Daily Archives: March 18, 2012
A visiting professor from Stanford informed community members, faculty and students on how women’s suffrage has impacted the United States in the Pioneer Reading Room on March 15.
Grant Miller, assistant professor of medicine at Stanford School of Medicine, used historical information and statistics to explain how the women’s suffrage movement led to changes in voting behavior, public health spending and child mortality.
Miller began his presentation with a cartoon that displayed children marching with a sign protesting for their mother’s ability to vote.
The main focus of the lecture was whether households would benefit from the empowerment of women.
“This set of issues is not new at all,” Miller said.
Miller talked about how household hygiene was improved in a revolution called the “New Public Health.” He said that women were leading advocates for these campaigns and a large amount of public spending is linked to the ratification of the 19th Amendment.
Miller gave a brief history of women’s suffrage, explaining how a great number of states passed women’s suffrage laws before the ratification of the 19th Amendment.
The overall summary of Miller’s findings was that women’s suffrage rights have benefited children due to the bacteriological revolution, large changes in political voting, increases in public health spending and the decline of child morality.
Miller used archived works and statistics collected from census data to develop the results of his research.
Statistics he focused on included state mortality information, state-level suffrage dates, public finance data and annual state public finance data.
Miller found that voter turnout rose by 44 percent, public health spending rose by 35 percent, state social service spending rose 25 percent and child mortality declined by 8 to 15 percent.
“The timing of these effects lines up sharply with women’s suffrage,” Miller said.
He provided evidence of his approach to show that there were no drastic changes prior to women’s suffrage laws being developed.
Miller ended the lecture by leaving the audience wondering why the U.S. has had so much success in comparison to other countries.
“There are a lot of things to be learned from the historical side of things,” Miller said.
This lecture was sponsored by the Edith Green endowed lecture fund in honor of the 100-year anniversary of women’s suffrage in Oregon.
Ivanna Tucker/Features editor
Ivanna Tucker can be reached at email@example.com.
Since the explosion of the Invisible Children controversy on the news, Facebook and all around the world, the Global Action Club booked a screening of “Kony 2012,” the organization’s latest documentary.
Representatives from Invisible Children, called roadies, came to campus to show their documentary, to share their stories and to answer any questions on March 14.
Sophomore Kyra Rickards, co-president of the Global Action Club, said she thought the event was important so that Linfield students could come to educate themselves, rather than judge the movement based on what they see on Facebook.
“Showing the film and having the roadies come and talk to the school allows us to see some of their vision and intention, as people within the group, which we don’t really get from watching the film online,” Rickards said. “You get a lot of emotionalism and heated reactions from watching the film without some sort of context or conversation with the group—which is what we get from having a screening and talking with people involved directly with the promotion of Kony 2012.”
The roadies were confronted with many questions about their programs, such as where donations go and what will happen after Kony is captured.
The representatives encouraged students to come talk to them individually, which many students did after the event. One of the roadies, Timmy, made it clear why events like these are important during his presentation.
“We know there’s a lot of criticism, but we believe 100 percent in what we’re working for,” he said. “We encourage you to do the research and really get all the information so you can see what we’re all about.”
Rickards said that she thought the event was a success with the amount of people in attendance and the useful, critical questions.
“This will hopefully clear up a lot of the confusion and controversy surrounding ‘Kony 2012’ and Invisible Children,” she said.
Andra Kovacs/Senior reporter
Andra Kovacs can be reached at firstname.lastname@example.org.
Jan Selliken, associate professor at the Linfield Portland campus, led an interactive discussion about the parallels between birth and death at a March 14 lecture in Riley 201.
After working as a midwife and then starting work with hospice, Selliken started seeing parallels that helped her adjust to the change.
She shared a video that she put together for nursing students to help bridge the “gap in the understanding of patients.”
The video featured Bobbie Ma, a brain tumor patient who was originally told that she would only have three months to live. Bobbie explained in the video that she was not afraid of dying, but that she wanted to die in a
conscious way and was sad that she would be missing out on the life she loved.
Three years later, Bobbie is still alive.
Selliken then displayed a chart that compared end-of-life health care in the year 1900 to care in 2010.
The chart showed that during the past century, the disease and dying trajectory has become more prolonged.
“Technology has made it so we can keep people alive a lot longer,” Selliken said.
In 1900, the average life expectancy was 50 years old. Now, it is 78.5.
Caregivers are now strangers, rather than family members.
Selliken then shared an audio clip featuring Dr. Elisabeth Kubler Ross, who had given seminars on caring for dying patients.
Selliken shared an incident where Ross walked in front of the audience and began her seminar saying, “When you’re working with dying people, all you need to do is shut up,” and then left the room.
Her point was that there is not much you need to do.
“When babies are born, people turn to mush,” Selliken said.
She explained that this is the same reaction people have when someone is dying.
“[People] move to an unconditional place,” Selliken said.
She then displayed two images, one of a dying person holding a loved one’s hand and one of a baby still in its mother’s womb.
She asked the audience to point out similarities between the two. These similarities included the reliance on someone else, reduced awareness, boundaries of the environment and touch.
Selliken said that the similarity she notices between people who are dying and people waiting to give birth is the common question, “When is it time?”
Selliken stressed that improving care at both the end of life and beginning of life is important.
She then had the audience list the top 10 things they learned that evening.
