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Archives for : April2012

Festival provides opportunity to show talent

Students showed off their filmmaking talents at the Student Film Festival, which took place April 27 in Ice Auditorium.

The festival consisted of eight short films, created and judged by students. Audience members picked up judging cards as they arrived and rated each film on its originality, cinematography, editing and overall quality.

The films varied in subject matter from life at Linfield and lighthearted comedy to cultural heritage. Senior Keith Mader’s “The Life of a Wildcat” catalogued homework and athletic routines of Linfield students, while senior Ebonee Atkins’ “The Cotton Series” juxtaposed a series of cotton commercials with clips of slavery and African-American culture.

Senior Emily Jenkins, the on-campus programming chair for the Linfield Activities Board, said that theme was not part of the requirements for film submissions.

“It had to be a three to 10-minute video uploaded to YouTube, and the link had to be emailed to me one week before the event,” Jenkins said in an email. “Only Linfield students could submit a film, although non-Linfield students could have other roles in the film.”

The film festival debuted in November 2010 with a showcase titled “Film It–Show It.” The event was successful enough that LAB decided to feature it again, and although the student turnout was significantly lower than it was last year, Jenkins said that she was satisfied.

“My goal for this event wasn’t to have a large audience, but to showcase student talent and work,” Jenkins said. “I wasn’t surprised with the turnout for the event, and I thought it went well.”

The winning entries were junior Joe Gladow and senior Jeremy Moll’s “Teach Me How to Douglas,” which told the story of a skewed student election between a well-intentioned pushover and a charismatic jerk, and junior Nic Miles’ “Crazy About Cats,” a kind of mini-documentary about a cat show in Portland. “Teach Me How to Douglas” came in first place for a $100 prize, and “Crazy About Cats” won second place for a $50 prize.

Other entries included a sepia-toned, silent-movie style comedy by junior Gavin Broussard and sophomore Colton Wright, an exposé by juniors Collin Morris and Annika Yates of the “Tap That” campaign to ban the sale of bottled water on campus, and two films by senior Jaffy Xiao, one about a couple who meets because of a lost journal in a library, and another that chronicles a visit to China through its foods, with scenes of markets and restaurant settings.

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Sharon Gollery/
Culture editor
Sharon Gollery can  be reached at linfieldreviewculture@gmail.com.

Battle of the Bands attracts fresh faces

Seniors Jeremy Moll and Logan Freitas won Linfield’s annual Battle of the Bands competition April 27, walking away with a cash prize of $300, followed by senior Jessica Goergen in second place.

Moll and Freitas, both music majors, have been friends since their freshman year at Linfield, taking every music class and singing in jazz choir together.

The duo played with the Hawaiian reggae band Na Hemo freshman and sophomore years, placing first freshman year and second sophomore year.

Freitas is putting together an album with the help of Moll.

“His music is soul and Motown, but at the same time it has a pop aspect to it,” Moll said.

A familiar face to Linfield’s music scene, junior Nic Miles, performed solo at the Battle of the Bands, competing against bandmate Goergen.

Although Goergen beat him, he felt she deserved it.

“I was glad to see that she did well,” Miles said.

Miles and Goergen, alongside junior Evan O’Kelly and senior Don DeFrang, will be opening for Macklemore and Ryan Lewis at Wildstock this year.

The band will perform covers along with a couple of original songs written by O’Kelly and Goergen.

“Playing music is one of my favorite ways to hang out with friends,” Miles said. “There’s something really primitive about it.”

Sophomore Sylvan Tovar, junior Michael Davis and sophomore Cole Curtright performed together in front of a live audience for the first time at the Battle of the Bands.

Junior Collin Morris is also a member of their band, called The Naturalists, but was unable to attend the show.

“Two months ago, we started playing together just for fun,” Curtright said.

They performed a couple of original songs, one of which they had written only two hours before the show.

