Dec. 5, 2018

COLLEGE OF DUPAGE STUDENT NEWSPAPER — 05 DECEMBER 2018

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VO L U M E 5 3

DOES SCIENCE NEED RELIGION? FEATURES

OPINION

SPORTS

Experiential Education p8

Antidepressant Stigma and Mental Health p12

Red Grange Bowl

p14

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INDEX

3

NEWS······················ 04

Science Needs Religion

FEATURES··············· 07

COD Relaxation Week

OPINION·················· 11

Is an online class right for you?

SPORTS··················· 14

COD hosts annual Red Grange Bowl

COFFEE BREAK······ 18

Puzzles and your COD weather forecast

COD Courier Student Newspaper @codcourier

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THE TEAM

SRC 1220 • 630-942-2689

EDITOR-IN-CHIEF······························· Tessa Morton ASSIGNMENT REPORTER···················· Joey Weslo NEWS EDITOR···································· Madison Venckus FEATURES EDITOR······························ Reanna Comiso OPINION EDITOR································ Kimberly Wilson SPORTS EDITOR································· Miguel Contreras HEAD PHOTO EDITOR·························· Alison Pfaff ASSISTANT PHOTO EDITOR················· Lindsay Piotter GRAPHICS EDITOR······························ Brandon Beckwith ASSISTANT GRAPHICS EDITOR············ John Noonan EDITORIAL CARTOONIST····················· DeAnte Washington ADVISER - Jim Fuller fullerj103@cod.edu

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NEWS NEWS

From left to right: Peter Kanetis, Jonathan Parsons, Aaron Bartolome

Lindsay Piotter

SCIENCE NEEDS RELIGION PROFESSORS GO HEAD TO HEAD ON CONTROVERCIAL TOPIC Madison Venckus, News Editor "My thesis tonight is a very simple one, and also very popular…

Science is wonderful and important but it is not our only source of truth. If science can't prove it [a thesis] that we can’t really hold it as truth,” Philosophy professor Peter Kanetis said.

The COD Philosophy and Religious Studies program hosted “Religion and Science: Is there conflict between them?” On Thursday, Nov. 29 in the Health and Science Center. Hosted by Religious Studies professor, Leslie Wolf, and featuring lectures from Aaron Bartolome, Pe-

ter Kanetis and Jonathan Parsons, the seminar covered their different views on how religion and science relate.

Parsons was the first of the three professors to speak on the religion and science debate. He argued against non-overlapping magisteria, commonly known as NOMA. Parsons contended the idea that science and religion each represent different areas of examination, which is scientific fact versus religious values.

“In order for science to constitute conflict, we have no reason to think

that a religious belief or observation is true,” Parsons said.

Parsons argued that scientist attempt to explain natural phenomena with natural phenomenons.

This is seen in science labs where experimental results are based off of human observations with our five senses, hence phenomena are explained with phenomenons.

He then goes on to explain the difference between value claims and descriptive claims. An example of a value claim would be, ‘pain is bad.’

“A descriptive claim would be

something like, ‘non-human animals are capable of feeling pain,” Parsons said.

Following Parsons was Kanetis who spoke on the questions surrounding science being the only source of truth. He focused on scientism and reported that Scientism believes that there is no truth unless backed up or proved by science.

“Science is awesome and I am fascinated by the idea of science.

But science isn’t the only way that we know. If we think that science is the only source of truth, there would be nothing inside of the

NEWS NEWS

5

It is hard to have a precise exact definition, in philosophy class or religion class. The one area where they are alike is where they are seeking for answers.

-Peter Kanetis

box,” Kanetis said.

The box Kanetis was referring to was the truth box. The truth box is a tangible way to explain the difference between science proving an idea and using an idea. An example he used was mathematics.

“Science does not prove math, it uses math. We don’t prove two plus two with science, we prove that with math and logic,” Kanetis said.

“If we have to define what truth is, do we look at a chemical reaction?”

Bartolome trailed Kanetis’ presentation by touching on whether or not naturalism has been defeated. Naturalism originated as a

philosophical viewpoint where everything arose from natural properties and causes. Supernatural or spiritual explanations are excluded from this theory.

