Tag Archives: Editorial
Cynthia Enloe, guest speaker for Gender Equity Week, generated a buzz around Linfield.
Whether in the classroom, over Facebook posts, or during lunch conversations, Enloe made a statement and sparked much needed curiosity.
During her talk, Enloe not only articulated her knowledge and passion, she embodied humbleness.
Enloe is truly a woman of many accomplishments.
She presented her knowledge and years of research in the most relatable, formal approach for her audience, but still delivered credibility.
Enloe moved through her talk articulating in a precise way that allowed students and professors from all backgrounds of study to follow her in the process.
Enloe spoke directly to the audience, not in a way that could be seen as obviously rehearsed, but in a way that made those unfamiliar with her field of work feel confident that she knew her stuff.
Enloe has spoken across the globe and in a number of Universities.
She demonstrated such familiarity on stage and such confidence in her lecture.
As an audience member, it was clear to see her niche for educating and spreading knowledge.
Going back to Enloe’s humble and relatable personality, this was seen when she opened up her lecture to questions and taking a seat on the lip of the stage to address students’ questions.
In addition to this, Enloe did not hesitate to respond, “I don’t know,” when she didn’t know the answer and she encouraged those eager to make a difference for Iraqi women in the most modest form, just by simply thinking about them often.
“The one the thing to do is to think about it… because paying attention is actually a political act,” Enloe unpretentiously answered a Linfield student’s question.
Enloe left her audience with a new perspective knowledge and the duty to simply be curiosity advocates for women, the indirect victims of war.
-The Review Editorial Board
The importance of school spirit is often overlooked in everyday life. Of course you hear the combined roar of students and alumni during the homecoming football game or championship baseball game. But rarely do you hear students applauding their extraordinary peers who study abroad, tend to the community garden or receive a high grade point average.
Luckily, a new Linfield tradition, Cat Camp, focuses on instilling an all-encompassing Linfield school spirit into new students. Aug. 22 marked the first ever Cat Camp at Linfield College. The football stands were filled with new students and their parents. School administrators and students rallied with the crowd through Linfield trivia and facts about the many successful programs here.
“Cat Camp was super fun. I learned a lot about Linfield thanks to Dave Hansen’s fun trivia session,” senior Michon Hunsaker said.
“The entire event was really exciting and spirited.”
Rather than just focusing on a few specific programs, the event included details about all of the organizations at Linfield. Academics, sports and arts were all highlighted and recognized for excellence during the event.
Many freshmen thought Cat Camp was a great way to kick off their time at Linfield.
“It was certainly informative and a good introduction to Linfield,” freshman Zach Knight said. “The cheerleading was great, and the speakers were all interesting and engaging.”
It was also a great chance for leaders at Linfield to be recognized for their hard work and dedication. Many resident advisors, peer advisors and Associated Students of Linfield College members were applauded during the event.
“At first I was a bit nervous at how the incoming students would react to Cat Camp. However, Cat Camp turned out to be a huge success. We had a great turn out with incoming freshmen lining up around the block…I believe we all received a feeling of being welcomed and at home,” junior Maya Luque said.
All Linfield students deserve to be recognized for their achievement in whatever they choose to focus on during their time at Linfield, and Cat Camp was a great introduction to inclusive and continuous school spirit.
“It was cool to hear about all the achievements, and it got me excited to be here,” freshman Ryan Potter said.
We challenge all Linfield students to continue Cat Camp’s mission by showing support for every student and program here at Linfield. In doing so, school spirit will increase and Linfield will feel even more welcoming than it already does.
The Review Editorial Board
Many college campuses around the nation allow students of the opposite sex to live together. The University of Oregon, the University of California-Berkeley, the University of California, the University of Pennsylvania and the University of California-Davis are examples of universities that allow coed housing.
At colleges that allow coed housing, people of the opposite sex are only paired with one another upon request.
The closest that Linfield has to coed housing is coed dorm halls, with each floor being separated by gender. Even in the on-campus apartments, members of the opposite gender can’t live together.
Linfield should reconsider its rules on coed living, at least for the apartments. In the real world, apartments don’t have rules about who can live with one another. Why should the on-campus apartments at Linfield be any different?
By the time Linfield students are allowed to live in the on-campus apartments, they are of at least junior status, which means that the majority of students living in these apartments are between the ages of 20-22. These students are adults and are old enough to decide who to live with. If that means someone of the opposite gender, then they should have that freedom.
One reason why coed housing isn’t always encouraged is that two people may be in a relationship and break up, resulting in them being stuck together.
While this can be an issue for some, this doesn’t seem like a valid reason to not let members of the opposite gender live together.
If a couple wants to live together, they should be allowed the option. Of course, there is always the chance that they may break up, but if they are willing to take that risk and live with each other anyway, than they should.
Moving in with a boyfriend or girlfriend is a part of growing up for many, and one can learn a lot about being in a relationship by moving in with someone.