“Mike and I start playing something really cool, and then Cole and Collin start writing lyrics for it,” Tovar said. “We take it from there and see what happens later.”

Although they didn’t win, they still see their first performance as a success.

“We played our songs, people heard us and people liked us,” Tovar said. “The people who did win were very skilled, talented musicians and were better prepared than we were.”

Before the end of the year, they hope to play a live show at Storey Street.

“We’d love to perform more,” Curtright said. “I love the expression that you can convey through music.”

This year’s Battle of the Bands was a greater success than last year’s, with more bands participating.

Freshman Calvin Howell, also known as ‘Cal Hal’, performed, as did a group of hula dancers.

Last year, only three bands competed for three prizes.

“It’s tough getting fresh faces out there,” Miles said. “This year was a step in the right direction.

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Meghan O’Rourke/
Opinion editor
Meghan O’Rourke can be reached at linfieldreviewopinion@gmail.com.

Concert band gives farewell performance

The Linfield College Band left the audience humming to “Over the Rainbow” after its annual Spring Concert held April 24 in Ice Auditorium.

The concert, “Of Heart and Home,” was directed by Joan Paddock, professor of music and director of instrumental activities. It was conducted by Paddock and students from the Basic Conducting class.

The “fearless” and “epic horn session,” as described by the conductor, opened the concert with Mark Camphouse’s “Heartland Sketches.” It was followed by William T. Purdy’s “On Wisconsin March and Two Step.”

Both pieces are popular choices for fight songs. The variations of the latter have become the fight songs of 2,500 schools, including Linfield College. Toward the end of the piece, senior Wildcat Pep Band Leader Amanda Summers took over the conducting, which gave both the band and the audience an emotional lift.

The band then performed Percy A. Grainger’s “Irish Tune from County Derry,” which started without the planned a cappella introduction because of the absence of soloist senior Chelsea Janzen. The band also played Dmitri Shostakovich’s “Lyric Waltz,” which reminded the conductor of when her father taught her the waltz as a child.

Junior Reveca Primachenko, accompanied by Linfield Wildcat Men’s Glee Club and special guest vocal artist Anton Belov, conducted S. Tvorum’s “Zaparozhski ‘Cossack’ March,” a piece about Russian warriors.

Paddock chose pieces to “wake everybody up and then calm them down to show the beauty of music.” Stephen Collins Foster’s “Gentle Annie,” featured senior soloist Kayla Wilkens, and the piece was conducted by senior Kaia Machalek.

Like during the Fall Concert, the band performed “Africa: Ceremony, Song and Ritual,” an exotic piece by Robert W. Smith, to showcase its large percussion session of eight players. A log drum was specially borrowed from the Salem Concert Band for the piece.

Before junior Jenny Morgan conducted the “Old Scottish Melody (Auld Lang Syne)” by Charles Wiley, recognition was given to retiring faculty members and graduating seniors Wilkens, Machalek, Janzen, Sarah Wilder, Amanda Summers, Alison Bouchard, and Alex Fitch.

To conclude the night, Paddock chose “The Wizard of Oz” by Harold Arlen and E.Y. Harburg, quoting Dorothy Gale’s “There’s no place like home.”

With such a number of pieces and only one formal rehearsal each week, Paddock commented that they never had enough time for rehearsal.

“What I really want is for Linfield to designate a block of time for students to be involved with art every day.”

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Cassie Wong/
For the Review
Cassie Wong can be reached at linfieldreviewculture@gmail.com.

Fill your cart, slide your Oregon Trail card: The scoop on food stamps

Many college students have to figure out how to save money in the most efficient ways possible. There has been a drastic increase in the number of students who have signed up to receive federal food stamps.

Food stamps are a part of the Supplemental Nutrition Assistance Program. The main goal of the program is to help improve the nutritional health of low-income households and people who cannot necessarily meet their needs on their own. On average, people are able to receive about $250 a month per household. College students normally receive $200 a month from the government.

