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How do we tell a chef from an amateur, a piece of culinary art from mere lowbrow attempts at home cooking? Is there any real difference at all, and if so, on what expertise does this distinction rest?

 

This is the basic question that my research fellowship with Harvard’s Schlesinger Library attempts to answer. As summer is slowly winding to a close, so too is one of my post-graduation summer endeavor. Many days in an overly air-conditioned library have finally brought together an illuminating bit of research on the topic of culinary aesthetic shift from the post-WWI period in the United States to the post-1975 period.

 

To give you a bit of insight, I thought I’d feature a few of the clippings from my research below—all photographed from the culinary magazine Gourmet through-out different time periods.

 

Taken from a 1952 copy of Gourmet, during what many describe as the time of high modernism, this advertisement elucidates the proliferation of mass production and appeal to authority typical of products under the period of Fordist modernity.

Compare this to the advertisement below from Gourmet in 1975, featuring instead an emphasis on small batch production and eclectic (or D-I-Y, do-it-yourself) style.

While I’ve traced a number of factors that played into this shift in culinary aesthetics of which only one example is shown above, one of the most telling is the distrust of totalizing views of cooking as art that was so prominent in the 1950’s of French-cooking traditionalism and extensive chef training leading to a distinction between the chef and the amateur. Chefs-as-artists became co-opted into materialism completely through advertisements (James Beard) and more easily through television cooking shows (Julia Child) with the advent of TV.

 

Of course, this is all just to give you a flavor of what my summer has looked like, and also to show some of the truly interesting research materials at one of Harvard’s libraries. On a less scholarly but no less important side, summer in Cambridge has proven to once again offer a wealth of opportunities of leisure time for any student (or post-grad) who happens to be around for these few months.

On Sundays Cambridge closes down a section of the street between the river and Harvard Square allowing of jogging, walking, or bike riding without the innumerable cars to push you off on a sidewalk. During the summer though, they have a new program called Sunday Parkland Games where everything from badminton to hula hoops, along with team games (potato-sack race) and free yoga classes from Karma Yoga Studio! It was so much fun, it felt like being a kid again during our elementary school relay games.

If anyone is in the area, this will be going on for the next two Sundays and strongly urge you to come check it out.

Besides that, Fridays have also become a time of routine as the workday from 3:30-5pm for The Harvard Community Garden. The Garden has grown beautifully with the addition of its annual crops, and has been a great place to take free yoga classes put on by Harvard student and my Yoga-Teaching-Training classmate Kelly, as well as to take classes on everything from tea making to pickling. Most Fridays they even have a movie at the garden at night.

As the month comes to a final close, I’ll make sure to check back in one more time for more updates on spending the summer in Cambridge.

 

~Natalie

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I mentioned briefly before that the second half of my post-graduation summer would be filled with days on my computer in a café and scanning books in Harvard’s Schlesinger library—all part of the research grant I received from the Carol K. Pforzheimer fellowship. As I have just begun to immerse myself in this research, I thought I’d give a more in depth overview of the fellowship, the research process, and the information I’ve collected so far.

 

What’s great about the Carol K. Pforzheimer grant—like my thesis grant before it—is that the research topic can be on any anything as long as it utilizes the Schlesinger Library’s holdings. Grants are for expenses of up to $2,500 and the final research can be published in a variety of forms. The Schlesinger Library has a wide variety of holdings on women’s history, cooking, and poetry, among other topics.

 

My own specific topic is, “The Postmodern Culinary Plate”. Through this project I plan to compose a thesis-sized project to answer the question, “How do contemporary shifts in food and drink culture in America highlight an actualization of a postmodern paradigm within present American culture?”

 

I have begun to find and access old (before the 1980’s) food and beverage advertisements, particularly of popular products sold by large corporations (e.g., Folgers, Hostess, Wonder Bread). Film and photographs on microform held in Schlesinger are of particular relevance, as are magazines as well with advertisements in them. I will also find and access old cooking magazines from the early 20th century until now. This will help aid my subproject of understanding the move away from small-scale, artisanal food products towards standardization in America (assembly line, processed foods, rise of McDonalds, etc.) after WWI and WWII, and back again towards a revitalization in “artisanal” and locally made foods (as per the “localism” movement) today. Third, I will be researching the history and rise of chefs and specialists within the culinary field. Papers by individuals in the culinary field, including Julia Child, M.F.K. Fisher and others held in Schlesinger will be of particular relevance here. Fourth, I will use the Schlesinger collection of cookbooks to trace a history of certain food items that today have been subjected to deconstruction by molecular gastronomy chefs (e.g., Tortillas Espanola deconstructed by Chef Ferran Adrià, or the drink the Bloody Mary deconstructed by Chef Dave Arnold). Additionally, menus, letters and diaries that help place the evolution of a food will also be useful. This historical understanding of how a food gains its meaning (what it should look like, taste like, smell like) can then compared to the way that food is deconstructed (a tool of postmodernism) in contemporary culture, subverting the “meaning” of the food by exposing the multiple meanings within it (e.g., how using all the ingredients of a Bloody Mary but combining them in a different way presents a related though unrecognizable product).