Susan Whyte, Linfield’s library director, said, “As someone who has given birth and had someone die,” she found the lecture to be quite interesting.
“It is an interesting area to explore, [and] once you do, it makes a lot of sense,” said Justyne Triest, the evening supervisor at the library. “I also thought the ‘shut up’ quote was great.”
Samantha Nixon/Staff writer
Samantha Nixon can be reached at email@example.com.
In today’s society, most people deny being racist. However, many of us may hold on to stereotypes in our unconsciousness, according to research done by Jean Moule Ph.D., an Oregon State University professor.
Moule, who works in the College of Education at OSU, is the author of “Cultural Competence: A Primer for Educators,” a book that informs teachers on how to educate students from all backgrounds.
She doesn’t want people to hide the cultural biases and stereotypes they hold, but rather to recognize the problem and take steps against their own racist thoughts.
In her March 13 lecture titled “Understanding Unconscious Bias and Unintentional Racism,” Moule taught her audience that while many would believe otherwise, the stereotypes and biases we hear as a member of society affect us, if not consciously than unconsciously.
“Hearing her perspective, it’s interesting that we can feel like we are not biased,” said Diane Allen, a visiting professor from the education department.
Allen plans to use the information she has gathered from Moule’s lecture and book in educating her student-teachers.
“It may become a requirement for a person in any job to be culturally competent,” Allen said.
According to Moule, if a person starts his or her sentence with, “I’m not a racist, but…,” then the rest of the person’s sentence is going to be racist.
“If you hear someone say that, listen real closely,” Moule said.
This is a perfect example of what Moule is trying to prevent: people saying and acting racist without realizing that they are.
Moule claims that she would prefer to work with someone who knows that they have race issues, rather than with an unconscious racist.
“At least you know where they stand,” Moule said.
For those who hold on to cultural biases, the first step is to recognize the problem. The next step is to be a learner and to be curious about other cultures. Then, take steps against one’s own thoughts. Don’t let racist thoughts influence one’s behavior.
Her final piece of advice was to listen when someone brings up race as an issue.
“Oregon is a very white state,” Allen said. “Your background hasn’t prepared you, as much as you’d like to think that you’re open and liberal.”
Moule believes that instead of focusing on treating everybody the same, we need to focus on learning to accept everyone’s differences.
“We should celebrate [cultural] differences and not try to deny that there are differences,” Allen said.
Moule graduated with a degree in art with a minor in psychology from the University of California at Berkeley. She moved to Oregon, earning her master’s degree in curriculum and instruction at the University of Oregon.
Moule then earned her doctorate in education.
Meghan O’Rourke/Opinion editor
Meghan O’Rourke can be reached at firstname.lastname@example.org.
The results of the 2012-13 General Election results are finally in.
The Associated Students of Linfield College’s new president is junior Nic Miles, who ran unopposed. The new vice president is junior Susana Fajardo, who ran against sophomore Jennifer Derke.
The new president and vice president officially take office May 1.
“It feels great to have the election season over,” Miles said in an e-mail. “My unique situation of running unopposed left me eager to see the official results on Thursday night.”
Sophomore Clara Martinez, the ASLC secretary, organized many of the election events. These included the announcement of the candidates, Q-and-A session and primary elections, which allowed students the chance to win a free, catered dinner with the candidates.
Miles said he was disappointed by the low turnout of voters this year. For the president, there were a total of 357 votes, which is only 22.5 percent of the entire student body. Out of those students, 308 voted for Miles while 49 chose to abstain from voting.
For vice president, 357 students voted and 187 voted for Fajardo, 136 voted for Derke and 34 chose to abstain from voting for either candidate.
While voting for the ASLC candidates, students were also given the option to vote for or against bylaw changes, with the proposed change being a change to special elections. Approximately 351 students voted for this: 257 for yes, 18 for no and 76 chose to abstain from voting.
“The vice presidents ran a clean, friendly race and I’m happy to see [Fajardo] win,” Miles said. The process of elections for the candidates included getting their petitions signed by students, passing the bylaws test, preparing their campaign platforms and attending the Q-and-A sessions.
“I was hoping that another student would campaign against me as a write-in so I could have the opportunity to argue my viewpoints and goals against another candidate,” Miles said.
Rather than doing this, Miles prepared for the elections by spending time reflecting on his experience at Linfield as both a student and a leader.
“I had a huge amount of positive encouragement from friends, teammates, professors and other people around campus,” Miles said.
The new ASLC members are accepting applications for the ASLC Cabinet positions and will spend the upcoming week interviewing applicants and putting the 2012-13 Cabinet together.
“Since I ran unopposed, I decided to focus my time and energy planning for the upcoming Cabinet transition rather than publicize my campaign and the elections in general,” Miles said.
For the next few weeks, Miles said he hopes to plan the budget hearings for the different entities that are funded by the ASLC budget, such as the Linfield Activities Board and Wildcat Productions.
“I hope students and leaders across campus will feel the shift in momentum and energy that will come about,” Miles said. “The fresh faces and attitudes are guaranteed to stir up some great ideas for next year, and I can’t wait to solidify my Cabinet and start planning a productive, fantastic, wild and proactive year of student government, activities and extracurriculars.”
Samantha Sigler/News editor
Samantha Sigler can be reached at email@example.com.