May 7, 2018
The Linfield Review
Issue No. 15
Language TA’s learn, teach without borders By Alex Jensen In 2017, less than 30 percent of the people who sought asylum in France were officially recognized. Several European countries also increased their border security and became more militarized in reaction to the “migrant crisis.” In a talk titled “Teaching without borders” on Wednesday, Spanish language teaching assistant, Patricia Luis Hernandez, and the French language teaching assistant, Lucile Marion, shared their own perceptions of the crisis and what teaching has taught them. Marion said teaching has taught
her to strive for “equality for more people and to understand more people with different backgrounds.” Working with migrants can be difficult because people are coming from all different backgrounds, beliefs and values. Luis Hernandez faced a situation in her classroom where one of her students was against same-sex marriage and rights. “I’m just teaching the language. I cannot change your thoughts,” Luis Hernandez said to the student because Spain has same-sex marriage laws. Luis Hernandez worked in Budapest for two years with the European
Voluntary Service. The EVS’ motto is “the street is no place to call home.” The Budapest government has a law against people sleeping outside in the city. Those that are caught sleeping in public places could be fined, sentenced to community service or imprisoned. The EVS provides shelters to those who cannot find or afford housing. Luis Hernandez said the experience taught her how to communicate with people who speak a different language than her because she did not understand Hungarian well. Hungarian is the official language in
Budapest, where 99.6 percent of the population speak it, according to the CIA World Factbook. In 2016, she moved to the Spanish city of Alicante for a year to work with the Red Cross and adult education center. For the year she there, she taught English and Spanish to immigrants and Syrian families. Luis Hernandez had six months to teach them the language to ensure that they would be able to stay and work in the country. Marion worked with an independent organization in France, which provided administrators and French language classes to foreign students.
With the organization, she taught a French class to six men and one woman, the majority of them were from Afghanistan, to prepare them to earn a DELE. DELE “are official titles certifying degree of competence and mastery of the Spanish language, granted by the Ministry of Education, Culture and Sport of Spain,” according to the DELE website. Marion thought the experience was interesting because of the classroom dynamic. She was used to teaching those younger than her but found it was the opposite situation >>see Language page 3
Beer, music at Wildstock
Courtesy of Kelly Roth
Junior Olivia McDaniel in midair vaulting to reach her top mark and qualify for nationals.
By Hannah Curry Wildcats are gearing up for the big event this spring semester: Wildstock, the free music festival open to Linfield students. The annual event will take place on Friday, May 11 on the IM field. The doors will open at 5 p.m., where there will be a beer garden for students over 21, a mechanical bull, corn hole, horse shoes, and food trucks. Clubs and other activities on campus will also have booths set up. Stop by Fred Meyer Lounge the day before Wildstock, May 10, from 1 p.m. to 3 p.m. to buy a t-shirt for Wildstock and be adorned with free henna. The opening act, Frank Ray, will perform at 7 p.m. and the headlining performers, Dan + Shay, will start at
8 p.m. Ray was named one of Rolling Stone Magazine’s “10 New Country Artists You Need to Know: December 2017.” He is a former police officer who left the job after 10 years to pursue country music full time, according to his Facebook biography. His debut solo EP “Different Kind of Country” was released in 2017. Dan + Shay, a country duo comprised of singer/songwriters Dan Smyers and Shay Mooney, released their debut single “19 You + Me” in 2013, which led to their first album, “Where it all Began,” in 2014. They had a song featured in the show “Nashville” and appeared on the reality competition show “The Bachelorette” in 2016.
English prof delivers ‘Last Lecture,’ urges lifelong reading By Emma Knudson Many Linfield students, both within and outside of the English department, can attest to retiring English professor and department chair Barbara Seidman’s love for literature. Students who’ve studied with her are all aware of not only her in-depth lectures and detailed timelines, but also her affinity for bringing stuffed dolls of major literary figures to inspire discussion. To a packed crowd of both current and former Linfield students and colleagues, her last lecture, as
part of the “Last Lecture” series, was no different. Debbie Harmon Ferry introduced Seidman, who became a Linfield professor in 1983, by listing a few words that people used to describe her, including “articulate,” “intelligent,” and “intimidating.” When Seidman approached the podium, she said, smiling, that she “never understood the intimidating thing.” Her lecture, titled “What’s Love Got to Do with It? Apologia for a Lifelong Literary Education,” discussed not only her love for liter-
ature, which she described as both humbling and a means to “provoke connection, wake [her] up from her own privileged existence,” but also how teaching allowed her to continue learning. Seidman said she was grateful to be able to engage in new subjects as she taught, such as gender studies, African American literature, and film studies. This continued learning led her to her self-proclamation as a “lifelong novice.” When discussing her gratitude for her indulgence in learning as a professor, she stated
that her students were her “accomplices.” Drawing inspiration from Russian author Fyodor Dostoevsky to contemporary Nobel laureate Toni Morrison, Seidman emphasized the importance of literary studies, and how it gives voice to those “erased or oppressed.” In addition, literary studies allowed for her (and allows for others) to engage in experiences beyond their own, drawing back to her personal experience of being humbled by literature. To this, she countered
liberal arts skeptics by calling the nature of literary studies “hardly snowflake material.” “To know one’s history is to discover the resiliency of those who survived it,” she said. Upon discussing her plans beyond retirement, she stated simply that she would “keep reading, of course.” She summarized her years of teaching at Linfield as a “great gig,” as it enabled her to pursue her love and guide students alongside her in the exploration of life and literature’s questions.
May 7, 2018 The
LINFIELD REVIEW 900 SE Baker St. Unit A518 McMinnville, OR 97128
Phone: (503) 883-5789 E-mail: firstname.lastname@example.org Web: www.thelinfieldreview.com Editor-in-chief Olivia Gomez Managing editor Elizabeth Stoeger News editor Olivia Gomez Sports editor Alex Jensen Arts & entertainment editor Grant Beltrami Features editors and graphic designers Joshua Galbraith & Bobby Tarnapoll Opinions editor Kaelia Neal Advertising executive Braelyn Swan Cartoonist Courtney Hicks Circulation manager Alex Gogan Staff Writers Alex Gogan Angel Rosas Anne Walkup Braelyn Swan Camille Botello Cassandra Martinez Elin Johnson Emma Knudson Gabriel Nair Hannah Curry Kyle Huizinga Staff Photographers Braelyn Swan Dustin Lau Fiona Kelley Fletcher Wilkin Kyle Huizinga Adviser Brad Thompson Associate Professor of Mass Communication The Linfield Review is an independent, student-run newspaper. The contents of this publication are the opinions and responsibility of the Review staff and do not reflect the views or policy of the Associated Students of Linfield College or of Linfield College. Signed commentaries and comics are the opinions of the individual writers or artists. The Review is funded by advertising, subscriptions and ASLC. It is produced in cooperation with the Linfield College Department of Mass Communication. The Review is published bi-weekly on Mondays during fall and spring semesters. Single copies are free from newsstands. Memberships The Review is a member of the collegiate division of the Oregon Newspaper Publishers Association and of the Associated Collegiate Press.