 

Researching in Schlesinger has been unique as none of the books from the library can be checked out, nor can bags be brought upstairs; photocopying has to be done by librarians so bringing a photo camera is encouraged instead. To preempt this, I started out spending hours at nearby Diesel Café (in Davis Square, Cambridge) and Simon’s Coffee Shop (in Porter Square, Cambridge) to search out the books, microfilms, and archives before arriving at the library. Here’s a quick look at some of my current reading list:

 

1. My Life in France – Julia Child: (Autobiography), this text provides a history of the perceived qualities of an American cook in the 1950’s (seeking simplicity, timeliness, and an emphasis on early food preparation and reheating).

2. Tuning into Mom: Understanding America’s Most Powerful Consumer – Michal Clements, Teri Lucie Thompson: (Non-fiction), this book has a chapter describing how branding and the marketing of brands works to appeal to the consumer of a mother within a household.

 

3. The Rise of Yuppie Coffees and the Reimagination of Class in the United States – William Roseberry: (Non-fiction), this article describes how the recent rise in gourmet coffee in the United States is not brought on by a new agency of the “yuppie” class, but actually is an extension of a post-capitalist society whereby the consumer only believe he or she is a political actor and is instead a mere chooser where all choices support the same political framework.

4. The Restaurants Book: Ethnographies of Where We Eat – David Beriss and David Sutton: (Non-fiction), this article describes how restaurants have become a space for theatre and performance that frames the symbolic economy of the “city” (where food and restaurant identity function as a center of consumption).

 

 

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Janet Song, Chemical and Physical Biology Concentrator in Quincy House, Class of 2013

This summer (as with the past 2 summers and 2 school years), I’m working in the Macklis lab in the Department of Stem Cell and Regenerative Biology (SCRB) thanks to funding from the Harvard College Research Program. I’m a rising senior concentrating in Chemical and Physical Biology, who loves watching football, playing cards, and eating froyo.

The SCRB department in the fall

An aerial view of the SCRB department

I study corticospinal motor neurons (CSMN), which are the neurons that control voluntary movement – like moving your arms or legs. CSMN are located in the neocortex (the “cerebral cortex”; that’s the part of the brain that makes us human) and extend axons through the brain and down the spinal cord to make connections at every level of the brainstem and spinal cord, from the controlling centers for the face in the brainstem to the cervical spinal cord located at our neck, down to the lumbar cord located at our lower back. I am interested in characterizing genes that are specifically expressed either in the population of CSMN that extend axons to the cervical spinal cord or those that extend axons to the lumbar spinal cord to see what roles they play in axon outgrowth and building the “circuitry” during development. As you can probably imagine, understanding the development of CSMN is important for spinal cord injury (in which CSMN damage leads to paralysis) and diseases such as amyotrophic lateral sclerosis, or Lou Gehrig’s disease (in which CSMN are the brain neurons that degenerate and die, leading to paralysis).

Green shows the path that CSMN that project to the cervical cord would follow, while red shows the path that CSMN that project to the lumbar cord would follow

The Macklis lab uses mice to study CSMN development. One of the ways we investigate how genes function during development is by doing experiments using in utero electroporation. As the name suggests, this allows us to mis-express or knock-down the gene we’re studying in specific progenitor cells and neurons. We then analyze the developing mice a few days after that. Single genes each do specific things, like individual concert instruments, and, together, orchestrate the incredibly complex developmental processes that build the brain!

Of course, I wasn’t born with a pipette in one hand and a test tube in another. When I first joined the Macklis lab way back in freshman year, the only things I knew about neurons were that some of them were located in the brain and that they allowed us to form conscious thoughts. My Principal Instructor, Professor Jeffrey Macklis, paired me up with postdoctoral fellow Vibhu Sahni, who has been an amazing mentor through the years. Both Prof. Macklis and Vibhu have been instrumental in helping me to grow as a scientist.

Lab isn’t always fun though. I can’t tell you how many times I’ve repeated the same experiment over and over again because it failed the first time (and the second time and the third time …), and the hours are nothing to sneeze at. Mice aren’t thinking about what day of the week is convenient for you when they become pregnant or give birth. And I, along with most of my fellow undergraduates, spend time in lab on the weekends as well.

