Daily Archives: May 14, 2010
The Student Giving Committee surpassed its goal of raising $1,500 for the Student Giving Campaign.
The committee ended the year with the event “I Went Without,” which aimed to encourage underclassmen to donate to the Student Giving Fund, which benefit the Linfield campus. Committee members manned tables in Dillin Hall for several hours, and students could stop by to give any amount of money.
Even though the committee exceeded its campaign goals, College Relations intern Samantha Bartlett, class of ’09, said she wanted to add in one final push.
Students that gave a minimum of $3 received a sticker that said “I went without…” and then chose what to write in, such as, “I went without my Starbucks Coffee.” Donors also received “It’s Your Linfield” lanyards.
The concept of the campaign was that giving Linfield money usually spent on a small comfort is rewarding.
“George Fox University did a similar event where students stood outside the mail room on pay day and asked others if they would be willing to donate a part of their check, and in return, donors received a Pay Day candy bar,” Bartlett said. “I Went Without’ was a spin-off of that event.”
So far, 93 students have donated gifts to Linfield for a total of $2,016. Out of the 93, 82 of those students are from the senior class, and nine of the seniors are from the Portland campus.
On their own, the seniors raised $1,925 for the fund.
All of the donations raised are put into a pool of money that goes to Linfield’s fund.
When going through the budget, officials determine the greatest need, and the money is distributed for that need.
Linfield’s greatest need is in the financial aid department, specifically scholarships, Bartlett said.
“I was hoping to get $1,500 and at least 125 students to donate because I really wanted student involvement,” Bartlett said. “It’s not even necessarily about the money.”
Junior committee member Jesse Aerni said that even though “I Went Without” was the only event in the campaign that targeted everyone, it still raised awareness and gave next year’s campaign a head start.
“It’s felt so meaningful doing this campaign that it has meant more to me than anything else that I have done on campus,” Aerni said.
Bartlett said that because it was difficult for her to plan events for the Fall Semester, as she was still a student. So all of the events have taken place in the spring.
“Fall Semester was more of a planning time so we have tried to do one event a month for the spring semester,” she said.
In February, the committee held a celebration for Linfield’s Birthday; in March, it hosted Wildcat Wind Up, which strictly targeted the seniors; and in April, it held Wildcat Wind Up at the Portland campus, which was the first time that the Portland campus was incorporated into the campaign.
“The Associated Students of Linfield College have done a great job in supporting the Student Giving Campaign, as well as The Linfield Review, which has given us publicity,” Bartlett said. “It’s been nice seeing the Linfield community coming together.”
Forms and information about giving to Linfield, as well as the list of the 2009-10 Student Honor Roll of Donors can be found on the Student Giving website: www.linfield.edu/student_campaign.
Culture editor Jessica Prokop can be reached at email@example.com
Robert Cepeda, director of Linfield College Community Public Safety & Security, held a series of feedback discussions with students about his proposal to restrict ID card access to residence halls.
He took notes on the objections and suggestions of the attendees.
Cepeda asked them to explain their objections to his plan for next semester and took note on their reactions.
He said that incidents on other college campuses had inspired him to examine Linfield’s security policies and look for improvements.
Cepeda was concerned about “crisis” students.
He defined a crisis student as someone suffering from extreme emotional or psychological stress that makes them a danger to themselves or to
Linfield students in an elementary education class expanded their writing and teaching skills at a youth writing camp May 8.
The camp encouraged children to take risks in their writing, develop their identities as writers and learn to communicate through writing.
The camp featured a preschool and kindergarten session from 9-10:30 a.m. and a first through fifth grade session from 11:30 a.m.-2:30 p.m.
Mindy Larson, assistant professor of elementary education and elementary education coordinator, organized the event and said almost 90 children came to the sessions.
“[Writing] tends to be the thing that gets dropped most easily from classrooms,” Larson said. “My intention really was to target kids who don’t usually get this experience.”
Linfield students in Larson’s Teaching Literacy class staffed writing stations during the camp.
The morning session included stations such as observation, where children could examine and write about a frog or a hamster, and dramatic role play, where children could dress up and write about their characters and plays.
The afternoon session hosted areas such as graphica (about graphic novels and comics), author study and poetry. The children were encouraged to write about their experiences at the stations.
Junior Elissa Blackhurst worked at the graphica station and said some children stayed there for the entire three-hour session.
“I thought kids would be goofing off most of the time,” Blackhurst said.
“But they were all really interested and enthusiastic in what they were writing.”
Junior Stephanie Burke, who worked during the morning session, agreed and said that even the 3-year-olds built foundations in writing by drawing pictures to convey thoughts.
“Many of the children were able to express really great stories and ideas in their books even if it didn’t look like a story [with] properly formed letters to an advanced writer,” junior Kelsey Lange, who staffed that morning’s dramatic play area, said in an e-mail.
Schools often limit what children can write about and how they write, Larson said.
So, providing an environment that is less concerned with conventions, such as spelling and grammar, allows children to take more risks in their writing, she said.
“Certainly conventions are important, but if we’re going to develop engaging writers…it’s going to have to be more than just
spelling [that’s taught],”
Larson said. “The piece for them that I wanted students to come away with is students need to see a lot of models as writers.”
Larson said that these “models” include topics such as plot and character development in addition to grammar.
