About Me

Welcome to Savannah Sabo’s ePortfolio! Savannah is a current second-year undergraduate student from Ashland, OH pursuing a degree in Pre-Nursing with a minor in Spanish. She is a member of the International Affairs Scholar Program (IA) within the University Honors and Scholars Center and is a mentor to first-year IA members. While never traveling outside the United States, she has a great interest in learning about different cultural backgrounds and foreign affairs. Aside from her scholar program, she also participates in Buckeye Student Nursing Association (BSNA), Community Refugee & Immigration Services (CRIS), and the church organization Cru. She strongly desires to help those who need it while expanding her knowledge of foreign affairs and other scholarly subjects.

The Dark: Global Engagement Night

The Dark is an intriguing Austrian horror film, and was shown for Global Engagement night at Gateway Film Center on November 28, 2018. While I am usually not fond of horror related movies, The Dark presented a much deeper message that its audience could easily relate to. Most American horror movies’ main goal is to scare the audience with a suspenseful story line and no real deeper, hidden meaning; this movie, however, after the first fifteen minutes of the movie, there was less of a horrific tone and more of a love story aspect including the plot and characters. Because my knowledge of smaller, international films is very limited, it was interesting to see how the writers and directors pieced together the scenes and plots of the movie. This film was much less predictable than usual American films that follow similar blueprints for each movie. The Dark used interesting character development tools such as mystery and flashbacks to present the terrible events some face in their everyday life and the numbness and pain people feel after experiencing a traumatic event; in this case, the main character, Mena, experiences attempted rape by her mother’s boyfriend, and then is beaten to death and buried half-alive by said boyfriend.  Throughout the movie, the main character’s dreams are replaced with flashbacks of how she ended up as a zombie. I found it very interesting that they used the flashbacks as “dreams” as a metaphor for how traumatic events rob people of their happy thoughts, hopes, and dreams. People often let these events define part of their identity until they can finally cope and move on. The writers and directors of this movie created a very interesting way of implying this idea throughout the film without being explicit about the consequences of such events. The boy Mena encounters in the woods helps her to slowly heal throughout the movie. His characteristic of being blind is really important to the plot of the movie; because he’s blind, he cannot see that Mena is a zombie and does not immediately judge her. His blindness is a metaphor for being judge-free and open to caring for people who have been through these kinds of experiences. His kindness and friendship is the only kind of affection she receives for the entirety of the movie until she starts letting people back into her life when she became human again, like the women who picked her up at the end of the movie. The overall message of the movie is about healing, but the movie leaves the audience with many question regarding the characters and plot. Overall, The Dark challenges its audience to think about the deeper meaning of the movie and not simply focus on the horror related aspects. While the horrific special effects were not as good as American films usually show, it still allowed for parts of the movie to be scary, but also added comedic elements to make the tone a little lighter.

Symposiums on Indigenous Languages and Cultures of Latin America (ILCLA) and on Teaching and Learning Indigenous Languages of Latin America (STLILLA)

On Friday, October 26, I volunteered at the Symposiums on Indigenous Languages and Cultures of Latin America (ILCLA), and on Teaching and Learning Indigenous Languages of Latin America (STLILLA) for an International Affairs Scholars service event. This event featured four days of lectures, presentations, dinners, and other activities associated with Latin American language and culture.  I was able to meet and connect with Dr. Megan Hasting, the Center for Latin American Studies (CLAS) assistant director, and talk to her about Spanish curriculum here at Ohio State and the nature of the ILCLA/STLILLA symposiums. One really interesting concept of the symposium was that the lectures and presentations were either in English or Spanish, depending on the language the title appeared as in the program. The symposium allows the presenters to choose whether they want to present in Spanish or English so that the presenters feel comfortable sharing their information and discoveries. Along with meeting Dr. Hasting, I also had the opportunity to meet other OSU faculty members of the CLAS department and guests of the symposium that came from over fifty different universities and colleges from around the world. Many of the guests would greet me in Spanish, and using the language skills I have acquired over the past six years of studying Spanish, I was able to have a conversation with them. This experience allowed me to use my language skills as well as network with faculty at OSU that could later help me with my Spanish minor or any other interests I might pursue in Spanish in the future. This conference was especially intriguing because I want to conduct research in comparative dance among Hispanic or Latino countries for my Second Year Experience Project for IA; attending this event allowed me to get my foot in the door with faculty who could potentially help me with this research or find someone else here at OSU who would be willing. I have always been interested in Hispanic and Latino heritage and culture, so I am glad I was able to experience this conference. Speaking in Spanish with faculty and guests made me realize that my speaking skills are not as bad as I thought they were after not having studied Spanish for a few months. I was also inspired and encouraged to take Spanish related classes next semester: two for my minor, and one as a literature GE. While I am not hereditarily Hispanic or Latino, I still enjoy learning and discovering news things that I had not known previously. This cultural passion ties in with my passion for IA because it revolves around many countries in both Central and South America and Europe, and also allows me to connect with people here in the United States who originate from these regions and celebrate their cultures and ethnicities. My experience with the ILCLA/STLILLA conference allowed me to expand my professional and educational horizons while also allowing me to practice a language I love and to learn more about the people I aspire to meet and places I hope go to someday.