At the end of the day, though, I’m here doing research because I genuinely enjoy it. There’s a special kind of excitement that comes when you discover something that no one else in the world knows, and it’s that sense of possibility – combined with a pervasive curiosity about biological systems – that keeps me motivated. As I apply to graduate programs in biology this coming fall, I hope that I will continue to possess a sense of wonderment and inquisitiveness about the natural world.

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Junior Spring Begins

Since my last blog post during Wintersession, campus has become a lot more lively because everyone is back. I’ve finally decided on my schedule, which includes several new things that I’ve never tried before.

  1. I’m working in the School of Engineering and Applied Sciences (SEAS) undergraduate labs under the direction of Sujata, my concentration (major) advisor for Biomedical Engineering. Sujata and I met earlier this week to decide on a project that I’d be interested in. With sustainability and this whole “Green is the new Crimson” initiative on campus that was implemented in recent years, we decided a really neat project would be to work with naturally-derived, renewable materials. This semester, I’ll be performing both biological and mechanical characterization of these materials with clinically relevant cell lines and exploring them for biomedical applications. For example, perhaps a corn-derived material or fabric could be used in supporting the lungs of someone who is suffering from emphysema (loss of elasticity in the lungs) or just had a heart attack. I’ll essentially be trying to mix these things to see if corn-derived materials can be used in things like medical devices and to see whether or not they can be used in the body safely, without adverse side effects.
  2. I am taking 5 courses! Well, my research counts as a course, so it isn’t the traditional class with a lecture and homework. While it isn’t all that unusual for someone to take 5 classes, the typical semester here includes only 4, which is what I’ve always done. Regardless, I’m excited, and I think I’ll be able to manage it.
  3. I have 8:30 am class on Mondays, Wednesdays, and Fridays. For those of you high schoolers reading this, that may sound very late. However, you realize that in college, 9:00 am becomes your 6:00 am as an undergrad. Of course, I woke up at 6:00 am in high school for a 7:15 am first class and was so accustomed to it that it just became part of everyday life. Waking up past 6:00 am was considered sleeping in. But in college, 9:00 am is pretty early, and 8:30 am is nearly unheard of (in my experience, I’ve found that very few classes meet before 9). This is, indeed, tragic, but having done it for a week, it’s not all that bad. I guess I’m being a bit dramatic, but it’s nice to be done with class for the day by 10:00 or 11:00 am, which is before some people even start!

I’d like to invite you all to follow us student life bloggers on Twitter. Our username is @HarvardBloggers (http://twitter.com/HarvardBloggers), and it’s simply another way for you to connect with us. We’ll be tweeting about life on campus, as well as whenever one of us has a new blog post! Check it out!

 

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HDSL, Where Friendships are Made™

In my last entry, I vaguely described undergraduate research pathways because I’m definitely not an expert – that’s why OCS (Office of Career Services) is here to help! What I can fully describe is my reasoning behind choosing to work at HDSL (Harvard Decision Science Lab) and why I’m a happy research assistant (RA).

I developed a profound fascination for neuroscience and chemistry in high school and wanted to ensure that these interests continued developing in college. With these pursuits in mind, I enrolled in the required introductory Life Science 1a (combination of biology and chemistry, GREAT introductory class, beautifully designed and organized, enthusiastic professors!) course Freshman Fall and signed up for Chem 20 (introduction to organic chemistry) during my Freshman Spring. While choosing classes for Sophomore Fall, I felt like I had neglected my neurology interests and (probably) overcompensated by enrolling in two MCB (Molecular and Cellular Biology) Classes: MCB 80 (Neurobiology to Behavior) and MCB 115 (Cellular Basis of Neuronal Functioning). After thoroughly enjoying the material and problem sets in both MCB classes (MCB 115 more so than MCB 80), I decided to declare Neurobiology as my concentration (major). Along a concentration path, you can choose to follow different tracks which slightly alter your required courses in order to reroute you to the cores of your interests. I considered the Mind, Brain, Behavior (MBB) track because I sometimes find myself wandering away from the chemistry aspect of brain functioning and dabbling into the psychological aspects. However, blending Neurobiology MBB requirements with pre-med requirements on top of my secondary and language citation requirements would make me an undergraduate student for a very extensive amount of time.

Instead of pursuing psychology in the classroom, I ventured to pursue the subject in the lab. When I discovered that HDSL was looking for undergraduate research assistants (to pay!), I jumped at the opportunity and applied.