Mental health issues should be discussed
College is a time of tremendous personal growth and change. While this can be exciting, it is also difficult to navigate this sea of internal and external changes while also keeping up with the academic rigor we are accustomed to at Linfield, finding time for friendships and relationships, appeasing watchful parents at home, and participating in the seemingly compulsory extra-curricular (resume-building) activities. Handling all of this is a monumental task for many students but for those with mental health problems, these tasks become even more insurmountable. Colleges and universities around the country are taking steps to make college more accessible for those with mental illnesses, such as depression and anxiety. Linfield has a few stellar counselors equipped to help students who seek their help
dealing with problems in college but the main problem is still in accepting mental illness as an illness without stigmatizing or minimizing it. This starts with the professors first, then the students. Mental health issues should not be part of the “college experience” and if we have come to the point that it is part of the experience, professors should at least be understanding of this. Overwhelming anxiety, depression, having a panic attack or simply needing a mental health day should be allowed and not penalized. Even students without diagnosed mental illnesses are under such extreme stress most of the time that a day or two of levity would not be out of order. The non-stop train that is college does not allow for breaks, timeouts, or stops but it should.
Going at full speed all the time is impossible and will eventually lead to mental or physical burn out but most students maintain a full schedule and continue at break-neck speed because they are afraid that professors, or peers, will think they are inferior or not committed if they admit that they need a break. It is this perception that needs to change. This starts with everyone at Linfield taking mental health and the constant stress that students are under seriously. College is a memorable time in most people’s lives but the campus culture around mental health and mental health awareness can mean the difference between remembering college as a tough but valuable learning experience or as a four year nightmare. -The Review Editorial Board
Tips to survive the dreaded finals week essay
By Emma Knudson Just a few days ago, I was complaining about how ready I was for February to end. Or, it feels like a few days ago. May is already flying by, and as finals week looms ever closer, all major deadlines are being thrown at us. The sensation of drowning is palpable across campus. What makes these deadlines worse, however, is if the deadline is for that extra-long final paper. Since writing is my only true homework anymore as a creative writing major, I feel that I’ve learned how to tackle long essays effectively, especially when it comes to being a serial procrastinator. Here are some tips that may help you get that final essay finished in a more timely and effective manner.
Leave your phone in your car, at home, or turn it totally off: If there’s one thing I’ve learned whilst writing essays, it’s that I’m easily distracted. It may be because I don’t want to write it? But who wouldn’t want to write a seven-page paper on a subject they know nothing about? Come on. If you’re one of those easily-distracted people, then take those distractions away. If it means venturing to an area with no Wi-Fi for a few hours in seclusion, then so be it. Distractions turn a two-hour project into an 11hour project, and I know that from experience. Carve out time to read through your sources before starting you paper: It may feel like a huge (and potentially boring) time-suck, but it’ll make your paper fly by, especially when you highlight the quotes you
intend to directly use in your paper. If procrastination runs too thick in your blood to avoid it, manage your little time well: I once had a minimum-15-page final research paper that I didn’t start until 24 hours before it was due. Because I’ve found a way to manage my time whilst on the edge of a stress-induced aneurysm, I did just fine on the paper and got a B in the class. If you must procrastinate, make sure that you’re able to devote those last hours entirely to your paper. This means being available in other areas and being adept at problem solving and last-minute time management whilst being meticulous in your work at hand. Don’t procrastinate beyond your ability to manage that small amount of time well. None of us are as good at writ-
ing essays as we think we are. Read through your paper. Make changes. I know this isn’t really a tip geared toward finishing a long essay, but with long essays, you are more prone to making easy (and glaring) mistakes. Become adept at forcing a passion for a little while: if you can pretend you love to write about your subject, it’ll be easier (and therefore faster) to write. You’ll have more to talk about, and therefore reaching that minimum page count won’t be so arduous. How do you force a passion in a subject you have no interest in? Just fake it. A lot of college is just faking it. Young adulthood is just faking it until you make it. Approach essays with the same uncertainty, lack of confidence, and fear for the future! It’s all easy!
Leggings’ rise has denim companies shaking in their jeans
By Emma Knudson If you couldn’t already guess by the hideous, low-brow rise of jeggings, denim companies are attempting to manufacture stretchy, more comfortable jeans to compete with the rise of leggings as everyday wear. It makes sense that these companies would turn their competition levels up to stay relevant, but as a customer, all I can ask is, “Why?” It’s safe to say that nearly all women own at least one pair of jeans. However, with the rise of athleisure, it’s now also safe to say that nearly all women own at least one pair of leggings and feel more comfortable wearing them out in public (whereas it was only acceptable to wear them at the gym or at home). And for some odd reason, denim companies are shitting their (denim) pants at the upturned noses toward jeans in favor of a more comfortable, booty-popping option. I say ‘for some reason’ and ask ‘why’ because the likelihood that jeans will be wiped away by a tide of stretchy spandex is, in my opinion, slim at best. Yeah, jeans are itchy and thick.
Courtney Hicks Will trendy leggings be any competition for the classic jeans? Yeah, they can be expensive. And yeah, jeans kind of suck altogether (I’m not a jeans person. Proud owner of only two pairs of jeans and I make it work). But their style has been cemented in everyday fashion and will withstand the rise of sweat-andmust-trapping comfort. Jeans are a classic that, if they were to ever be wiped out, would
make a comeback, as fashion trends tend to do. There are plenty of people who hate leggings. Like, absolutely abhor. People who think leggings are the spawn of hypersexual wedgie demons, whose sole purpose is to expose women’s supposed self-absorption whilst highlighting acute cellulite dimples they forgot existed.
And there are people who think denim is sewn by prudish goons using only sandpaper and literal asphalt shingles. So, balance that out with those who can’t get enough of either material, and one shouldn’t thrive at the expense of the other. But so many women own leggings. So many. Walk around campus at Linfield for 10 minutes and you’ll have seen almost every kind of legging they make: thick athletic leggings, cotton leggings, spandex leggings, legging with zippers and pockets and print designs of flower patterns and donuts. But what I’ve noticed is that a lot more women own and wear jeans around campus here and around town. Even if they favor the feel of leggings, many people choose jeans over leggings because of the style. Not everyone wants to wear skintight clothing, and that’s okay. Leggings won’t take over. Denim companies: keep doing what you’re doing. Athleisure hasn’t been that overpowering, if you look around. This is the hard-hitting journalism we need to open our eyes to, Wildcats.
News Oregon’s anti-immigration policies Campus Briefs prompt reflection on grim history May 7, 2018
By Braelyn Swan Oregon has a particularly long history of enacting anti-immigration acts and policies. In today’s political climate, the topic of immigration has been a hot button topic, especially since the 2016 election. This political controversy has been affecting even the most seemingly blue states since the 1800’s. Wednesday, Serena Cruz and Michelle Ganow-Jones held an Oregon immigration workshop to educate students on the anti-immigration policies of yesterday and today. In a classroom in TJ Day Hall, a history of anti-immigration acts and groups from the 1800s to 2017 were posted around the walls. Cruz and Ganow-Jones spoke for the One Oregon Coalition.One Oregon is a statewide coalition that fights against anti-immigration and anti-Muslim policies and ballot measures. Cruz explained that in the 1970s, an Oregon governor had a billboard posted
on the California border that read “Come to Oregon, you can visit but don’t stay.” After students had a chance to brush up on their Oregon history, they shared their thoughts on what they had read. Senior Callie Nees noted how Oregon is seen as a democratic state but it really shows anti-immigration tendencies. Senior Mitchell Kekel noted how a large KKK group in Oregon had a huge impact on politics in the 1920s. History professor Thomas Mertes commented on how Oregon’s delegation has supported various federal anti-immigration acts. Cruz explained that there there are some groups that have an ongoing connection with white supremacist groups and have neo-Nazi affiliations in Oregon. There are currently two ballot measures gaining signatures right now: IP5 and IP22. Ballot measure IP5 would require all Oregonians to re-register to vote with birth certificates. This would block many
immigrants from being eligible to vote in Oregon in upcoming elections. Although this has received less signatures than IP22, it is still out there. Ballot measure IP22 would remove protections established in 1922 that bar state officials from enforcing federal immigration laws. Cruz said, “One Oregon is putting IP22 into the context of systemic racism.” A connection was made between these efforts and a group known as Oregonians for Immigration Reform, an anti-immigration organization in Oregon. Sophomore April Alvarez commented that while attending the May Day March earlier that week, OFIR was a presence and approached marchers of varying English speaking abilities, to persuade them to provide signatures for IP22. Cruz and Ganow-Jones are working with One Oregon to educate Oregonians on this issue so they can be aware of what is happening both in their own state and nationwide.