He briefly touched on the scientific idea of materials which claims that the human person is strictly a material object. This was explained as the combination Neurons building together to create something, and in this case a human.

Following the three presentations was an open question and answer panel for audience members to add input on the professors findings.

The first audience question asked

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whether or not the three presenters agreed or disagreed with each others claims.

"I don’t believe that me thinking the earth is beautiful puts much evidence into there being a creator.

I don’t think religion should be giving us explanations for nature.

I don’t think your religious faith should rise and fall depending on their explanation of cosmos,” Parsons said.

Following Parsons response, a second audience member asked how each professor defined religion.

“It is hard to have a precise exact definition, in philosophy class or religion class, the one area where they are alike is where they are seeking for answers. Religion has some reality that goes beyond physics and reality, Kanetis said.

Parsons characterizes religion as a offer of savior from the limiting abilities of human existence.

“A religion includes a diagnosis and a cure or way of permanent resolution. It’s not a problem that concerns the non sacred, it's not a problem we can fix by having something right. There is something wrong with human existence itself,” Parsons said.

As the professors suggested potential approaches for seeking knowledge outside of the scientific method, they also revealed what has evolved from religious beliefs and practices over time. Those who are interested in Philosophy and Religious Studies are encouraged to get involved in COD’s introductory and specialized courses that dive deeper into human’s ideas and values. Beyond classes, the Philosophy Club also meets every Thursday at 5 pm in BIC 2541 where all are welcome.

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FEATURES

7

Tango, the German Shepherd

Madison Venckus

Joey the Dachshound

Madison Venckus

Harry, the Yellow Labrador

Lindsay Piotter

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FEATURES NEWS

ARE YOU ASKING YOURSELF THE RIGHT QUESTIONS?

PROFESSOR BENASSI ON EXPERIENTIAL EDUCATION AND DEFINING YOUR OWN FUTURE Joey Weslo, Assignment Reporter And so we wander the halls searching for answers, failing to see we’ve been asking the wrong questions.

There’s a precipice of vulnerability to overcome, and then suddenly, the questions align.

For Speech Professor Marco Benassi of College of DuPage, one pivotal moment awakened what had been missing from his life as a student. While attending COD, Benassi walked into Professor Frank Tourangeau’s speech class and discovered the life direction he’d been seeking. The questions started making sense.

“For the first time in my life, I felt a teacher truly valued me,” said Benassi. “This moment of clarity inspired me to believe in myself. I see so many students waiting for this moment of inspiration to be lit within them.” “(Tourangeau’s) energy and passion in the classroom was infectious. When I asked to join the speech team, he took a personal interest in my growth. It seemed he cared more about my success than his own. His faith made me believe and trust in myself and my life has never been the same.”

Tourangeau’s guidance helped charter out a direction that eventually led to Benassi teaching in the same place where he originally found inspiration. He credits Tourangeau for teaching him the importance of valuing every student.

Benassi has become an avid proponent of experiential teaching,

breaking students out of the parochial traditions of strict classroom education. He endeavors to bring innovative techniques to his speech and film courses, as well as provide students experiential destination experiences ranging from Tanzania to the Rocky Mountains.

Teaching the lessons he’s learned from his studies and his time running seminars for high-level corporate executives on presentation skills, sales and negotiating techniques, Benassi understands the

barriers that must be broken down to form an empathetic dialogue.

“The warmth in your eyes, the tenor of your voice and the sincerity in your engagement show you value the listener,” said Benassi.

“There’s no communication technique to overcome sincerity; you can’t fake being real. When someone is communicating with you spiritually, you can tell there is no place in the world they would rather be than sharing with you what they believe. Communication high-

lights what makes us different and unique. If you spend enough time, you can bring out the essence of who people truly are.”

Utilizing these techniques, Benassi stressed the importance of teachers keeping students active in the moment. He believes creating a sense of academic urgency and immediacy establishes an environment where students feel constantly engaged with the material.

He likened the arrangement of traditional classrooms to pris-

Speech class studying interpersonal communication

Photsos Courtesy of Marco Benassi

FEATURES on-cells trapping students in rows, forcing them to listen to a droning lecture for hours. He believes this prohibits interaction and connectivity from forming cohesive dialogue between students and the teacher.