The Linfield students said that encouraging the children to explore their identity as writers was inspiring.
“Kids are so creative, and for me, personally, watching them and watching them come up with their ideas, I try to emulate them,” Burke said.
Burke and Blackhurst agreed that as they’ve grown as writers, they’ve stopped taking risks in their writing. And the risks that they observed the children take motivated them to practice what they were teaching, Blackhurst said.
“They just have an idea and go with it,” she said of the children. “[It’s] inspiring that they don’t have to think about it.”
Editor-in-chief Kelley Hungerford can be reached at firstname.lastname@example.org
An expert in colonial Latin-American history presented a lecture May 12, exploring how the indigenous cultures of Mexico reacted negatively to the major onslaught of disease during the Spanish conquest.
Dr. Kevin Terraciano, professor of history and chair of the Latin American Studies Program at University of California, Los Angeles, gave the 2010 Jonas A. “Steine” Jonasson Endowed Lecture to a crowd of more than 60 people.
“Most studies on the spread of disease beginning in 1520 are focused on the types of disease and how they were spread,” Terraciano said. “But I want to explore what the indigenous people of the time thought the cause and spread of disease was.”
Terraciano used various historical sources
written by Native Americans to illustrate how the people felt about disease and what they thought caused it.
“I’m trying to uncover and showcase indigenous voices from the past,” he said. “It is heavy history, but to understand the magnitude of events, we need to try to weigh into it and try to understand how these people felt and what they thought.”
One source, the Relaciones Geograficas, is a questionnaire that was sent to various parts of central and southern Mexico from King Phillip II during the epidemic of 1576-79.
“I didn’t expect to find or use this source,” Terraciano said. “I just kind of stumbled upon it.”
He presented specific questions from the Relaciones Geograficas and discussed the native people’s answers to the survey, which demonstrated their negative views of Spanish conquest.
“I’ve read hundreds of volumes of responses, and not one respondent said that they were better off than they used to be before the Spaniards came,” Terraciano said. “Most respondents associated the disease they were facing with the arrival of the Spaniards.”
He used the survey to show that many indigenous people thought the ambush of disease was related to the replacement of their old religious traditions with those of the Spaniards.
“Not only did they think they were dying as a punishment from the Spaniards’ god, they thought they were dying from the loss of their old religion,” Terraciano said. “The idea of salvation must have seemed cruel to these people.”
He also said that the natives attributed the epidemics to the drastic change in culture they faced after being put under Spanish control.
“Respondents wrote about how they were forced to eat like the Spaniards, replacing fruits and vegetables with heavy food like meats, which they associated with the sickness they faced,” he said.
Terraciano said that his lecture, titled “The Unspeakable Cocoliztli of Colonial Mexico: How People Talked About Disease in the Age of American Epidemics,” was inspired by the recent swine flu outbreak.
“I saw the hysteria that was caused by just a seasonal flu, and I wondered what people must have been feeling during an epidemic,” Terraciano said. “It was a whole cocktail of diseases introduced in the Americas.”
Terraciano is the author of six award-winning publications and is internationally recognized for his studies in colonial Latin American History. He was also the recipient of the 2001 UCLA Distinguished Teaching Award.
Culture reporter Joanna Peterson can be reached at email@example.com
Rumors have been floating around campus that new restrictions to residence hall access may be enacted for the next school year.
Specifically, students may only being able to enter their own residence halls, extending the current nighttime access rules to around-the-clock enforcement.
Students are familiar with their ID cards not working on other residence halls after 10 p.m., but a proposition is being discussed for a 24-hour restriction instead of just after 10 p.m.
Robert Cepeda, director of LCCPS, listed facts about campus security when asked via e-mail about the positive side of the 24-hour restricted access. He said that almost 70 percent of resident hall offenses are conducted by students against students and most offenses are committed by someone known to the victim.
He also said that institutions attempt to address these issues through a variety of crime prevention techniques, including limiting access.
“The objective of any institution is to create an environment that is as safe as reasonably possible,” he said. “Given the realities of the community environment and the inability to control the actions of those who do harm.”
Cepeda said the college is working proactively to educate the campus with ASLC Senate meetings on the subject, an e-mail to the student body, focus groups, a Facebook group and more.
Many students may recall the intruder who tailgated into Hewitt in April. The intruder was not a Linfield student and entered without an ID card.
Cepeda warned students about tailgating, when students or others follow students into buildings so that they don’t need to use their ID card.
However, many students don’t understand how restricting hall access during a 24-hour period will prevent tailgating, he said.
Freshman Claudia Ramirez said that she doesn’t agree with restricting hall access because it is not only inconvenient, but she believes it won’t be effective.
“It doesn’t make a difference of who is coming in and who is coming out,” she said. “It’s ridiculous; it’s not like we’re housing a bunch of high school students. There isn’t that big of a security problem on campus to restrict access.”
Inconvenience is one of many issues that students have with restricted access.
Another problem is arranging group projects. Finding a spot to study with a group is sometimes tricky, but having to communicate in a timely manner to let someone into your residence hall can be trickier.
There is still no affirmative answer to whether restricted dorm access 24-hour will be put into action next school year.
“No decision has been made,” Cepeda said. “This is [still] under consideration. We continue to welcome student feedback.”
Features editor Lauren Ostrom can be reached at firstname.lastname@example.org