By Elin Johnson The end of the school year is fast approaching and summer is right around the corner. For many students, this means summer jobs and internships. Student career specialists from Career Development, Jenna Mihelich, ’20, and Nicole Alfonso, ’18, gave advice about what students should be doing now to prepare for a fruitful summer. Get your resume in order. Make sure your resume is readable and accurate. It is never too early to create a LinkedIn profile or spruce up your resume. LinkedIn is a great way to hunt for possible job opportunities and for future employers to find out more about you. Both your resume and LinkedIn profile should be up
to date. When you craft your profile, put emphasis on the skills you have that are on trend in the career field you are interested in. The Career Development office in Melrose can help you manage this. Don’t wait to snag that internship. Getting an internship early in your collegiate career will make you more competitive in the future. An early internship “will help you make sure that you actually want to do that type of work as a career and if you don’t enjoy it, then it’s probably a good idea to try other things and you would rather find this out sooner rather than later,” Mihelich said. “Always be talking to people about what they want to do in or get out of an
internship; do informational interviews with professionals in the industry they’re interested in,” Alfonso said. Mihelich also recommended using CatConnect, a job-finding service accessible for students and alums. “Utilize on-campus resources while you still can,” Alfonso said. “A lot of the time students don’t know what all we offer at career development until they’ve met with one of the pro staff or student specialists.” If you have not secured that dream internship, don’t fret. There is still time to visit the career wizards in Career Development. Students can either make an appointment or simply show up if they have any questions.
Tried, true tips for Generation Z students
Language: TA’s refute Europe’s ‘migrant crisis’ label >>from page 1 with the program. Marion said she felt shy at first because she was teaching people older than her. Both Marion and Luis Hernandez disagree with the term migrant “crisis”; they believe that the word “crisis” has dehumanized those seeking asylum in Europe. At the time Luis Hernandez was in Hungary, the government was preventing refugees from accessing the train stations, which would allow them to get to Germany. The government also built a fence between Budapest and Serbia. While she worked in Spain, the Spanish government did not accept all the refugees it committed to. The government committed to hosting 70,000 refugees. Luis Hernandez said it would take 23 years to reach that number at the rate the government is letting people in. Marion said in France, the refugees face a different kind of issue. Those seeking asylum might face police brutality and legal harassment. The French government passed an asylum and immigration law that has
Alex Jensen Patricia Luis Hernandez (left) and Lucile Marion (right) on the IM field for the Inclusion Rally Sunday. Both are language teaching assistants for the year. been called highly repressive. It introduced fines or a one-year jail term to those caught illegally crossing the border within the European Union.
It also cuts the waiting time on asylum applications from 11 months to six, which gives people half the amount of time to appeal if their refugee status is denied.
Pups, cats find MD homes thanks to ‘Beagle Freedom’
Every day, in labs across the United States, researchers experiment on thousands of cats and dogs. They test new surgical techniques, inoculate the animals with experimental drugs and remove organs, all in the name of advancing human knowledge and developing consumer products such as face creams and window cleaners. Until recently, no laws covered what should happen to animals that survive the lab relatively intact. That is quickly changing. Maryland last week became the seventh state since 2014 to require all research facilities to make efforts to adopt out healthy, surviving cats and dogs to homes. The laws do nothing to impede research; they only create a pathway for surviving animals to find their way to welcoming homes and new experiences as beloved pets. In the labs, “they never touch grass, never feel sunshine, never have adequate play time or social time,” said advocate Matt Rossell, the campaign and policy director for the California-based Rescue and Freedom Project, an animal welfare organization that is adamantly opposed to the use of animals in research and is lobbying for the bills. The laws are often called “Beagle Freedom” measures because, animal welfare groups say, beagles are favored by researchers for their gentle natures.
Brown U to help cover meal costs Students with the greatest financial need at Brown University in Providence, RI will now receive additional scholarship funds to cover the full cost of meals, beginning in 2018-2019. The university will also run a one-year pilot program to cover textbook costs for first-year undergraduates whose parents do not contribute any money toward tuition. In the 10 years since Brown University eliminated parent contributions toward tuition for undergraduates from families with incomes below $60,000, the number of these students at Brown has increased by more than 200 percent. Yet some Brown students from low-income backgrounds struggle to cover the costs of fees, textbooks, travel and other educational expenses. Some even opt out of meals to devote those dollars to these other uses.
Michigan State NCAA claims analyzed The NCAA told Michigan State to provide information and report any potential rule violations related to former sports medicine doctor Larry Nassar and allegations of sexual assault. The university’s response was that even though it found at least 25 student-athletes were Nassar victims, it didn’t believe any NCAA violations occurred as a result. “I think (Michigan State’s) response was pretty predictable, just basically saying ‘hey, this is a horrible situation, but it doesn’t violate any NCAA rules,’” said David Ridpath, a sports law expert and associate professor at Ohio University. Nassar, a former Michigan State sports medicine doctor, has been accused of sexually assaulting hundreds of girls and women under the guise of medical treatment. He will spend the rest of his life in prison after pleading guilty to sexual assault and federal child pornography charges. NCAA executive vice president of regulatory affairs Oliver Luck in January sent then Michigan State athletic director Mark Hollis a letter that outlined Nassar’s crimes and cited an article of the NCAA constitution and a bylaw related to the well-being of student-athletes.
Tribune News Service
May 7, 2018
26th annual Linfield College Student Symposium A Celebration of Scholarship and Creative Achievement
friday, may 18 Keck Campus Vivian A. Bull Music Center, Ford Hall, Nicholson Library, Miller Fine Arts Center Refreshments provided.
readings • debates • monologues • short films • music • costume design • set design • poster presentations
linfield.edu/academic-affairs/student-symposium Sponsored by the Office of Academic Affairs and the Wendell L. Foote Science Endowment. email@example.com
Photo by Fiona Kelley
THE LINFIELD REVIEW MAGAZINE
Dual sport athletes have feet in each season Meet a Linfield senior (citizen)
Atypical college life for veteran students Linfieldâ€™s sex assault policy explained Pages designed by Bobby Tarnapoll and Joshua Galbraith
Linfield sexual assault reports are fifth highest in Oregon By Camille Botello and Carson Ryder
Here’s what’s guaranteed for survivors of sexual assault at Linfield: students will receive care and resources for recovery and they will determine the progression of the investigation. Other than that, nothing is really certain. Annual crime reports are used to gather information about the nature of sexual assault on college campuses. According to Linfield’s report from 2014-2016, there were 11 reported sexual assault or misconduct offenses on the McMinnville campus and 10 reported violence against women (stalking, domestic violence or dating violence) crimes on the McMinnville campus. These statistics may not be indicative of the actual rate of assault and misconduct that happens, they only reflect the reporting rates. According to the Rape, Abuse and Incest National Network, only 20 percent of college females report sexual assault and only 33 percent of sexual assaults are reported at all.