While in school, it is difficult to have a full-time job and pursue an education. Most college students only work the 10 hours allotted in federal work-study from an institution.

According to the Oregon Department of Human Services, a student who is attending higher education at least half-time and is below the income limit is eligible for receiving benefits from the government. Students commonly fit into the criteria of working an average of 20 hours a week or being awarded for work study. Their monthly income cannot exceed $1,679.

Many students are unaware that they are eligible for receiving food stamps and do not use this as a source when they need support. Students, however, cannot get food stamps if more than half of their meals are provided through a meal plan.

Universities across the country encourage students to enroll in the program for additional assistance. The average college student is already in debt from the rising costs of obtaining a higher education.

There has been controversy about whether it is right for students to receive funds because the unemployment rate is still high. According to the U.S. Bureau of Labor, the unemployment rate is 9.8 percent. Oregon has an unemployment rate of 8.6 percent.

In 2011, 45 million people received federal assistance in the form of food stamps. As a national trend, it seems that the economy is slowly improving. College students are now finding that this assistance can benefit them throughout their years in school and save them money that would have otherwise been spent on food.

The food stamps can be used for basic food items, such as grains, fruits and vegetables, meats and dairy. Hot food, nonfood items, medicines, alcohol and tobacco cannot be purchased with benefits.

To apply for food stamps, people can go to the local Department of Human Services (DHS) office to apply or fill out the application online on the DHS website. Once a person is accepted, they receive one of the Oregon Trail cards with a set amount for the person to spend.

Qualifications to receive federal benefits

If you are in this age group and attending a higher education institution, then you must meet one of the following criteria to be eligible for food stamps:

1.  Be physically or mentally unfit for employment.

2.  Be a paid employee working an average of 20 hours each week.

3.  Be self employed at least 20 hours each week and have countable monthly income of at least $1,247 after business costs.

4.  Be awarded state or federally funded work-study and be assigned a position with a start date in the current term or semester. If the school does not have any work-study positions available, a student awarded work-study is eligible.

5.  Be responsible for the care of a child (specific age requirements apply).

6.  Be receiving TANF (Temporary Assistance for Needy Families) cash assistance.

7.  Be in a Workforce Investment Act (WIA) training program.

8.  Be receiving Unemployment Compensation.

9.  Be participating in at least one of the Employment Department training programs.

**Information provided from the Oregon Department of Resources**

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Ivanna Tucker
/Features editor
Ivanna Tucker can be reached at linfieldreviewfeatures@gmail.com.

 

’90s fashion makes a reappearance

Snapbacks, hammer pants, crop tops and funky patterns are being pulled from the closet. Combat boots are starting to become popular as casual wear.

The tight-fitted pants seen on rap duo Salt n’ Peppa (also known as leggings) are now must-have items for the season.  For males, the bro tank is something that is a part of their spring attire. The colors are getting brighter, and the outfits are making bold statements.

Clothing trends come in and out of style throughout the years. Lately, clothes from the ’90s have been seen on students around campus.

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Ivanna Tucker
/Features editor
Ivanna Tucker can be reached at linfieldreviewfeatures@gmail.com.

News Briefs

Tobacco stays on campus

At the end of November, Senate voted on a resolution for a tobacco-free campus, which was sent to the President’s Cabinet and the Board of Trustees. Last week, President Hellie announced his decision to continue allowing the use of tobacco at Linfield College, despite student support for a ban.

The current college policy prohibits smoking in any indoor areas, any indoor or outdoor gatherings, in college vehicles and within 30 feet of building entrances or open windows.

Hellie stated in his letter to senior Bradley Keliinoi, vice president of the Associated Students of Linfield College, that a total ban would be difficult for Linfield to enforce and the schoo

l could not legally prohibit smoking on the public street (Linfield Avenue), which runs through campus.

