When I first read “Take Back the Market: Encountering Others” one of the things that stuck out to me the most was the idea of time banks. In particular I liked the philosophy of Hour Exchange Portland, where everyone’s labor is valued the same and one has the opportunity to use the skills one has that may not be conventionally of monetary value as a way to earn credits. I would like to explore the history of time banks like Hour Exchange Portland and Fureai Kippu as well as explore the possibility of implementing a time bank system at Bryn Mawr. At Bryn Mawr a time bank system would be really cool as a way to get help to set up events, tutoring, cleaning, anything that one may have more skills at than another.

My thoughts about this paper originated from a conversation with one of my friends who is from China. Two days ago, she came to me said that she felt somehow uncomfortable about her life in Bryn Mawr in spite of the welcoming community and friendly faculties and students. She herself wondered why she chose an all girl school instead of a co-ed university. Thus I want to explore the history and the meaning of existence for Bryn Mawr and other all-girls school.

http://nyti.ms/1QL5bg3

When discussing diversity I feel as if some things are left out. Not because they are less important than other topics of diversity, but because they are invisible. One specific topic that I'd like to discuss is class. I feel like class is something that a lot of people are not comfortable with discussing, and that this project will be a good outlet to explore it. In this project, I hope to not only research the history of Class at Bryn Mawr and throughout the years what it meant to be "poor" at Bryn Mawr. I would also like to get current accounts of student's experience here at Bryn Mawr in order to see how little or how much the idea of class has changed at Bryn Mawr over the years.

Having the chance to tell your story is a huge part of your basic human rights. I believe narratives are crucial in the development of uncovering Bryn Mawr College's history. For my project, I would like to conduct in-depth research into the lives of Muslims at Bryn Mawr. Before entering Bryn Mawr, a Muslim woman told me that she witnessed discrimination from the administration during her time there. I want to explore whether or not she experienced discrimination herself, if there was an increase in discrimination after 9/11, and to what extent the college has made accomadations for Muslims practicing their faith in terms of meals, clothes, activities, and more.

I was thinking about doing a project related to the interactions and exchanges of Bryn Mawr students who live together (dorms, halls, rooms).  I read awkwardturtle's post and I really like her similar idea about the exchanges between students through the free boxes and facebook pages for selling and giving away items. I'm not too sure how to go about the project at this point, but I think it would involve surveying students and looking at the types of items that are exchanged, and the reasons for which they are given up or sold.

I'm still not totally sure what parts of my resources will be entirely useful

I think I'll really want the time in class to speak more with my group and see where we can go forward- I would also appreciate time to more carefully comb through and pick out useful tidbits of information from my resources.

Bryn Mawr College is a women college. My own college in Japan is also a women college. Recently, the number of women colleges and universities has decreased. Some has become co-ed, others has closed down and the only few others are still remained. I want to explore why Bryn Mawr was established as a women college, why it still remains as a women college. Was there any struggle to maintain that policy? Why we did we chose to study at a women college? (Additionally, I am interested in case of other countries. I heard that there is no (or few?) women college in China. How is the trend in other countries? Is there any men college somewhere?)

Having read through The New Jim Crow I have found several selections throughout the book that speak to the stigma of being labelled "criminal," which I may use to substantiate my findings on artistic resistance of this label. The chapter "The Cruel Hand" speaks to this especially. I definitely need to explore more projects online like the ones I have been discussing since the start of this project, but so far I have only revisited the websites for Performing Statistics and Everyday Life in Incarceration Nation.

Silence – what does it say?

It is widely misunderstood phenomenon-- physically inexistent, yet potentially omnipresent.

A pause, a break, a breath, the space between –

The seemingly meaningless void contains to power to communicate beyond the verbal, the audible. I intend to investigate silence in its ability to stifle and/or free, and why the space held by silence can range from comfort to discomfort-- within and without the classroom. Does this space provide room for growth? what value does it hold? what sort of environment has is created in the past, as well as in the present?

I'm uncertain about taking on this topic.