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Linfield has a lower reporting rate than many other colleges in Oregon and across the country. From 20102012, Linfield reported 18 sexual assaults. In comparison, in the same years Portland State University reported 21, Willamette University reported 28, the University of Oregon reported 32 and Reed College reported 35 sexual assaults. Sexual assault is a violation of Title IX, although the law is commonly known as an amendment to provide male and female students with equal athletic opportunities. More broadly Title IX protects students from discrimination based on gender in school-sanctioned activities that receive federal funding. “It’s important to have students feel that they can benefit from a full and equitable education. And if you’re sitting in class next to someone who has sexually assaulted you, it’s highly unlikely that can happen,” Linfield Title IX coordinator Susan Hopp said. The specifics of Linfield’s sexual misconduct policy can be found on
the college’s website. Below are some highlights of the 16-page policy. Explicit consent, which is “freely and actively given,” is required in all sexual encounters. A violation of the policy includes non-consensual or forced sexual contact or intercourse, sexual harassment, or engaging in sexual exploitation, domestic or dating violence, or stalking. The code asserts that if a member of the community is accused of breaching the policy, the college will, “to the extent it is able,” support the survivor and pursue action. The school will also “attempt to provide as much anonymity” as possible for each party. Trained Linfield investigators may undertake sexual assault and misconduct cases for as long as the accused party is enrolled at the school. If a person is convicted of sexual assault or misconduct the college “will take appropriate remedial action that is commensurate with the severity of the offense … up to and
including termination if they are an employee, and/or dismissal if they are a student.” If requested by the survivor, Linfield officials will “attempt, where it is reasonably possible,” to provide new living and academic accommodations. College officials may assist a survivor in moving rooms or apartments and changing class schedules to avoid contact with the perpetrator. Hopp wants to assure survivors that college officials will aid them through their healing processes. “If a complaint is made, I can guarantee that we have examined every single one,” she said. “Every effort will be made for the survivor to receive care, support, access to every resource on and off campus, an adviser, and then whatever they want in terms of moving forward with the process.” There are two ways to report assault and misconduct through the college. A student can submit a formal report to College Public Safety, Residence Life or Title IX deputies, which includes names of each par-
A “Take Back the Night” march was held on Wednesday, April 18. This annual march is held to acknowledge the struggles of the victims of sexual assault attacks. The candles are lit as a symbolic gesture to show that those who have been affected are not alone.
Dustin Lau ty involved. Title IX officials in the Dean of Students office then view it. If a survivor wishes not to be contacted about the incident, she or he may submit an anonymous report. Survivors may also be contacted even if they didn’t submit a report, since all of Linfield faculty are mandatory reporters. In this case, the survivor may choose whether to respond. Sexual assault is one of the least reported crimes. Hopp said she hopes this is not because the system is untrustworthy. She worries about “the stress and psychological damage that not reporting and not seeking counseling” brings to students. There are many reasons survivors choose not to report. Some fear retaliation, some think police or campus security can’t do much, some think their case isn’t important enough and others don’t want to charge the perpetrator. A Linfield student who wishes to remain anonymous recounted an instance of misconduct and her decision not to report.
“Me and my friends and a few people they knew were hanging out. The next thing I knew I woke up in my friend’s bed. I barely remembered anything from the night before except one of the guys on top of me trying to kiss me, and me with my hand on his neck trying to push him off of me. I suspect that I was drugged,” she said. “I did not report. It took me a long time to piece together the story because I did not remember much. The perpetrator still hangs out with people I know, and I felt unsafe coming forward about it because I was afraid of social backlash,” the student said. There are fundamental differences between reporting through Linfield and reporting with the police. Sgt Steve Macartney from the McMinnville Police Department said that there is not a definitive process people follow when reporting sexual assault with law enforcement. He said survivors may report as much or as little as they choose and that they control how an investigation progresses.
Macartney also said that a survivor may choose to re-open their case at any time, although evidence may be harder or even impossible to recover as time passes. Sexual assault sentencing through law enforcement is evaluated based on the severity of the criminal act and the perpetrator’s criminal history, Macartney said. For instance, in some cases where sexual assault occurs, other crimes are committed that require mandatory minimum sentencing. All of this influences the sentencing of perpetrators, he said. The student said that she wished she would have reported. “I wish I had yelled when it happened. I wish I had known how to report and done it. I wish I had trusted my gut and told someone to drive me to the hospital so I could get a blood test to find out if I had been drugged,” she said. Reporting is only the beginning of the outcome of sexual assault. Some people have nightmares and experience depression, anger, shame, guilt, social and sexual barriers, substance
abuse and post-traumatic stress disorder after their attacks, according to the National Center for PTSD. “I went home and I just cried and cried and laid in my bed and I felt like maybe I would never be OK again. I felt guilty because I thought that if something this terrible had happened to me it must have been somehow my fault,” the student said about the aftermath of her attack. It is important for survivors to seek professional help if thoughts of self-harm or suicide surface. Linfield counselors and nurses in the Health and Wellness Center and the chaplain are the only officials on campus who must maintain confidentiality. “It can happen to anyone, anywhere. If it happens to you, know this is not your fault and you are not alone. If you can find the strength to do it, I urge you to make it a big deal. Tell people it’s not funny to joke about. Look out for people who are acting inappropriately and call them out,” the student said. “This is the only way the culture will change.”
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Multisport athletes search f
From left: Genna Hughes, Molly Danielson and Kory Oleson juggle academics while competing in consecutive sports seasons
By Alex Jensen and Elizabeth Stoeger One of the most significant controversies in the sports world today is the debate about whether multisport or single-sport athletes have a better chance for success. In the youth arena, there has been a growing stigma around competing in multiple sports because of the idea that young athletes need to specialize if they want to stand out. At Linfield, the notion of multisport athletes is less contentious, at least for the considerable number of students who play multiple sports. “It’s all I’ve ever known is to play both,” said Kory Oleson, a sophomore who competes in basketball and softball. “[I] have always wanted to play both for as long as I could. There was never one I felt that I could get rid of and be happy with it.” Senior Genna Hughes, a dual basketball and lacrosse
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athlete, said, “I think being able to play in both sports does more good than harm. I am able to really focus on playing defense and how to move my feet, which are key aspects in both games.” Sophomore Molly Danielson who is on the court then in the field putting the shot and throwing the discus and hammer agreed. “I wouldn’t want to trade it because it is difficult changing around and adapting to each team, but I get a lot of joy out of both. I couldn’t imagine college without my sports or at least having experienced both and am just glad I stepped into the position and took it on.” One of the most telling findings from a study conducted by American Orthopaedic Society for Sports Medicine was that many professional athletes have expressed the sentiment that they do not want their own childrem to play a single sport during their adolescence.