~ Andra Kovacs/Senior reporter

 

Changes made to nursing program

This semester, the Student Policy Committee chaired by Sandra Lee, professor of international communication and English as a second language, has been discussing a few changes to be made to the nursing program at Linfield. They decided to pass one of the four motions and sent the three others back to the committee to be reworded, discussed and presented again to the faculty assembly in May.

Motion 2, which was passed and will be added to the handbook, states that it will restrict students from “enrolling at the McMinnville Campus to gain automatic entry to the Nursing major, if that student applied for and was denied admission to the Nursing major as a transfer student from the general application pool.”

It also approves replacing the word “native” with the word “resident.” These statements will be added into the handbook on behalf of the Faculty Assembly.

~ Andra Kovacs/Senior reporter

Hawaiian Club celebrates its culture

“Na A’a Hawai’i: The Roots From Which We Grow” reflects the students of the Hawaiian Club and acts as the theme of their 40th Annual Lu’au.

Guests will be treated to traditional Hawaiian food and performances May 5, which also falls on Linfield’s annual Mom’s Weekend.

The Hawaiian Club will be selling merchandise in a “country store” that is shipped from Hawaii itself. Food and the “country store” will be available in the Rutschman Field House and the Lu’au performances will be in the Ted Wilson Gymnasium.

The Hawaiian Club puts on a traditional Hawaiian dance show after the guests eat. Dances will include hula, Haka, Samoan and slow Tahitian.

Besides the Hawaiian Club and the Hawaiian community, several other organizations around campus are involved in the planning of Lu’au.

~ Kaylyn Peterson/Sports editor

Harvard economics professor discusses mechanism design

In a discussion of mechanism design theory, an economics professor from Harvard explained that the key to designing a mechanism for fair decisions is that the mechanism must be incentive compatible.

Dr. Eric Maskin is the author of more than 100 papers on economics and won the Nobel Prize in economics in 2007. After what he referred to as a “pleasant and stimulating day” at Linfield, he presented real-life examples in his lecture on mechanism design.

His first example was simple. A mother wants to divide a cake between two children. Her goal is that each child will be happy with their share of the cake. This means that both children, Bob and Alice, must think that they have half of the cake.

If the mother knows they see the cake in the same way that she does, she could divide it equally from her point of view. But what if Bob sees the cake in a different way than the mother does?

The mother wants a fair division, but the problem is that she does not know how the kids see the cake.  “In effect, she doesn’t know what’s fair,” Maskin said.

How can she design a fair division if she doesn’t know what’s fair?

This is the problem that mechanism design faces and attempts to solve.

“This is a very old problem that has been around for thousands of years,” Maskin said.

He explained that the traditional solution would be to let Bob divide the cake in two and let Alice choose the half she wants.

This way, Bob has incentive to divide equally. Bob wants to secure his happiness, and Alice will be happy because she gets to choose.

Maskin explained that the key features of mechanism design are that the designer does not know the optimal outcome, so they must proceed indirectly by having the participants generate information to identify the optimal outcome.

However, another problem arises because the participants do not care about the mechanism designer’s goals. This is why the mechanism must be incentive compatible.

The goal of the government is to put the transmit license in the hands of the company who values it most, which is called an “efficient outcome.” The problem is that the government does not know who values it most.

The government could simply ask who values it most, but many companies have incentive to exaggerate. This way, there is no guarantee that the license will go to the right company.

The solution, he explained, is to have every company make a bid. They then award the license to the highest bidder, who must pay the amount of the second highest bid.

This way, they have no incentive to understate. They are forced to bid what it is worth to them, which is what the government wants.

The goals of the mechanism designer have been achieved by allowing participants to be involved while eliminating possible problems.

He explained that mechanism design prompts the question: is there a process that we can follow that will answer whether a given goal is viable? Can we find a mechanism that works?

This is the issue that mechanism design theory addresses, and he explained that they can generate a process for finding this mechanism.