“Why do we keep students in rows and why does the teacher stand before them?” asked Benassi. “This places the teacher in a position of power. By reworking the desks and placing students in a circle, you are equalizing the authority and people’s value. It ensures students everyone is free to participate equally.

“We try to shove so much information down our students’ throats, and it’s hard to do this in an environment of inequality. In a regurgitation type of education, teachers are spitting out information at students, hoping they grasp the material. However, studies have shown that lecture is the worst form of education and prevents teachers from reaching their students.”

Benassi believes teachers should become less predictable, keeping students in an air of anticipation.

Environments need to be created where students can parallel their own lives and experiences with the material in the course. Students’ own passions and questions about the world can be utilized to bring the curriculum to life.

Benassi is tired of hearing students say they are in classes for no specific reason, or they are just trying to reach the requirements for their degree.

“We as educators have to do a better job of showing how crucial the courses’ lessons are to students’ own lives,” said Benassi. “We need to encourage students to want to be there, not feel they have to be there.

“Students are constantly asking themselves the question ‘why?’

More often than not, why they are in the classroom is because they are suffering for the future. They become blinded by pursuit of a de-

gree without questioning ‘why?’”

He believes neglecting unengaged students is a short-sighted way of teaching. By providing students responsibility and leadership roles in class, students can leave feeling empowered and confident.

Part of dismantling this wall of indifference is breaking the repetitious lecturing cycle. Benassi points to this stifling environment as the crucial reason for bringing students out into the real world. On these excursions, they can explore the questions they are asking themselves.

Benassi believes every student should experience a study abroad program, an experiential course or a field study.

“The wonderful thing about teaching experiential classes is every environment provides unique metaphors relating to the lessons,” said Benassi.

“When climbing a mountain, or crossing a river, we can relate to pursuing goals and difficult transitions in life. We can use the metaphors from our wilderness experiences to understand how to process similar situations back in normal life.”

His experiential courses have taken students from museums in Chicago, to Michigan and Wisconsin teaching problem solving techniques, performing speeches on location and collaborating on group initiatives.

Benassi has taught interpersonal and small-group communication courses in Hawaii and next spring will take students to Costa Rica and Kauia. Students will kayak and hike volcanoes, all while learning the techniques of speech and communication.

A literary landscapes course he taught brought students to the United Kingdom and Ireland to read novels, poetry and plays in the locations where writers like Shake-

9

Interpersonal Communication in Hawaii

Marco Benassi

Why do we keep students in rows and why does the teacher stand before them? This places the teacher in a position of power speare, the Bronte sisters, and James Joyce first caught the divine spark of inspiration.

From Alaska and Cuba to Africa, Benassi described these voyages as transcending, providing life-long memories for both students and teachers.

Benassi recalled his group communication course in the Canyonlands National Park, Utah. He described hearing military veteran students sharing their powerful deployment experiences as being particularly emotional.

“To see them realize they have brothers and sisters here at COD who understand what they’ve been through is moving and rewarding,” said Benassi.

COD student Lindsay Piotter found Benassi’s interpersonal communication course in Kauai as a challenging effort to better understand herself and the world around her.

“He helped us look inwards and ask questions about ourselves. I

-Marco Benassi

asked, ‘what type of a person am I?’ How do I become a better one?

How do I open myself to the world and others?” said Piotter.

She credited his talents of making each student feel important as motivating and inspiring her to explore.

“I better understand who I am now. He made it feel possible to take a step that’s different and unique in life. I felt I had the guidance to put myself out there and find my self-confidence,” said Piotter.

Benassi believes unique experiences like study abroad programs in places like China draw us out of our American bubbles and provide new outlooks on our place in the world and how we can find understanding between cultures.

“Being raised in protective bubbles, many parents fear their children are going to be exposed to other types of people and perspeccontinued on page 10

FEATURES

10 continued from page 9

tives,” said Benassi. “However, this is the real beauty of education. It breaks down these protective traditions. You meet people of different cultures and different faiths, and you no longer have just a media representation or stereotypical viewpoints.