Four-time first-team all-pro NFL player J.J. Watt tweeted, “If someone encourages your child to specialize in a single sport, that person generally does not have your child’s best interests in mind.” Of the 253 players drafted in the 2017 NFL, nearly 90 percent played multiple sports in high school. On the other hand, specializing can lead to perfecting and mastering the skills required for that sport because they focus on one sport and one set of skills. So, do multisport athletes have an advantage in competition that single-sport athletes do not? Playing different sports teaches the body to move in different ways and can limit the risk of injury, especially caused by overuse, according to a consensus statement from the American Medical Society for Sport Medicine. At the same time, playing multiple sports can help develop diverse skill sets that can complement different
cause I’ve done it my whole life,” she said. It comes easily to her to “do what my team needs me to do.” Not only are Danielson, Hughes and Oleson multisport athletes but they also compete in back-to-back seasons, which means they are competing competitively for about seven months straight. All three go from being on the court together straight into being on the field in different teams with different cultures. Hughes and Oleson said that the benefit of going right into another season is that they are already in shape from basketball. Since both of them have also been playing their respective sports for many years, switching between them physically is not a large issue. Oleson recounted how sore she is initially going into softball because the sport uses different muscles but after a couple weeks, she’s fully in the new sport. Hughes said the same; after a few practices she’s in lacrosse mode. “The most difficult part is keeping up the stick skills in lacrosse and ball handling skills in basketball, thankfully though because I have been playing each sport for so long it doesn’t take me that long to get back in the hang of it,” Hughes said. But the mental switch can be more difficult than the physical one. Each
for a balance
s. Each excels in basketball and her respective spring sport.
sports. If a basketball player also plays lacrosse, it can improve both footwork and hand-eye coordination. Or a player’s tall, lanky frame can give her an advantage on the basketball court as well as a longer range to reach for balls in the softball infield. Or another basketball player’s quickness can add to her explosion when catapulting a metal ball or disc into the air. All three athletes said they could not pass up the opportunity to compete in their secondary sport when they came to Linfield. Hughes said she was recruited to play basketball for the school but when the former lacrosse head coach Kat Enders asked her to play, she said, “I couldn’t say no.” Danielson saw it similarly. She said not doing track would have been a missed opportunity. Oleson knew that coming to Linfield would be a better fit for her and allow her a chance to play both sports.
Unlike Hughes and Oleson, who have been playing their respective sports from a much younger age, Danielson did not find track until her junior year of high school. She had played basketball since the third grade and decided to then pick up throwing. Continuing to compete in college allows her to improve her skills and keep her competitive edge for basketball. Because she is an extremely competitive person, Danielson said, “I honestly couldn’t imagine myself taking any months off from a sport.” Hughes has also been playing basketball since the third grade and started lacrosse in the sixth. She said growing up she played every sport possible but eventually stuck with the two that she liked the most and seemed to be the most successful at. Since she was 4 or 5 years old, Oleson has been playing both basketball and softball. “It’s not too hard be-
team has its own unique dynamic that resembles families. Oleson said joining a new family after basketball was tough, especially since the softball team is nearly twice the size of the basketball team. A new team also meant a change in roles for her. Oleson said coming from being in the starting line-up and playing in every basketball game to only competing a fraction of that time in softball was an adjustment for her. She says it is a natural challenge for her to stay focused during an entire softball game. For Danielson, she not only finds herself in a new role but also in the spotlight as an individual. On the basketball court, the focus is on the team but when she competes in shot put, discus and hammer, everyone watches her. Danielson said she loved both sports but would rather the whole team be spotlighted. “In basketball you can have a bad game or a few bad shots and can recover because you still have 40 minutes to play but in throwing you only have three throws,” Danielson said. Throwing has helped her mental game in basketball because it translates to being stronger emotionally and more composed. Hughes found that switching between two team sports was not as daunting as some might think: “They have a lot of the same basic principles that make the switch easy, like on defense, hand-eye coordination and being able to make quick decisions in high stress level games.” The continuity that playing two sports provides is an advantage for Hughes. “Having back-to-back seasons also helps me continue to have good organization between homework and practice schedules,” she said. “It is also nice to go into lacrosse season already in shape from basketball season and not have that factor to slow down my transition.” It is not easy to be an athlete and it takes even more hard work to compete in multiple ones. Linfield recognizes that there are advantages to specializing or not.
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Fiona Kelley Fiona Kelley Navy veteran Loren Brown, ’19, confers with IPO assistant Marie Schmidt. Wilson Sherman-Burton, ’19, relaxes after class in the Game Room.
At ease: Military veterans find new life at Linfield By Elizabeth Stoeger and Elin Johnson
More than 5 million post-9/11 service members are expected to transition out of the military by 2020, according to the American Council on Education. While some of these veterans will enroll in an institution of higher education, even fewer will graduate from that institution. Many veterans who enroll in either community colleges or four-year institutions are not able to overcome the mental and emotional challenges to make it to graduation. While there are people and programs in place at Linfield to help veterans break down these barriers, they still face challenges that Linfield is not addressing. “Ultimately you just deal with heavy, daunting mental barriers,” said Navy veteran Loren Brown, ’19. “I feel very appreciative but also out of place because my experiences in the military and in life ha[ve] caused it to be much more eye opening to your own self awareness.” The Post-9/11 Veterans’ Educational Assistance Act of 2008, the latest iteration of the GI Bill first passed in 1944, is estimated to benefit about 800,000 people and cost about $12 billion, according to the Department of Veteran Affairs’ congressional budget submission for 2018. “The benefits have been intended, at various times, to compensate for compulsory service, en-
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courage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention,” the Congressional Research Service says. While there has been a wealth of quantitative data detailing the GI Bill and who is using what resources, there is less information available on the success of the veterans who do enroll in college. The abrupt change in lifestyle from the military to a college or university is shocking for many veterans. The sudden lack of brotherhood Brown experienced in the Navy was particularly hard for him to overcome. Serving in the military creates strong bonds between the men and women who live and work alongside each other and the loss of these bonds can be challenging. Wilson Sherman-Burton, a junior mass communication major who served for four years in the Marines, identified with this feeling of loss. “There is certainly an adjustment from military life to college student,” Sherman-Burton said. “You live, work, and go out with all of your best friends when you are in [the military]. You are almost never alone. Leaving behind those guys who became family is pretty difficult.” There is not an active community on campus where veterans feel they can congregate, so they generally do not feel a sense of community. Because of this, Sherman-Burton said he is “not
very active on campus besides going to class but I’ve never had a problem here and all the teachers and students have been great.” However, Cason Cunningham, a junior history major who served in the military for four years, did find a supportive community at Linfield through his participation in baseball. After Linfield, Cunningham wants to be a high school history or social studies teacher and baseball coach. Sherman-Burton would like to go back into the military as an officer or serve as a police officer or firefighter and Brown would like to find a career that would allow him to find and share new programs that bring awareness of new perspectives and cultures. “It has been very smooth. Everyone at Linfield has been very helpful and made the transition as smooth as possible,” Cunningham said. Tara Kleinberg, student accounts manager, is responsible for a portion of this transition. She works with the third-party vendors that pay for veterans to attend Linfield, like the government, state offices, and healthcare systems like Kaiser and Legacy. “I care deeply for these students and they have a special place in my heart. I am quite passionate about serving them with everything that I can,” Kleinberg said. “I feel it is important to always go above and beyond for these students and try to help them wherever I am able to.”
