions (Teacher Development Training Sessions)
3. Taught very creatively and with great success the advanced course on Literature entitled “Let’s Celebrate Literature” following the excellent text “World Writer’s Today”, a multicultural approach to literary understanding.
4. Actively and imaginatively created multiple ways of aiding student learning within an eclectic and communicative approach to EFL language teaching. Contributed to clarity in grammatical presentations as well as developed language games and motivating activities within the classroom. Developed great interpersonal skills through the monthly change of classes made up of students differentiated both by age (adults and adolescents) as well as by socio-economic background.
5. Frequently gave private tutoring at all levels. Compiled a set of readings in order for the student to benefit as much as possible from these quite expensive classes.
6. Specialized in the advanced course on Writing and Expression; editing of student magazine with poetry, articles and creative thought. WRITING COURSE MAGAZINE, LITERATURE COURSE MAGAZINE.
7. Taught the advanced Grammar course entitled “Enjoying Grammar” by implementing a topic-based structured course characterized by having a communicative and contextualized approach. Created multiple data bases for different grammar topics.
8. Participated in all language development programs within the CCA, and obtained ‘Certificates’ in different English Language Teaching Symposiums.

 

SPECIAL CIRCUMSTANCES: Final Recovery from Ankylosing Spondylitis”, an educational experience, Toronto, Canada, January- December (+), 2017: (2000-2017)

1. Slow complex diagnosis —years 1997 to 2000— revealed a severe form of Ankylosing Spondylitis with very serious consequences for personal future.  Underwent a myriad of complex exams. Informed should start to realize the need for a  lifetime requirement of a wheelchair, and to accept the impossibility of halting such a debilitating disease.
2. Total days since diagnosis: 6200 Total hours: 150,000 hours. Result: Great expertise and understanding of illness, its elements and interconnections.
3. Very brief “History of Illness” in BOTH Canada and Colombia through percentages (for the specific accomplishments for each  period, please see the whole Resume):  a) 2000-2003 (20% level of normalcy: inability to walk and stand up/ very intense arthritic inflammation/ extremely intense level of pain/ taking of fundamental decisions regarding recovery under the pressure of time/necessity, (e.g., decision NOT to take Celebrex, Methotrexate and focus on simple NSAIDs, ONLY if necessary.); b) 2003-2011 (moving from 20 to 50%), c) 2011 to 2013 (50%), d) 2015-2016 (from 50% to 60%), e) 2017 attempt at final recovery (October = 80%, results here: link ) which implies: final and full release of quadriceps and other long-lasting injuries due to abnormal and/or lack of natural mobility. GOAL: regain athletic natural ability via knowledge accumulated through the years regarding recovery in order to regain full-time working abilities. Even more surprising current state of recovery as of January 2018 given the correct decisions through these years  — including diet and non-use of potentially dangerous drugs— guided towards true overall healing, not mere “management” of illness or “eternal presence of autoimmune diseases.
4. Skills and virtues developed: a) capacity to react under pressure, b) decision-making in the least favourable of conditions, c) disciplined and joyful resilience, d) critical-thinking within generally unquestionable environments, e) understanding  and connection to the disadvantaged and secluded, f) pain tolerance through optimism and laughter (Adams), g) enhanced self-perception combined with self-understanding generated by humanities (Aristotle on healing), h) confronting multiple interpretations and practical realities revolving around illness and the ill, i) while some colleagues would rather no one know of their conditions (fear of losing a job or being considered negatively as part of an interview), we see it as perhaps the core of our resume in all transparent mature positivity.

Continued Preparation for Liberal Education via The Great Courses Plus, Multiple Courses, New Streaming Educational service, Toronto, Canada, February- September 2017.

1. Complementing our 25+ ESL teaching career: a) “English Grammar Bootcamp”;  and, b)  “English in America: A Linguistic History”.
2. Further development of the idea of Canadian multiculturalism, begun with study of Charles Taylor (see below): a) “Turning Points in Middle Eastern History”, b)  “The History and Achievements of the Islamic Golden Age”, c) “The US and the Middle East: 1914 to 9/11”,  d) “The Persian Empire”, e) “Fall and Rise of China”, f) “Books That Matter: The Analects of Confucius”; and,  g)  “A History of India”.

Professional Photography Page, 15-year self-taught development of photographic skills with a view to holistic education: www.andresmelophotography.com, 2003-2018. Self-published book: “Toronto Street Art”; accepted into Library and Archives Canada, 2016.

Faculty Professor, Universidad Javeriana, part-time (due to illness), Bogotá, Colombia, 2002-2003.

1. Lecturer for courses: “Political Philosophy I” as well as “Philosophy of History V”.
2. Received a grading of “Good-Excellent” by the University Professor Grading System.
3. Simultaneous development of PhD program in Political Philosophy with outstanding results while recovering from serious physical illness. (A+)

Paper translations and private classes,  Self-employed, 20+ years, (Banks: Citibank, Banco Ganadero, Lloyds Bank; English Institutions: Elite, Life; Pharmaceutical Laboratories: Merck, Sharp and Dohme; Petroleum Companies: Swaco, Schlumberger; Importers: Danisco Ingredients; Telecommunication companies: Radiotronica, Celumovil; Hospitals: Fundación Cardio-Infantil; Public Corporations: Colciencias). 1997-present.

Doorman, “Le Penfield” Apartment Building,  full-time employment while simultaneously studying at McGill University. Multiple skills developed because of particularity of schedule; in particular, interconnection with tenants, 1988-1990.

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ACADEMIC EDUCATION

Ph.D. candidate, Political Philosophy, Pontificia Universidad Javeriana, Bogotá, Colombia, 2001- 2003.

1. Outstanding average up to the present A+.

M.A., Political Science, University of Toronto, Toronto, 1995-96.

1. Final Outstanding Grade Point Average of A/A-.

B.A., Philosophy and Literature, Universidad de los Andes, Bogotá, Colombia, 1990-95.

1. Final Outstanding Grade Point Average of 4.6 over 5.0 (‘A+’ average)

Joint Honours Program, McGill University, Montreal, 1986-90. (Transferred to Los Andes University above)

1. High Grade Point Average A-/B+ in a very demanding program with some of the most renowned Canadian professors (e.g. Charles Taylor)

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OTHER HOLISTIC SKILLS

Art Web Pages

1. Photography: andresmelophotography.com (15 years).

Language and Computer Proficiency

1. Completely fluent in Spanish and English language skills: Completely fluent in French reading; good in writing and speaking (Lived in Quebec 4 years). Excellent Ancient Greek skills (Teaching Assistant). Excellent reading Portuguese. Basic German and Mandarin. Very capable use of iPad/iPhone technology for holistic education through a multiplicity of apps.

Athletics 

1. Team captain for both the soccer and basketball teams throughout the whole of High School.
2. Participated in intense and regular training sessions for both sports. Natural athletic ability.
3. Learned and shared ability to lead a group under complex circumstances in pursuit of specific goals.
4. Multiple medals and many 1st place finish in very competitive arenas.

Health

1. Understanding of the dynamics of chronic arthritic illness in terms of traditional and alternative medicine and Comprehension of the vulnerability of the ill and the serious issues they face in our modern hyperactive world.

International Focus

1. Having lived and studied for long periods of time in both a Latin American and a North American setting, I have begun to better understand these distinct cultures, their history, their current dilemmas and their future sustainable possibilities in a more holistic fashion.

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