“Communicating with students of different sexual orientations, age, race, religion or students with disabilities, enrich and enlighten students. This helps dismantle the hatred in the world. All the hatred is based on ignorance and a lack of understanding other cultures or people who are different from you.”

Students are taught about sustainability and how empathy can bridge the differences between cultures. They learn how different cultures communicate and what traits of human interaction are universal.

“Speech is about how you process thoughts internally and then share them with another, said Benassi.

“How can you cooperate in a team environment and participate with

family and friends. How do we as human beings understand ourselves? How do we understand each other?”

Benassi believes as students are coming-of-age and trying to overcome their vulnerabilities, speech brings understanding of who they truly are. He believes the courses are a pivot to reflect on self-identity. It provides students the opportunity to question what defines their personality.

“How does the way you were nurtured and the environment you came from contribute to how you behave, or what you believe in?”

Benassi asked. “Once you realize who you truly are, you can ask, ‘who do I want to be in the future?’

Once students feel this connection through the course material, they start making conscious decisions about who they want to become.

They can fill their lives with greater purpose, intention and focus.”

He believes parallels exist between lessons learned from speech and studying the dialogue and communication in the film studies he

He helped us look inwards and ask questions about ourselves. I asked, ‘what type of a person am I?’ How do I become a better one? How do I open myself to the world and others?

-Lindsay Piotter

teaches at the college.

“Film allows us to examine portrayed conflicts and relationships that often mirror our everyday lives,” said Benassi. “You can study the movie’s tone and look within yourself to better appreciate the tone and way you are living your life. Are you happy with how your life is taking place? You are the director of your own movie. You have the power to make the changes.”

Benassi constantly wants students to question why they are doing what they’re doing. He believes defined goals and aspirations can help frame this question and provide a measurable chart for what progression we are making or failing to

make in our lives.

“Vision can help define our selfworth and provide us with practical and external needs,” said Benassi.

“Human beings must constantly ask themselves, are they in pursuit of the more external needs, or does self-fulfillment come from the more intrinsic values. Everyone has a different definition of what happiness and fulfillment means to them.

“Over the years, I’ve learned as a teacher that getting students to think about these questions and attempt to define their futures, fills me with the deepest sense of personal fulfillment.”

Small group communication with COD military vets

Marco Benassi

OPINION

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maxpixel.net

IS AN ONLINE COURSE RIGHT FOR YOU NEXT SEMESTER? Kimberly Wilson, Opinion Editor Over 300 courses offered in an online format here at College of DuPage means students have many virtual options to choose from as they register for spring classes. Online courses can rob students of the full learning and college experience. But the effectiveness of online courses depends on several factors.

Online courses have seen a steady rise in popularity in recent years. A USNews.com article by Jordan Friedman talked about a report released by Babson Survey Research Group earlier this year.

The report stated more than 6.2 million students, most of whom were undergraduates, took at least one online course in the fall 2016 semester. This was a “5.6 percent increase from the previous year.”

Before commiting to an online course, it’s important to think about whether or not that specific

course would be a good fit for you in an online format. If it’s a subject area you know you’re not as strong as you’d like to be in, or one you’ve struggled with in the past, that might make it more difficult to do well at online.

The more hands-on experience of being in an actual classroom might be a better option for subjects you’re not as confident in.

This way you’ll know you will be able to directly ask for help from your professor or a classmate if you’re struggling with a topic.

There’ll be no one in-person to remind you of work you need to get done during an online course.

This highlights the time management skills you’ll need to be successful. For online courses, you must be autonomous enough to keep abreast of all the required course work yourself. Failing to do so may cause you to fall behind.

Not having to attend a physical class multiple times per week can also have a negative effect on attendance. For an online course, you have to be responsible enough to keep your attendance consistent. In an online class, it can be a lot easier to forget about your work if something significant happens in your life. You’ll need a little extra motivation to ensure you’re logging in consistently.

It’s important to keep in mind that online courses will most likely not be as engaging as physical classes often are. Many online courses have repetitive formats that will inevitably get a little boring. So thinking about the experience you want from a particular subject can be helpful in determining whether an online course for that subject is right for you.