Kleinberg comes from a military family, which has strengthened her commitment to veteran students. “I spend a lot of time just talking with some of the veterans, as over the years I have found they just want to be heard sometimes. It may not be my job, but in my position I often have to mentor, and this is essential to a veteran’s success to take the time when they need it,” Kleinberg said. Norina Coffelt, academic records specialist and VA certifying official, is another resource for veterans on campus. Because Linfield is a Yellow Ribbon school, both Kleinberg and Coffelt help run the program. Being part of the Yellow Ribbon Program means that for veterans, “all resident tuition and fees for a public school [and] the lower of the Fletcher Wilkin actual tuition and fees or the national maximum Cason Cunningham, ’19, takes advantage of the sun by studying on the IM field. Cunningham plays on the baseball team and per academic year for a hopes to be a high school history teacher and baseball coach after graduating. private school” is paid for, says the U.S. Department of Veterans Affairs. college. She said that while she is willing to help erans and the most recent academic year, there Coffelt ensures that the data going to the VA is any veteran on campus, the school is too small for were 32, according to Jennifer Ballard, director of correct, which in turn determines the subsidy that there to be a lot of options in regard to assistance institutional research. Linfield is paid. programs. These numbers include both veterans and those Coffelt is another resource for the veterans at The number of veterans at Linfield has risen over who are dependents of veterans and all those enLinfield. She ensures they are able to navigate their the years but slowly and not substantially. During rolled in any Linfield program, including the Mcway around and make the most of their time in the 2013 to 2014 academic year, there were 24 vet- Minnville campus, the School of Nursing, and the Online and Continuing Education program. Brown feels that there are not enough resources for veterans pursuing a secondary education. The problem is that Linfield does not employ the right people to draw in veterans because not many Statistics are of them are willing to be open to continuing their based on the students who education due to past experiences. But talking to receive military another veteran about college might make the difbenefits whether ference, Brown said. He recommends that Linfield or not they have veterans recruit other veterans. have served Brown said Linfield has supported him throughin the military. This includes out his educational journey and “has a unique actual service personal touch [for] its students thereby offering members, spousal unique resources such as internships, scholarships supporters and and grants.” He has also been able to address issues children of military facing veterans while studying at Linfield. veterans. Veterans at Linfield do struggle but, with the help of Kleinberg, Coffelt and other staff and professors, they also benefit from a small college.
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‘A good way to live’
By Elizabeth Stoeger old.’ She’s 90-something and is taking teach,” Redbird-Smith said. kinds of work and the people that really Most Linfield students are grappling college classes to learn new things and The period of the most concentrat- were being hurt economically were those with student debt, choosing a career I think that’s amazing,” reference worker ed change at WOU began in the early that could not meet the standards of the path and picking the next show to binge Elide Sanchez-Rivera, ’19, said. “To still 1960s and ended in 1988. “It was an in- salary schedule that said you had to have watch. For one Linfield student, a baccalaureate degree,” she said. all these worries are distant A salary schedule dictates not memories. only what a person is paid but Helen Marie Redbird-Smith when they are eligible for a raise is a member of the Cherokee based on several factors, one of tribe, anthropology professor which is a college degree. Emeritus, and a current Linfield Because of this, colleges saw student. an increase in police and parole Once a professor at Westofficers and other adults who ern Oregon University during otherwise might not have gone a period of remarkable cultural back to school. change, Redbird-Smith now Redbird-Smith also saw the resides in McMinnville and is return of veterans from both proud to call herself a Wildcat. Korea and Vietnam.“We taught “On the surface, [Linfield] classes in the evening, we taught looks like an ordinary, small libclasses on Saturday in order to eral arts college but when you give them the opportunity to get get into it and look at it, it is a a degree in order to be economimagnificent liberal arts college,” cally self-sufficient.” she said. This often meant that the She is currently taking Inprofessors had to be flexible and troduction to African Cinema willing to adapt to sometimes but has studied Japanese and unusual situations. “It was that Chinese, and taken various art kind of a time. You had to adjust classes at Linfield on the Mcto the students needs and so it Minnville campus. was a fascinating time,” she said. Because many of her classes “I think that we helped them require the use of Blackboard be strong enough to meet what and Redbird-Smith needs help they thought life ought to be navigating the site, she is a faabout rather than what their miliar, well-loved presence in parents thought life ought to the library. No need for a last be about and so those are the Elizabeth Stoeger name, ask anyone about Helen things that, as a professor, I Helen Marie Redbird-Smith is a student and Cherokee elder who enjoys art and lanand they will sing her praises. think are most gratifying. To see guage classes. She chose to retire to McMinnville becaues of its close ties with Linfield. Because she is “technologithe evolution of a person and cally challenged,” a phrase that the strength and the other gratamuses her, she has a particularly close want to learn and gain new knowledge is novative time and a time of change,” she ifying thing is for the parents to come relationship with the reference workers absolutely wonderful.” said. and say, ‘Thank you, really thank you for at the library who help her operate the Her desire for knowledge is exceeded WOU produced teachers by the doz- helping.’” computer. Often the most routine lessons, the only by her kind-hearted nature. en but felt suffocated by its reputation “I first helped Helen during a dead “She gave me chocolate for Hallow- as a school only for those interested in ones that seemed the most innocuous, Saturday opening shift at the library. een that first semester, then proceeded education. were the ones that made an impact on She asked me to log into her email but to bring treats on a regular occurrence,” “University of Oregon had a lock on her students. she knew nothing about computers so Bradshaw said. She continues this tra- anthropology and sociology, on liberal She remembers one instance in parI ended up walking her through email dition and brings weekly treats for the arts period. And [WOU] was Oregon’s ticular of parents who thanked her for and Blackboard every Saturday for two library workers, which only endears her college of education, we were trying to introducing their son to the null hypothyears,” Rachel Bradshaw, ’17, said. more to the staff of always-hungry col- break that lock so it was a very difficult esis,“I thought of all the things to be The hunger for learning that brings lege students. time to establish and get more liberal glad about but it did put in perspective Redbird-Smith into the library and the Redbird-Smith knows very well the arts into education.” how to make decisions. They were sciclassroom is something she doesn’t take psyche of college students, having spent Along with the addition of more lib- ence decisions but it also transferred to lightly. In her search for a retirement about 30 years as an anthropology pro- eral arts into the curriculum, WOU was the social and cultural dimension of your community, having an institute of higher fessor at Western Oregon University, faced with a changing student demo- life.” learning nearby was her main criteria. where she is now professor Emeritus. graphic. “The public was beginning to For Redbird-Smith, teaching was Redbird-Smith’s unquenchable thirst During her time at WOU, she was at demand that we have a bigger student about figuring out “how could you do it, for knowledge is an inspiration to the the epicenter of a large cultural shift in body than just those who were going what way could you do it so that they students who know her. higher education in Oregon. “We were into teaching and coaching and things of could accomplish being what they want“Every time I see her, I think to myself, bucking that system of state allocation of that nature. ed to be, and so I just loved it. I thought ‘I want to be just like her when I grow what you could teach and what you can’t “They wanted programs for other it was a good way to live.”
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May 7, 2018
Challenges of studying abroad: Adrian Iu’s experience in Spain By Elin Johnson Adrian Iu is a junior, double majoring in literature and Spanish with a minor in gender studies. Iu is spending the semester studying in Alicante, Spain. Alicante is along the Spanish coast bordering the Mediterranean Sea. Iu wanted to study abroad in a Spanish-speaking country to improve his grasp on the language as well as his intercultural abilities. He chose Spain for its rich history and culture. He is living with a host family while in Spain. Iu says it is nice to have home-cooked meals and not have to do his own laundry every weekend. However he does say that “it does feel uncomfortable to communicate your needs and preferences.” Iu’s Mondays and Fridays are open, which means he can use that long weekend to travel and take in the sights. According to his blog, those travels have taken him to France, Ireland
and the Netherlands, to name a few. Studying abroad is not all fun and no work. During the week Iu partakes in internships and classes. In the morning, Iu partakes in his internship in events management. He attends classes in the afternoons. “The challenge is immersing myself to a completely different lifestyle because I needed to get used to the eating schedule, the transportation, meeting new friends, and attending classes,” Iu said. Surviving this experience has been the major success for Iu. He also said that his ability to adapt to another culture and to be patient surprised him. His experiences abroad have allowed him to develop these skills. “I think I have allowed myself to think more and accept people from various backgrounds, especially when I really want to fully comprehend what others are saying.” You can follow Iu on his blog https://koalatyadventures.wordpress. com. Courtesy of Adrian Iu
Adrian Iu is studying abroad in Spain. Here he is at the Castillo de Santa Bárbara overlooking the Alicante coast. Keep up with Iu by reading his blog on Wordpress.