“Don’t worry. I won’t show you why,” Maskin said, jokingly.

He instructed the audience to see his paper “Nash Equilibrium and Welfare Optimality,” which explores the topic further and explains how this process works.

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Samantha Nixon/
Staff writer

Marine biologist uses blue marble to express importance of the ocean

A marine biologist discussed the interconnectivity of humans’ love for the ocean, neurobiology, sustainability and turtles April 23 in the Ted Wilson Gym. He brought his knowledge, a sense of humor and a conservation model to Linfield students in all fields of study.

Dr. Wallace J. Nichols is fascinated by the ocean and why we feel the way we do about it. What is it about the ocean that we love so much? He described his personal connection to the ocean- from the smells to the sounds, and the feelings that certain photos evoked.

“What do you really love? Really think about it,” he said. “I love the ocean and my family, and the best thing is those together.”

Using a blue marble to represent the Earth, Nichols gave his audience a new perspective about the size of the world in comparison to a drop of water from the ocean.

“Look at your marble. That’s what we look like from far away. Blue, small, round,” he said.

Nichols said that every element of the universe exists inside a drop of water.

“Imagine swallowing a mouthful of sea water. You’re swallowing the universe!”

Nichols discussed the balance between “blue mind” and “red mind.” Blue mind is the state of mind we feel when we are calm, content and happy. Red mind is at the opposite side of the spectrum, with emotions such as frustration, stress and anger.

“Red mind is part of how we survive. But living in red mind all the time will make you sick,” Nichols said. “We need to learn how to manage them together because both are essential to our survival.”

Nichols is especially passionate about sea turtles, calling himself a turtle expert. Although his work seems appealing, part of his job as an ocean researcher includes unpleasant things like pollution and disaster. He addressed the crisis that the ocean faces.

“If you love the ocean and want to work with it, you have to be ready for the relentless wave of bad news,” he said, referring to the problems with pollution and extinction that plague the ocean.

He said we are putting too much into the ocean, taking too much out and putting too much pressure on the edges. People love the ocean, but it is putting pressure on coastal areas. It is predicted that in 10 years, 75 percent of Americans will live within 20 miles of the coast. The waters are being overfished, and pollution is depleting the aquatic environment, Nichols said.

He also said that oil spills have a devastating effect on the ocean. Sea turtles often swim face-first into the spills. Animals like albatrosses ingest things we use every day. Nichols and his colleagues once found a green sea turtle with 3,400 pieces of plastic in its stomach.

“When you have a stomach full of plastic, you don’t really feel like doing things like reproduction and migration,” Nichols said.

He said that nature is good for humans and our emotions, and conservation is essential to that. He presented a model for sustainability that involves networks, knowledge and communication.

“We need to reconnect ourselves with nature,” he said when discussing the benefits of nature for our brains. “Use nature to manage your emotions.”

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Kelsey Sutton/
Copy chief

CIA finds new weapons in the form of students

Knowing the culture of a foreign country can save your life, according to the American government. In coming to this conclusion, the Central Intelligence Agency started recruiting anthropologists and anthropology students to work for the military.

David Price, an anthropology professor from Saint Martin’s University, spoke about his research of the “Weaponizing Anthropology” on April 24 in the Riley Center.

Focusing on ecological anthropology of the Middle East, Price developed his research around the topic of anthropologists’ uneasiness of working with the government.

Price’s lecture gave an overview of the historical relationship between anthropology, the U.S. government and intelligence agencies and how they’ve changed since 9/11.

In 1971, the anthropological community adopted its first code of ethics. Some of the guidelines listed in it were that there would be no secret research, no secret projects, and “your primary duty was to the people you were studying, not the agency that employed you.”

This code was later amended after the discovery of several anthropologists who were working for an investigation agency in Thailand.

“For reasons of commerce, the ethics code was transformed,” Price said. “When anthropologists worked for corporate settings, they had proprietary reports. They were studying consumer behaviors, and they didn’t want that type of information to get out.”