It’s also going to be more challenging to build relationships with

other students and professors in an online course. So if it’s a class that you’re really interested in and would like to get advice from classmates or a professor on the topic, taking it online might not be the best option.

With online classes, there’s also an increased possibility for academic dishonesty. Resisting any urge to cheat is something all students should do. Cheating undoubtedly robs you of a comprehensive and fulfilling learning experience, which should be a top priority in every class you take.

There are many advantages that come with online courses. They can allow for extra time in your schedule in terms of not having to be on campus. They’re also a great option if you’re looking for more credit hours to fill up your schedule, among other benefits. But remember to keep certain factors to keep in mind when thinking of enrolling in an online course so you can ensure you have a successful semester.

12

OPINION

ANTIDEPRESSANT SHAMING IS WORSENING THE MENTAL HEALTH EPIDEMIC Reanna Comiso, Features Editor I have been on antidepressants since I was 18. Some people told me I was too young to take them.

Others told me I should not depend on a pill. I was told if I just exercised, ate healthy and thought positively, my state of mind would change. I made an effort to do all of those things already and unsurprisingly, I still had terrible anxiety and depression that interfered with my everyday life. It wasn’t until I overcame the negativity I was spewed about antidepressants and took my mental health into my own hands that I began to see a real change in the way I saw life.

Antidepressants, as the name alludes, are a drug used to treat depression. They also can be used to treat other issues, such as anxiety disorders and sleeping problems.

The National Center for Health Statistics states that 118 million prescriptions for antidepressants each year in the United States, making them the third most common class of prescribed drugs in the US. Medication for psychiatric disorders are given a negative connotation, specifically antidepressants. According to NBC, one in six Americans take medication for a mental disorder, most commonly for depression and anxiety. Many people report feeling lower levels of anxiety and depression from taking antidepressants, yet for some reason, they are still demonized.

Despite being one of the most commonly prescribed medications in the US, there is a lot of fear behind taking medication for depression. Scaremongering tactics have

been used to keep people from taking antidepressants and psychiatric medications. An emphasis on all possible side effects are used to keep people away from the drugs, as if they are the only prescription drugs available that carry side-effects.

For example, people often fear the “zombie-effect,” the feeling of being separated from your surroundings and emotions. People fear the blunting of their emotions and the inability to portray feeling, though side effects like these aren’t common for every person taking medication. Painting antidepressants as being soul-sucking doesn’t do anyone any favors. Those who struggle with mental illness should be able to treat their disorder just as they would with any other illness.

Like any other medication available, antidepressants have their fair-share of side effects. Depression is a life-threatening illness, relating directly to an increase in suicide rates. The Center for Disease Control and Prevention revealed in a recent study suicide rates have increased 33 percent since 1999. Letting it slip under the rug and feeding the negative stigma will only continue to make things worse.

It is important to note that one side effect of antidepressants is, ironically, suicidal thoughts. This also keeps many people from doing things to better their mental health.

While this side effect can be a reality, doctors should give frequent check-ups to their patients and encourage therapy along with the medication. In order to limit this

negative side effect that may come up, doctors should keep an eye on their patients to make sure that treatment is working as it should.

While antidepressants can help the issues of depression, considering all outcomes and side effects is crucial.

This stigma has lead to about only half of the population living with depression to actually receive any treatment for their illness.

Some of the people who may need the help most will never seek it out due to the shame directed toward mental health.

Some of the most harmful effects of this stigma can be seen with teenagers and young adults dealing with depression. While still living with their parents, it can be hard for them to seek out help for their issues without their parents knowing. Some parents are stuck on the old-fashioned idea that depression is just a phase or a weakness that can eventually be overcome, leaving many young people feeling hopeless and trapped by the disease. Doctors should not be able to give teenagers and young adults

medication without their parents permission, which leaves parents to make the decision for their children. Instead of worrying about the stigma, parents should understand the ways medication could help their children if they need it and save them from further deterioration of their mental health.