Courtesy of Adrian Iu
Courtesy of Adrian Iu
Left: Iu takes in the Calpe overlooking Costa Blanca and in Segovia. Right: Iu stands in front of Roman Aqueduct. The experience of being abroad has allowed him to learn to be patient and quickly adapt to a new culture. The different eating schedule and modes of transportation were very different and eye-opening for him.
6 May 7, 2018
Arts and Entertainment ‘Infinity War’ delights Marvel fans
By Gabriel Nair The hype is real. Seriously. This past Thursday, I went and watched “Avengers: Infinity War Part 1” on opening night and it was unlike any opening I’ve ever attended. The theater was packed to the brim. This is the culmination of 10 years of Marvel cinematic history. At one point, people were sitting on the stairs because every seat in the theater was filled. It’s a good thing there were no fire marshals in the audience, or fires. People were even sitting on the floor in front of the seats. It wasn’t just the McMinnville theatre that drew huge crowds for “Infinity War.” The film broke dozens of records, including the record for biggest domestic opening in history, taking the throne from “The Force Awakens.” “Infinity War” is also the fastest film to reach $1
Senior, alum sing duet Senior Peri Muellner (left) performs a set of songs with Sarah Stark (right) in Fred Meyer Lounge for Thursday’s Cat Cab.
billion in global revenue, taking just 11 days. There is conflict everywhere in this movie. For those of who don’t know (but really, who doesn’t if you’re a marvel fan), after the events of “Captain America: Civil War,” Tony Stark (Iron Man) is not on speaking terms with Steve Rogers (Captain America). Stark only has a burner phone to contact Rogers in an emergency. The avengers are still broken up, and Bruce Banner (Hulk) has no idea why Stark is mad at Rogers. Stark seems to be standoffish to everyone in the movie, and takes a lot of risks by trying to go solo during his fights. I think my favorite character arch in the movie was Thanos’. His end goal in this movie was to create peace by making sure there were enough resources for everyone.
What was unexpected was that I began to care for him on an emotional level. The movie showed his backstory with Gamora and Nebula, and showed his more human side. I actually kind of wanted him to succeed in his endeavors. Thanos is not a good person in any sense of the word. He does what he thinks is right in terms of the bigger picture. But the interactions between the rest of the cast were just as great, from Stark’s teasing banter with Banner, to Vision and Wanda’s intimate relationship. But while “Avengers: Infinity War” may seem like its own movie, it is not at all. It is one big climax for the dozens of films that led up to it. Nothing in the film would make sense without any of the previous Marvel films. Every other film could stand alone. But for “Infinity War”, the audience would be a bit lost without the previous films. But it’s still awesome.
Summer a perfect time for binge watching By Grant Beltrami With summer fast approaching, those students who are not overly burdened by actual work or fun summer activities are probably looking forward to relaxing and doing some hardcore binge watching. I think it is safe to say that if you have not yet watched “Game of Thrones,” “Breaking Bad,” or “Arrested Development” than you are not going to be persuaded by a random article. How e v er, I have four recommendations that may have slipped under the radar for a lot of people. First off is the crime thriller “Fargo.” It has three seasons, each of which is its own self-contained story.
Fargo - FX Season one tells the story of cold-blooded killer Lorne Malvo, and Lester Nygaard, an average joe pushed to his limits. Season two follows Ed and Peggy Blumquist, a young couple who get mixed up in a turf war between big-city mobsters and a local crime family. The third season tells the story of Nikki Swango, a con artist, and her parole officer Emmit Stussy. The two form an unlikely romantic relationship and seek to steal a fortune from his brothers business, which has been taken over by a murderous Russian gangster. The beauty of “Fargo” across all three seasons is how it gives a small-
town feeling to high-level crime. I’m not sure if it’s the cinematography, the dialogue, the setting, or some combination of those and other factors, but it feels real. There are no giant explosions, no one-in-a-million shots and no daring rescues or crazy plot twists. The stories are extraordinary, yet completely plausible. The show does not hide anything from the audience. You see the events unfold from all perspectives. Although “Fargo” is pretty dark, it finds room for a solid amount of comedy. The nature of the events, the bleakness of the town and the mundane nature of the characters’ dayto-day lives create the perfect environment for dark, wry humor that illustrates how ill-prepared the characters, on all sides of the conflicts, are for what unfolds. My second recommendation, “You’re the Worst,” is a dram-romcom about two incredibly toxic individuals. Jimmy Shive-Overly, a hypercritical, burnt out one-book novelist, played by Chris Geere, and Gretchen Cutler, an irresponsible and impudent music publicist played by Aya Cash. The two begin their relationship with a drunken, one-night fling, during which they endear themselves to one another by bonding over mutual hates and revealing terrible things they’ve done in their pasts. The couple hits it off, but decides to enter into a ‘friends with benefits’ type situation because they have both become cynical about love. What follows is the story of two people who deserve each other, in the negative sense, and the ways they constantly self-sabotage their relationship to avoid the commitment they fear. “You’re the Worst” is one of the few comedies out there that makes
you care deeply about what happens to the characters.
You’re The Worst - FX It kills me inside each time Gretchen and Jimmy fight. The story and characters have enough depth that the show could stand alone as a drama. In turn, the humor is good enough that “You’re the Worst” would be enjoyable without any real plot. Luckily, the show offers both with no compromises and has kept me watching for all four seasons. Were you hoping for a show with a little more excitement? For all your sex and violence needs, look no further than “Banshee.” The action drama follows Lucas Hood, an ex-con, who, while contemplating how to win back his now-married girlfriend and partner in crime, gets caught up in a bar fight that kills the town’s new sheriff.
Pennsylvania. I can’t recommend “Banshee” enough. It may take two or three episodes to get hooked but it is worth it. Each character seems to be built from a cliché but with a few minor tweaks. My favorite character is Kai Proctor, the excommunicated Amish businessman gangster who is always sharply dressed, but not afraid to do his own dirty work. Despite everything about the show being just a teensy bit over the top, it boasts strong characters and a compelling story. After all, everyone loves a little extra cheese. Where “Banshee” sets itself apart is in its fight scenes. They are better than any show, or movie, I have ever seen. If you don’t mind a spoiler, or Mortal Combat-style fatalities, pop “Burton v. Nola” into YouTube for one of the best.
Hood, played by Antony Starr, manages to assume the identity of the sheriff and attempts to impose his own brand of rough justice on the extremely corrupt town of Banshee,
By Emma Knudson Relief and freedom are two of the themes running through Janelle Monáe’s newest album. As it opens, she proclaims in the beginning of the second track, “Crazy, Classic, Life,” that she is “young, black, wild and free.” Just a day before the official release of “Dirty Computer,” Monáe addressed her sexuality in an interview with Rolling Stone, identifying as pansexual. This release and newfound liberation became the theme for the album, translating not only in the lyrics, which range from celebratory to careful consideration of what it means to be a queer black woman, but also in the sounds. L i g ht synthesizers and upbeat tempos all lift the veil of long-held silence that may have otherwise subdued the mood. It’s clear that, through it all, Monáe is, as she declared in that same interview, a “free-ass motherf-----.” With lush tones and self-love explorations, such as in the song “I Like That,” the album has already made an impact for its honesty juxtaposed with Monáe’s consistently fun and buoyant style. She rejoices in her voice and her unapologetic personhood, declaring in “Django Jane,” “Remember when they used to say I look too mannish? Black girl magic, y’all can’t stand it.”
