March 8, 2013, by

In my textiles course, we were assigned to create our own pattern, then create something in a form of textile arts. The purpose of this action project is to give life to the textile and the blueprint by building a type of textile arts that enhances the story of the pattern on your textile.

A dress made from scratch

A dress made from scratch

Name: GN
Title of the piece: KARLA
Materials: Printed fabric, elastics, buttons two sets of colors, needles, threads, and sewing machine.
Size: Waist:  13 inches
Bust: 12 inches
Knee high

For my textile class, we are exploring different types of textile arts, to help us enhance our textile stories. We especially looked at textile sculpture, textile installations, and garments, and create a blueprint. The final product should focus on a form of textile arts, enhance our textile story, with a written explanation of how our chosen textile arts enhances our pattern stories. I decided to do a garment as my form of textile art, because the audience will be able to interact with the piece in any way they please.

I made this dress because, It is very quaint. This dress enhances my story because it is accustomed for women to wear dresses, and women in Africa love wearing dresses. I gave this dress a bit of a modern twist without altering its timeless qualities.

There are all types of dresses as we know, cocktail dresses, ball gowns, prom dresses, halter dresses, tube dresses, retro dresses and all sorts of combinations, with necklines, waistlines, and hemlines. I finally decided what kind of dress I wanted.

After, I took my measurements; bust, waist, and hips.  When I  measured my bust,  I made sure I measure around the widest part and did not make it too tight, otherwise It will not fit in my dress. The waist is the smallest part of your waist, and the hips are the widest part around your rear.  I made sure to keep the tape measure straight for an accurate measurement.

I Laid out the fabric according to their directions and laid the pattern tracings out on the fabric according to the directions. I pin the fabric tracing paper onto the fabric and cut out the shapes very carefully. Then, after putting the original safe stitches in, I slip it on and pin it to where it will fit better so I can alter it.

Finally, I sewed all the pieces together, and let the dress hang for 24 hours so the pleats/fabric will get a natural shape. Afterwards, I  needed to sew in the bottoms. first, I threaded the needle, and tied a knot at the end of the thread. Then, I positioned the buttons on the fabric, and pushed the threaded needle up through the fabric and through one hole in the button.  Then push the needle down through the next hole and through the fabric. I repeated the sewing process enough times to make sure the button is securely in place. Make three or four back stitches to secure the thread and the cut off the excess. Depending on the yardage of your printed textile, you will have nothing left. I had 2.5 yards of fabric and had nothing left.
Afterwards, I spent the next day enjoying my dress.

“How to Make a Dress With Detailed Directions.” WikiHow. N.p., n.d. Web. 07 Mar. 2013.

Edited by Maria Thompson, Jack Herrick, Ben Rubenstein, Sondra C and 27 Others. “How to Sew a Button.” WikiHow. N.p., n.d. Web. 07 Mar. 2013.

You Need To Know, HIV and AIDS Prevalence

November 3, 2012, by



For my MDGs and You class we were ascribed to compose a poem and create an illustration equivalent to the message and intimation of our poem. The purpose was to raise awareness about the importance of getting tested along with what knowledge brings which is hope. My partner and I chose to work on Indicator: 6.3 Proportion of population aged 15-24 years with comprehensive correct knowledge of HIV/AIDS. We listed some facts on different countries regarding the level of comprehensive correct knowledge of HIV/AIDS. We hope you enjoy you enjoy it.

                                                                                                           You Need to Know

This is the generation of ignorance

Where not knowing can kill

where death comes crawling like fog in the night

where teaching and knowledge can bring light and life.

You need to know. Eighty six per cent of Indian youth know it’s important to have a monogamous relationship.

It does not show on a face

it’s not on a driver’s license

yet it’s something you need to know

about someone


and yourself.

You need to know. Fifty three per cent of youth in Malaysia think they can get AIDS from a mosquito bite.

AIDS is a silent killer

you may not know you have it

you may not know he has it

and you may not know she has it

But you need to protect yourself and others.

You need to know. In the Kibaha region of Tanzania, fourteen per cent of youth have never heard of condoms.

How many deaths will we have to see

before we learn

to teach to get tested

to practice safe sex

to wear condoms to prevent AIDS.

You need to know.

Knowledge brings hope

hope is a butterfly fluttering over a dead meadow

let’s stand together arm in arm

lets all stand as one against AIDS.

                                                                                                    WORKS CITED

Lema, L.A., Katapa, R.S., and Musa, A.S. “Knowledge on HIV/AIDS and sexual behaviour among youths in Kibaha District, Tanzania.” Tanzania Journal of Health Research 2008 Apr;10(2):79-83. <>. Web. 23 Oct. 2012. Wong, L.P., Chin, C.K. Low, W.Y., and Jaafar, N. “HIV/AIDS-related knowledge among Malaysian young adults: findings from a nationwide survey.” Medscape Journal of Mediicine 2008 Jun 24;10(6):148. <>. Web. 23 Oct. 2012. Yadav, Sudha B., Makwana, Naresh R., Vadera, Bhavin N., Dhaduk, Kishor M., and Gandha, Kapil M. “Awareness of HIV/Aids among rural youth in India: A community based cross-sectional study.” J. Infect Dev Ctries 2011; 5(10):711-716. <>. Web. 23 Oct. 2012.