Jumping from background information, Price went on to explain how anthropology’s relationship with the government has changed after 9/11.

“More and more intelligence agencies were showing up on the bigger college campus,” Price said.

More than just putting agencies in the colleges, after 9/11, a group called the American Council of Trustees and Alumni, collected quotes from American professors that it labeled as un-American. Quotes included statements from Hugh Gusterson and Noam Chomsky.

Agencies started recruiting people who had lived in other countries and had experience with countries that the agencies were interested in, according to Price.

“They wanted to know about the Island of Truk in the Pacific, they wanted to find someone who lived in rural Japan and they wanted
to find out who spent time in Germany,” Price said.

The government was trying to use counterinsurgency to win the war after 9/11. The government wanted to use this cultural nuance to understand the culture of the countries that “they were conquer and control.”

By bringing in college students, the intelligence agencies were offering students money to pay for school, in exchange for working for their agencies. For every two years they received money, students were required to work during
that time.

Students are required to be studying in an area of interest.

The issue surrounding
these agencies giving
money was that students were not allowed to tell anyone about receiving this money.

“The students’ adviser wouldn’t know they were in the CIA, and the other students wouldn’t know that they were in the CIA,” Price said. “To me, the important thing is that programs are popping up when traditional funds are drying up.”

Recently, a new CIA center has popped up at the University of Washington. Price’s research has earned the attention of several University of Washington faculty, who are concerned that with his work being published, the students who are part of the agencies will be targeted when they are abroad.

Price argues that by not telling, more people would be interested in where these students are
receiving money.

Since the last modifications were made to the Anthropology Code of Ethics, the anthropological community has worked to amend it. Price was on the committee that worked on rewriting the code in 2007.

“We wrote that of course anthropologists can work for the government, but what they have to do is be aware of the ethical issues and particular things that happen,” Price said.

After attending McMinnville High School in 1978, Price later graduated from the undergrad program at Evergreen University.

He went to the University of Chicago to complete his master work, and then earned his doctorate at the University of Florida.

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Kaylyn Peterson/
Sports editor

Linfield named among greenest schools in the nation

Out of the United States’ and Canada’s colleges and universities, Linfield College was named one of the top 322 greenest schools in The Princeton Review’s Guide to Green Colleges.

The guide featured schools that were known to have a renowned dedication to practicing sustainability around campus. The organization chose schools based off of a 2011 survey that administrators took from hundreds of different universities and colleges around the nation.

“As a community of scholars committed to life-long learning, and with only one planet available to us all, instilling habits of both thought and action that promote living in a better balance [and] encouraging sustainability on an everyday basis is simply vital,” said John McKeegan, senior advisor and assistant to the president of the Advisory Committee for Environment and Sustainability.

A survey in 2012 in The Review concluded that out of 10 schools, seven college applicants stated that a college’s dedication to sustainability would help them decide which college to apply to or attend.

Linfield focuses on sustainability in many aspects around campus. Linfield offers students environmental studies courses and allows students to sponsor conferences and focus on environmental projects, such the a bike co-op. The school also restores buildings around campus, such as the Nicholson Library, in sustainable ways.

The library now has radiant ceiling fans, which are used for both cooling and heating. It is one of only four systems in Oregon to use this technique.

A few projects that are scheduled to be completed in the summer of 2012 include gaining a campus-wide optimal start control, the Human Health and Performance building receiving pipe insulation and variable frequency drive on natatorium exhaust fans and Dillin Hall receiving a control system upgrade. These projects are Linfield’s way of conserving energy around campus to ensure that it continues to be a sustainable school.

“These are very technical improvements to the college’s mechanical equipment control systems,” said John Hall, director of capital planning and development. “This is not very glamorous stuff, but very practical and greatly will improve the efficiency of many of our buildings.”

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Samantha Sigler/News editor