By not allowing young people to recieve help for mental health, they run the risk of letting a mental illness become increasingly difficult into adulthood. As they are trying to develop their livelihoods through school and eventually a career, that growth can be hindered by the very real effects of depression and anxiety. Pretending depression doesn’t exist won’t make it any better. Instead, it will only worsen the growing problem we have in the United States regarding mental health.

Medication is not the answer for everyone, and it should not be the first and only line of defense. But by further instilling the negative stigma behind mental health, the problem will only continue to get worse.

It is time for all stigmas to be left in the past and let a focus on mental health commence, as far too many people are suffering in silence.

Those suffering with mental illness deserve the right to shamelessly seek treatment for their struggles without the negative societal opinion keeping them from doing so.

Prozac, or Fluoxetine, is a common antidepressant

Wikimedia user Tom Varco

OPINION

THE GEM OF COD

THE LEARNING COMMONS Guest Column by Mary Grace Carter The COD Learning Commons says in their mission statement that their goal is to “continually expand and enhance the services provided in order to meet the needs of today’s students”. However, many students don’t take notice of the helpful resource right in front of them.

Students study alone or give up all together when struggling academically while tutors are waiting nearby.

More students need to take advantage of the COD Learning Commons and help spread awareness of the resources available because they are beneficial no matter what a student’s schedule or learning ability is.

First, the tutors in the Learning Commons are more than qualified to work with any kind of student.

They have mastery in a multitude of subjects, including subjects out-

side of Gen. Eds for students in unique courses in specific fields. Students can save an immense amount of money by attending tutoring and workshops free of charge within the school rather than studying with an outside source that would be significantly more expensive. With this, there is no student who can say he or she cannot benefit from the help available.

On the contrary, managing time is one of the biggest problems students face when balancing school and their outside lives. Students have jobs, sports, and other responsibilities. While many might claim they don’t have time to go to tutoring, the Learning Commons allows students to schedule their own appointments that work for them and allow walkins at any time during open hours.

13 In addition, students also have the option of receiving tutoring online.

After a tutoring session, students are not under any obligation to return or be placed with a certain tutor forever. Students are also not obligated to come at any specific time but can instead choose their own time slot that fits within their personal schedule. The Learning Commons is open twelve hours a day Monday-Thursday and still has available hours Friday-Sunday. With all the options of planning studying time based on the individual, a student can’t say he or she is too busy to go to the Learning Commons.

Furthermore, it is possible students may not be comfortable going to the Learning Commons to ask for help from a stranger. However, they have the option of choosing who they work with. The tutors are trained to meet the specific needs of each individual student. For example, ELA and ESA, programs focused on helping students whose first language is not English improve

on reading and writing, are also available. It’s important that each student’s specific needs are met, and this does not exclude students struggling with English.

With all this in mind, students need to be more aware of the resources so close to them that could be the key to their success if properly utilized. To spread awareness, COD should put up more posters with information and the location of the Learning Commons. This would help bring awareness to all the opportunities the Learning Commons has to offer. For more instruction on scheduling, the website http:// cod.edu/academics/learning_commons/pdf/lc_annual_report.pdf is very helpful in giving information on how to schedule appointments and what type of tutoring is available. The Learning Commons is too valuable to be ignored. It is time that students rise up to take advantage of the resource that could be the turning point of their success.

14

SPORTS

SPORTS

15

Photos by Alison Pfaff

THE RAIN RUNS RED ON THE RED GRANGE BOWL Lions Maul The Pioneers Miguel Contreras, Sports Editor A steady tempo of freezing rain settled over the College of Dupage, brittle cold gnawed at the bones of players and spectators alike, and snow on the ground dissipated to a dangerous slippery slush; this was the calm before the storm.

The COD’s third annual Red Grange Bowl, which honors the legacy of Red “The Galloping Ghost” Grange, set the stage between the two non-scholarship national contenders, Nassau Community College Lions against Northland Community and Technical College Pioneers.

The crowd came for a spectacle.

What they got was a massacre.

From the moment the football

rested on the kicking tee for kick off, it was clear that this contest would be more than just between the Lions and the Pioneers, they had to battle the elements too. Players bounced in thermal bundles on the sidelines in an effort to stay warm, struggling to stay loose as offense transitioned to special teams, to defence, and back again.