In regard to couples living
together, homosexual couples technically already have the option to live with one another, even in the dorm rooms.
A homosexual couple living together is no different from a heterosexual couple living together. The same issues can come up, regardless of sexual orientation.
Homosexual students may feel uncomfortable living with other students of the same gender in the same way that heterosexual students may feel uncomfortable living with students of the opposite gender.
In this case, homosexual students may feel more comfortable living with a friend or friends of the opposite sex.
Besides couples living together, anyone can have a problem with a roommate. Best friends who become roommates can stop being friends.
The bottom line is that anyone can have issues with a roommate, regardless of gender. Learning how to live with another person is part of growing up.
If people of the opposite gender want to live with each other by the time they are allowed to live in the apartments, they should have that option.
-The Review Editorial Board
The Review Editorial Board
Most students remembers taking standardized tests in high school. While we may not enjoy taking these tests, they provide a way to measure the quality of education that students in each school district receives.
Colleges, however, do not have these tests, making it more difficult to measure how well college students are performing across the country.
While there are many college ranking systems, most of these are determined by a school’s reputation and admissions-selectivity, not student improvement.
There are plans to develop some type of assessment for colleges to administer to determine how well students improve skills such as critical thinking and problem solving throughout their college years.
Although standardized tests are not a perfect measurement of how students are performing, they can provide a general idea of how well a school is doing to improve students’ critical thinking and problem-solving abilities.
With college tuition rates steadily rising, it can be helpful to know how a school’s education compares to other schools across the nation. Going to college is a huge investment, and it would be beneficial to have a standardized way to compare the value of different schools.
According to a recent article published in The New York Times, there are three tests in use by more than 300 state colleges that are in a group called the Voluntary System of Accountability.
There is the Educational Testing Service (ETS) Proficiency Profile, the Collegiate Assessment of Academic Proficiency and the Collegiate Learning Assessment.
These assessments, similar to ones given in high school, test critical thinking, reading, writing and mathematics.
Not only can these assessments help to compare schools, but it can be a tool to show which area an institution needs to improve upon.
However, there can certainly be flaws in administering standardized tests to college students. Once students enter college, learning becomes more specialized as students declare areas of study.
As a result, some students end up taking more science and math courses, while others take more English and humanities courses.
At the same time, showing which areas students test stronger in at each school shows what types of students attend that school. Someone who wants to major in biology could look for a school that tested higher in critical thinking and mathematics.
Another potential problem is that it may be difficult for every four-year college in the country to administer these tests to their students on top of all the other exams they have to take.
While no assessment is perfect, it seems that some sort of standardized test could be helpful for students choosing a college and for educators to improve educational systems.
-The Review Editorial Board
Events happen every day, good and bad, that people would like to know about, and should be aware of.
As journalists, it is our job to report these events so the public knows what is happening around the world.
“The role of a journalist is someone who remains objective, meaning that they report the news in an unbiased way, whether that news is unfortunate or not, or whether it is about one of our own,” said Jessica Prokop, editor-in-chief of The Linfield Review.
As a result, some people aren’t portrayed in a positive manner. However, this isn’t the intention of journalists; they simply dig for the facts, putting together the pieces of a story to discover what happened.
Events that put people in a negative spotlight, such as arrests, are written about daily in newspapers. The journalist isn’t placing judgment on the arrested person, but rather informing the public about what is happening in its community. Journalists aren’t out to get anyone, they are trying to tell people the facts.
There is always the occasional journalist who gets the facts wrong or who twists a story with bias. This is called libel, and a victim of libel can sue the journalist for it.
Last week’s issue of The Linfield Review featured a story about a student who was arrested for multiple charges of sexual abuse. The intent of the story wasn’t to place blame on him. The article simply told the facts of what has happened, and it therefore, was not libel.
When something happens in the Linfield community, it is our job to report it. The Linfield Review is a real newspaper, and just like any other paper, it attempts to publish any newsworthy event in our community.
Plus, The Linfield Review is meant to be a training tool. If we can’t learn to write about serious situations now, how will we grow to be professional journalists in a world full of difficult events?
“The example I would like to point out is that The Oregonian just wrote about one of its staff who died of a heart attack,” Prokop said.
The Oregonian published a story about its own Pulitzer Prize-winning journalist, 63-year-old Bob Caldwell, who died of a heart attack after having sex with a 23-year-old woman who was paid money for books and school supplies in exchange for sexual favors.
While some people may get upset about what is published, journalists can’t ignore newsworthy events because some people may get offended by what is published. It would be unethical to ignore a story simply because it may upset some people.
If one disagrees with an article that is published in the newspaper, take action by writing a Letter-to-the-editor. The Linfield Review will gladly publish all submitted letters to the editor.
Instead of complaining about an article, one should be proactive and voice his or her opinion on the matter. That is how a newspaper is supposed to work. All sides of a story are meant to be voiced.
-The Review Editorial Board