Climate Change Justice and Responsibility: Theorizing From the Coast of Climate Change

On Friday, September 14th, Brooke Ackerly, a professor at Vanderbilt University, explained the effects of climate change on the country of Bangladesh and its people at the Mershon Center. She noted that the people of Bangladesh persist on creating clay walls for their major water ways, prohibiting water from flowing naturally. This creates flooding issues and other destructive acts to farms and other businesses in the region. The people have to keep replacing their water wells because each new one breaks, and their government does little or nothing to fix this problem, and many other problems. Many people have turned to shrimp farming because their houses that once sat on land now hangs above the river they farm on. Their houses had to be moved. The people rely on clay walls for their shrimp farms because concrete, a material that most Americans view as being strong and suitable for most environments, is not a feasible option. Construction has a two year warranty because the concretes erodes away at such a fast rate. If the people of this region of Bangladesh are not shrimp farming, they have other work somewhere close by, or work around the house. It is not feasible for these people to travel to other regions on the country to seek work at land farms or factories, so they adapt to make a living. Many of the farmers experience pirates along the river on a day-to-day basis. These pirates take one share of the farmers catch for the day, then give him a coupon showing other pirates that this farmer has already lost a share that day. Depending on the whether, inhabitants change the location of the door in their house. In response to trying to improve the quality of life due to effects from the climate, Ackerly spoke about grounded normative theory in respect to her focused region in Bangladesh. While I was not able to fully grasp the concepts of this theory, I thought that Ackerly’s argument was very intriguing. I was not aware at first that she would only be focusing her lecture on one region of the world, so it was interesting to see her take on how the changing climate affects an area of the world that most Americans rarely think about. She gave an excellent presentation that kept her audience engaged the entire time. Ackerly presented an in-depth explanation about how the rainy season and dry season both affect the people she studied, and how people can take what she learned from these studies and find a way to be responsible for actions that could lead to climate change. I thought this presentation would demonstrate ideas similar to what people think of as stereotypical climate change suggestions: recycle, use less water, ride a bike instead of driving, etc. However, Ackerly did not present these stereotypical ideas that Americans think of, but rather proposed better and more useful theories and ideas that would better improve the bigger picture of climate change: solving how climate affects the entire earth.

Artifacts

Pen PALS (Peers Advancing Literacy in Students)


This program demonstrates values that I hope to display and improve upon while being part of the program: helping others, caring for others, watching people improve and grow, and connecting with others. Throughout my entire life, I have desired to help others in any way possible, no matter how big or small the task. With this program, I am capable of helping elementary school-aged children in the Columbus area learn how to become better writers and to expand their ability as well as vocab, their understanding of grammar, and spelling. Although this program is not entirely related to my personal academics, it is extremely important to me because of the values it presents and because I have enjoyed every letter from Hayden, my 5th grade mentee. Letters simply bring joy to people, along with the other values previously mentioned; but this lost art form also becomes a renewed way to connect to someone in a more personal sense. I hope to become more involved in this program and run for leadership positions during my next four years here at Ohio State, but for now, the pleasure of being able to help and connect with others will be enough. 

Year in Review

[ “Year in Review”  is where you should reflect on the past year and show how you have evolved as a person and as a student.  You may want to focus on your growth in a particular area (as a leader, scholar, researcher, etc.) or you may want to talk about your overall experience over the past year.  For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.]

G.O.A.L.S.

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.

Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc .
Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
Service Engagement: Honors & Scholars students commit to service to the community.]

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.   For more information, go to: http://honors-scholars.osu.edu/e-portfolio. Delete these instructions and add your own post.]