The conditions for the war of attrition was set, and the Lions struck first. The Pioneers looked frustrated and uncoordinated as they scrambled to play together on both sides of the football. The Lions took advantage of this dysfunction and opened the game with a series of rushes and short passing routes

to crack the pioneers defence in three of their first four possessions, scoring a 17-0 lead in the first quarter.

With the game threatening to escape them already, the Pioneers brawled with the Lions.

They pummeled their way down the field, capping the drive with a one yard run from quarterback Craig Wells. As the game wound down towards the halftime, it seemed that the Pioneers may have wrestled back some control of the game. But the Lions had other ideas, with 1:23 left in the second quarter, Nassau quarterback Steven Genoa complete a 30 yard strike to Jaelin Hood down field to nullify Northland’s counter.

As the teams escaped the torturous conditions outside and warmed during half time, the weather only grew worse. In most situations a 24-6 lead is imposing, but here, only the tenacious would emerge victorious.

The game became sloppy. Pockets

broke down, forcing quarterbacks on both teams to have to be creative as their line searched for solid footing. Passes hit receivers in the hands, but completed with the ball hitting the ground rather than a reception.

Turnovers ran rampant in a clumsy series of fumbles and interceptions on behalf of both teams.

But where the Pioneers faltered, the Lions thrived, amounting to a 22-0 second half hammering. Second half scoring contributions included touchdowns from Joshua Okechukwu, a 55-yard TD pass from Rashad Tucker, a 29-yard tally from Nelson and a one-yard run from Jude Innocent.

As sheets of rain plummet onto the field, the Pioneers were all defeated.

Even as some fans made their way to the exits before the game close, and the Lions put the finishing touches on their 46-6 victory, the onslaught of unrelenting and bloodthirsty cries of the Nassau faithful could be heard from all around.

16

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17

Hey Ya! Outcast

From family road trips to jamming in the car alone, “Hey Ya!”

by Outkast is one of my go to jams. The upbeat rhythm and audience shoutouts never fails to get an entire car of people pumped up and in a great mood. No matter where or when I’m listening, I can never help shouting, Yaaaa, when artist André Benjamin and Dré Patton call out ‘Hey Ladies’ in the chorus.

Age of Consent New Order

ST AF

FP ICK S

NOSTAL

GIA

Madison Venckus

Ooh La La Faces

Somewhere between a dream and a confabulation….

Sepia-tinted images framed like a vermouth stained Toulouse-Lautrec. The words that could have moved us to tears were always left unsaid. The sweetest moments in life lost to passivity and a shy smile.

And so our secrets refract to fragile memories - Waiting to be awakened by song. And the unrequited beat of life drums on….Ooh La La

This song brings me back to the winter of my senior year of high school, just a few months before I was going to graduate.

I would soon be starting a new chapter of my life and I wasn’t sure what the future was going to hold. This song was an omen to a new life: new friends, new interests, new challenges and an entirely new me. I can picture vividly driving in my car with the people that I now consider my best friends listening to this song, discussing our uncertainty, but hopefulness for the future.

Reanna Comiso

Honeymoon Avenue Ariana Grande

Joey Weslo

From Grande’s debut album “Yours Truly” (2013.) This came out my sophomore year of high school. The entire album reminds me what I consider to be the best year of my high school experience.

Bicycle Ride Queen

Soul Meets Body Death Cab for Cutie

My childhood consisted of load of car rides with my two older brothers and our dad. Classic rock (Queen, AC/DC, Korn, Metallica, Etc..) was embedded in my brain because of the stash of CD’s my dad had. I have a very vivid memory of me being filled with joy when this song came on during a car ride because I was just learning to ride my bike at the time. Queen is still one of my favorite bands and the nostalgia has a lot to do with it.

Lindsay Piotter

Alison Pfaff

This song, off Death Cab for Cutie’s 2005 album “Plans,” reminds me of my second year in college. In 2007 I began a job at a restaurant where I met and became close friends with someone who introduced me to countless new artists. After every night shift we would listen to her playlists while cleaning the restaurant and talking about our weekend plans. This person was incredibly important in my life and this song not only takes me back to the days of dancing in an empty restaurant, but also sparks the beginning of a lifelong friendship.