In the lab, I work closely with 3 postdoctoral students on a daily basis and have closely interacted with two professors this semester by working on their research projects. My job is so exciting because my tasks range widely; I perform everything from literature reviews, checking human subjects in and out of experiments, setting up and analyzing physiological data to running experiments.

Working in the lab has also created a new community. As an HDSL RA, I’m a member of the Institute for Quantitative Social Science (IQSS) which holds semi-monthly luncheons for all RAs to come together and share what projects we’ve been working on in the lab. This past week was my turn to share.

I’m simultaneous working on 2 projects (and about to start another one that I’m REALLY excited about). In one project, I’m more involved with processing physiological data and in the other project, I’m more involved with running the experiment. I chose to present on the latter project which is about the influence that stereotype threats have on both individual and group performances. To investigate these stereotype threats, we’re examining female mathematical performance in different situations.

As I get more familiar and comfortable with the lab, I look forward to aligning my work schedule with specific professors whose research projects are particularly interesting to me. Saying I enjoy the flexibility and opportunities that the lab provides is definitely an understatement! I look forward to becoming more involved in the lab and look even more forward to blogging about it!!

 

*P.S. I’m really sorry for all the acronyms and abbreviations!

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If a meanie were to hold a gun to my head (likely situation now that my upperclassmen house/dorm community, Mather, is hosting a house-wide game of Assassin) and asked me to name the most important lesson that I’ve learned at Harvard, I would be ruthlessly murdered due to my indecisiveness. However, if the bully had just rephrased the question to inquire about my takeaways per semester, I would have lived to tell the tale.

As the semester falls to a close and Reading Period (the week before final semester exams where no official classes take place – a week to study and hopefully relax!) begins, my slightly slower schedule is concomitant to much reflection time. When I look back on each semester in retrospect, it’s always been easy for me to identify one activity that my whole semester revolves around.

Freshman Fall: Coxswaining for the Men’s Heavyweight Crew Team (Yes! Girls can do this…WHAAAT?!)

Freshman Spring: Chem 20 (an introductory organic chemistry class)

None of my friends knew the three other classes I was taking…'Nuff said.

Sophomore Fall: Working as a Research Assistant at the Harvard Decision Science Lab, located at the Harvard Kennedy School

Being a member of the math and science community, the pressure to perform research always exists. Lucky for me, I’ve always perceived this pressure as a challenge I’m willing to confront. I left this challenge on the backburner last year as a freshman though. So when I started comparing myself to my peers (a dangerous road I forbid you to travel down), I felt like I was slacking which resulted in a handful of freak-out moments during my Freshman Spring semester. I didn’t join a lab freshman year (totally normal!) because I wanted to wait for a topic that I’m genuinely fascinated by in order to avoid a tragic dive into a project I was only faintly interested in. Waiting and relying on fate can literally be one of the most frightening tasks! BUT just make sure you keep your eyes peeled and your mind open. In our fast paced lives, it can be hard to side step long enough to accept that some good things take time. But boy, am I glad I waited…

Within the two weeks right before the start of the Fall 2011 semester, I applied and interviewed for a position as a research assistant at the Harvard Decision Science Laboratory (HDSL, this is a moment where I wish we had a twitter so I can tell you to follow us…). This type of research would be completely different from all my academic and commercial research experience during my high school years because there would be no mice, pipettes, or microscopes involved! Although these differences were an enticing and an exciting aspect of the job, the unfamiliar environment was also a source of fear.

However, saying I was scared of that is just like saying I’m scared of opportunity; it’s ridiculous! After one semester of working at HDSL, I can already say that I’m obsessed. Not only does the job pay me well, but I also get to interact with many undergraduate and graduate professors while working on their projects, and working with post-doctoral students has given me significant insight in graduate education.

The surrounding Harvard Graduate schools were one of the prime reasons why I decided to enroll at Harvard College instead of other universities. I’m a big advocate of undergraduates exploiting opportunities from nearby graduate schools – also it gives me a (false?) sense that I’m not a member of the Harvard Bubble community. But that’s definitely not to say that there isn’t a virtual cornucopia of opportunities on the undergraduate campus. The Office of Career Services (OCS) frequently partners with undergraduate (and graduate) departments to hold informational sessions about upcoming opportunities in research as well as in the internship/job market and beyond! You also can’t use “I’m busy” as an excuse for being ill-informed because user-friendly informational websites are abundant. If this isn’t overwhelming enough, you can take it upon yourself to investigate what individual professors are researching and directly approach the professors to inquire about whether they need assistance or not! The opportunities are literally endless; but it’s also extremely important to keep in mind that having too many opportunities is a good problem to have.

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