Country Profile (India)

November 1, 2012, by

Drawing by GN, 2012, Image taken by TIM REED







For my MDGs and You class, we were assigned to create a country profile on either gender equality or maternal health. Each student had a specific country to focus on. I chose to work on India’s gender inequality issues. Our country profile had to include a map showing the rate of gender inequality in different regions. In my report, I included an interview with a Depaul student who had lived in India. I researched different aspects of Indian culture and it’s impact on gender equality. I learned that gender inequality is deeply rooted into culture and religion. I discovered that we as teenagers have the power to change people’s perspectives and bring about change in the world.


10/10/2012 (rewrite 10/28/12)

Gender inequality is a problem all over the world. It is quite common in many societies to expect the men to work, whereas women do so if and only if they can combine such work with household work. Gender inequality (gender inequality refers to the disparity between individuals due to gender) is a global issue and India is no exception to this issue. India is the second most populous country and home of many different languages.

Bijal, a DePaul student who was born and grew up in India, says there is a great deal of gender inequality in her country. Women are the most vulnerable when it comes to literacy and health. Indian culture has questioned women’s full humanity and value. In India women have legal rights, but they may be prevented from exercising them. Because of the lack of the educational opportunities, women accept prostitution as a part of their life and fate. This is a cycle followed by their daughters (Bijal).

The clearest expression of gender inequality is violence against women, which is firmly embedded in all social systems. Gender based violence encompasses several things:  female genital mutilation, child abuse, rape, and domestic violence. Part of the problem is rooted in deep cultural stereotypes. In India rape is considered an unfortunate but forgivable offense. The offender faces no consequences for his actions. For many men, deflowering someone is a prideful act.

Sex trafficking is among the most common abuse towards women. Families bargain their daughters or grandchildren in exchange for money. Women are forced into sex trafficking as early as age three. Indian brothels are among the most brutal of all. Girls are tortured if they refused to service a client (Half the Sky).

As reflected in indicators 1 and 2 of
MDG 3, education is a major is a strategy for overcoming gender disparity. In India, the literacy rate for women ages 15-24 was 74.36% in January 2006, whereas for the men it was 88.41 % (Tradingeconomics). However, the 2011 census shows progress. Between 2001 and 2011 the growth for females was 11.8%, greater than the increase for males, which was 6.9 % (Wikipedia). The UNFPA report supports these statistics. There has been progress towards achieving MDG 3. The UNFPA report shows that the gender parity index for primary school enrollment has increased from 77 to 96. For secondary school enrollment the gender parity index has increased from 60 to 83 (UNFPA).

I created a map showing the effective literacy rate of women in India. The map showed that in the regions in the coastal areas women had higher literacy rates.

Gender inequality is the moral topic of the century. In order to solve this issue we need to bring about change in policy and insist that everyone’s voice matters. When women are encouraged to participate in the formal economy of their society the economy grows. Everyone is more prosperous. Women need to hear that they are worthy of respect and have the power to decide their own fate.


Bijal, DePaul student.  Interview.

 Half the Sky.   Dir. Maro Chernayeff. 2012. PBS.

“Literacy in India.” Wikipedia.  <>. Web. 28 October 2012.

Trading Economics: data on literacy rates for Indian youth. <>, <>. . Web. 28 October 2012.

World Factbook: India. (Central Intelligence Agency). <> Web. 6 October 2012.

United Nations Population Fund and Population Reference Bureau. “Country Profiles for Population and Reproductive Health.”  2010. Web. 28 October 2012.

Local profile: Access to education

October 7, 2012, by

In the MDGs and You course we were assigned to do a local profile examining ways the Millennium Development Goals ( The MDGs are 8 goals that most affect the world that the United Nations is trying to accomplish) is being achieved in Chicago. I believe that access to basic education lies at the heart of a nation’s development. Lack of educational access lowers a country’s economic power. I was assigned to complete a local profile on access to education in Chicago. The purpose of this assignment was to raise awareness of the MDGs’ goals being accomplished in Chicago. For this action project we had to conduct an interview with a local expert, create a graph, and research an article. I created a graph based on statistics from Illinois State Board of Education and Chicago Public Schools showing the relationship between poverty and ISAT test scores in Chicago’s 25 highest scoring and 25 lowest scoring elementary schools. In my graph poverty is determined by the amount of students receiving free or reduced lunch. The results of this research were shocking. Based on the statistics from my graph all the schools with low poverty levels had higher ISAT scores. In my opinion many minority kids are not getting the education they need to succeed. My experiences have taught me that in schools that are in poor areas people have low expectations for their students. I am very satisfied with the way my graph came about and extremely proud of what I have accomplished. I learned that education is a pivotal resource in relation to the development or success of someone. It is clear that Chicago is not assuring equal access to good education for all children, especially those with low incomes.

This is a link for my Action Project 1

mdg action project 1