Tessa Morton

18

NEWS COFFEE BREAK

POPULAR PASTIMES ACROSS 1. Smoothing tool 5. Fireplace mess 8. *Make a scarf, then a sweater 12. Nasal input 13. Crunched info 14. Like a snicker 15. Cautionary offering 16. *Caddie's offering 17. Ringworm 18. *Current game 20. Bookkeeping entry 21. Express November sentiments 22. Big bang maker 23. Beach Boys: "Be True to Your ____" 26. Deducible 30. COI, OSS, SSU, CIG, ____ 31. *Interlocking challenge 34. ____ of the game 35. Legal excuse 37. Acorn maker 38. Poet Nash 39. Spanish surrealist Joan 40. Tolkien's "The Two ____" 42. Denotes financial loss 43. Kickbacks 45. Ducks with valued down 47. Ornamental carp 48. Harvest helper 50. Chalupa alternative 52. Virginia Slim, e.g.

56. *What football and baseball have in common, pl.

57. "Put a lid ____ ____!"

58. *Hang out on the ocean or online 59. Lock horns 60. Eyeball 61. Hissy fit 62. Michael Myers' move 63. "To Kill a Mockingbird" author 64. Thanksgiving tubers

DOWN 1. Campus drillers 2. Month before Nisan 3. Stag 4. Faster than allegro 5. Hammerin' Hank 6. Delivery bird?

7. 3rd H in 4-H, sing.

8. *Needlecraft 9. *Half a round 10. Footnote word 11. *Afternoon's high 13. Hindu Festival of Lights 14. The Police lead singer 19. Japanese room divider 22. Parker's angst 23. Little rascal 24. Locomotive hair 25. Like Bigfoot 26. *You fly fish in it 27. Core of personnel 28. Independent African ruler 29. Gives a helping hand 32. Messy substances 33. Horror movie franchise 36. *Bibliophiles' get-together 38. Willow twig 40. *____ Chi 41. Make a connection 44. Opposite of tea bag 46. Black-tie 48. *Watch a season in a week, e.g.

49. Catlike 50. Queen of Hearts' pastry 51. Aquatic plant 52. Fairly cold 53. Blackfin or Yellowfin 54. Barbershop request 55. Newts in terrestrial stage 56. Art degrees

COFFEE BREAK

19

COD WEATHER FORECAST Made Possible by the COD Meteorology Department

WEDNESDAY

PARTLY CLOUDY LOW 30'S

MID 20'S

FRIDAY

THURSDAY

PARTLY CLOUDY LOW 30'S

SATURDAY

SUNNY MID 20'S

MID 10'S

MID 10'S

SUNNY LOW 30'S

UPPER 10'S

SUNDAY - TUESDAY SUMMARY As we go through the weekend, not much in the way of our weather will change as high pressure will remain the dominant weather feature across the Midwest. This will lead to a continuation of quiet weather for us through Sunday and into the first few days of next week with no precipitation chances to speak of. Temperature wise, daytime highs Sunday through Tuesday will remain the in the 30's with overnight lows in the 20's.

Reach Your Full Potential.

You’ll find a warm welcome and a supportive community at Elmhurst College. More than 500 students transfer to Elmhurst every year, so we understand your needs—and we’re committed to helping you reach your full potential.

Money and Forbes magazines rank Elmhurst among the top colleges for your money. Plus all transfer students receive scholarship support.

TRANSFER TALK & TOUR WEEK January 7-11, 2019

Meet one-on-one with a counselor, tour our beautiful campus and check out our onsite admission option.

RSVP at elmhurst.edu/talkandtour

ELMHURST IS COMING TO THE COLLEGE OF DUPAGE! November 27 10:00 a.m. to 1:00 p.m.

2nd floor, near Starbucks

Ask about our Guaranteed Transfer Admission program.

Individual appointments are available.

Email brian.pollastrini@elmhurst.edu for further information.

Office of Admission | admit@elmhurst.edu | (630) 617-3400 | elmhurst.edu/transfer Join the Elmhurst College community on