Dirk Gently’s - BBC America
Banshee - Cinemax
Janelle Monáe wild and free
My final recommendation is a sci-fi mystery comedy set in modern time. It’s hard to explain properly, so I won’t try too hard. “Dirk Gently’s Holistic Detective Agency” is bizarre in all the right ways. Have you read the greatest book of all time, “Hitchikers Guide to the Galaxy?” “Dirk Gently’s” is a lot like that. After all, it is based on another book by the same author, Douglas Adams.
May 7, 2018
Wildcats hunt down national rankings This year, however, she said she is going there to compete and hopefully come home with an All-American title. At this point senior Kaelia Neal is sitting comfortably to head to nationals as she is ranked ninth in the 1500. Sophomore Dana Brooks so far is in the scope to head as well since she is ranked 18th in javelin. Decathlon athlete sophomore Keaton Wood holds 12th nationally with 6374 points. As long as his mark stays among the top 20 men, he will also compete at the NCAAs. Wood also placed ninth in the pole vault marking 11-5 ¾. There were other Wildcats who competed to better their season marks. Senior Taylor Vicknair took second in the men’s 110-meter hurdles with 15.72 seconds. T h e Wildcats women’s 4 x 100 relay team took third with 51.24 seconds. The team was made up by freshman Kristen Burke, Juliet Arnswald, sophomore Jenna Mihelich and freshman Desirae DesRosiers. Sophomore Mikayla Bradley placed third in the women’s hammer with 34.97 meters. Senior Ana Ramirez Courtesy of Kelly Roth snagged fourth in the women’s Junior Olivia McDaniel in her mid-approach pole vault run at the Linfield Open 3000 steepleover the weekend. She placed first in the pole vault and jumped a national mark.
By Alex Jensen The Linfield Open told multiple stories over the weekend. There a those who are still in the hunt to grasp and maintain a national ranking and those who are merely trying to gain a better conference time. Junior Olivia McDaniel was the only Wildcat to gain a first-place over the weekend. She, junior Joanna Galli and freshman Meg Angier swept the top three in the women’s pole vault. McDaniel hit the top mark and her personal best of 12 feet, 6 inches. Galli and Angier both hit a height of 11- 4 ¼ inches. This was also a personal best for Angier. “Going into [Saturday’s] meet I knew that I needed to jump a season best if I wanted to make it to nation-
als,” McDaniel said. “I had the worst meet of the season at University of Oregon the night before [not gaining a height] but [coach] Dayson Tioganco helped me keep a clear head going into Saturday by having me stay relaxed and not put too much pressure on myself.” McDaniel’s top mark of 12-6 puts her in a comfortable seventh place rank nationally as the top 22 get bids. “It would be amazing to make it back to Nationals. It would show me that all my hard work this season has paid off. This season has worn on me at times, and it has definitely not been easy,” she said. Last year McDaniel said she felt so honored just to make it to the 2017 NCAA championships and spent the majority of the time just taking it in.
Courtesy of Kelly Roth
Junior Courtney Beard, seniors Emma Knudson and Kaelia Neal fronting the pack at the Northwest Conference Championship. chase with 13:07.44 minutes. Junior Taylor Peterson grabbed a respective fourth place but, in the women’s, high jump with 4 feet, 11 inches. Sophomore Baylie Cameron placed fifth in the women’s 400 hurdles at 1:05.67 seconds. “This meet felt very different compared to our other home meets because, the conference finished up, the atmosphere felt a little more casual. Many of our athletes were hop-
ing to improve on current times and marks before the season’s end,” Cameron said. Next, a handful of Wildcats will compete in the Portland Twilight meet Friday and Saturday. Field events will be contested at George Fox University starting at 10 a.m. while the running events will be held at Lewis and Clark College starting at 3:45 p.m. on Saturday.
Golf bonds over rough patch By Alex Jensen The women’s golf season started off rough, landing the team in last place in its first two invitationals. But senior Nikki Kerns-Kovac said this year has been all about rebuilding the program. With new head coach Mitch Wilson just joining the team in its spring season with only five players, the team faced its fair share of rough patches. “The progress they made from our first tourney till conference was huge,” Wilson said. The team climbed to third out of four teams at the Willamette Cup. Seniors Madeline Rice and Tiana Yamaoka were both able to turn in top10 placings. “Well this spring season was pret-
ty great in terms of our team dynamic and the ability to post a team score with five players. As a team we had some injuries that kept us from being as competitive as we would have liked but overall it was a great season,” Rice said. The team garnered seventh place out of nine teams at the NWC Spring Classic. But unfortunately, the ‘Cats were listed at the bottom in the NWC Championships. Rice tied for 10th place at the nine-team tournament. Wilson said one of his first goals was to get enough players to post a team score since they only competed with three in the fall. Luckily, Katy Mahr came back from studying abroad, and Wilson was able to bring
on sophomore Cassidy Schutz. “We have some really tough teams in our conference right now. George Fox No. 1 in the nation and Whitman No. 8,” Wilson said. The main focus this season both Wilson and Kerns-Kovac said was to have fun. “In golf it is really easy to get frustrated and lose your enjoyment of the sport. I think we accomplished that goal,” Kerns-Kovac said. She said that they ended the season with a team that has really bonded with five athletes who enjoy golf for the most part. “Our scores and placement within conference ranking might not have shown any improvements but I think the overall morale of the team does,” Kerns-Kovac said.
Courtesy of Mitch Wilson
From left: Katy Mahr, ‘19, Tiana Yamaoka, ‘18, Nikki Kerns-Kovac, ‘18, Cassidy Schutz, ‘20, and Madeline Rice, ‘18.
May 7, 2018
Oord named NWC Player of the Year By Gabriel Nair The Northwest Conference Softball Player of the Year went to Linfield’s Melanie Oord, ’18, making this the second year in a row that the program has won this award. Last year, Cheyenne Fletcher, ’18, took home this award. This year, Fletcher was one of five Linfield athletes, including Oord, to be named to the All-NWC first team. As a senior, Oord ranked in the NWC’s top 10 in every hitting percentage and led the conference in multiple categories: RBI (26), walks (22), and on-base percentage (.589). This spring she had a .462 hitting percentage with 55 hits, 33 runs scored, 12 doubles and seven home runs. Aside from being an outstanding athlete, Oord is also a highly committed student. Her dedication to softball is unparalleled; she does not even begin to think about school work until after practice, which is generally over at about 9 p.m. Her post-undergraduate dream is to go to graduate school to become an optometrist after taking a year off. She is an exercise science major and a member of Phi Sigma Sigma. “Softball is a game of failure, so I think the biggest thing that has played a role into my success is stay-
ing positive. If I succeed 4 out of 10 times, I am considered great! Another thing that has helped me is to never be complacent. No matter if I went 4 for 4 or 0 for 4 I still came to practice the next week looking at how I can get better,” Oord said about how she has stayed so committed to the game of softball As an athlete this season, she said her goal was to become the best player that she could possibly be and make the most out of playing her last year. “Mel has grown so much as a person and player. She is a great teammate and friend that has come into her own here at Linfield. She pushes us every day to get better and I know I can count on her on and off the field,” teammate Jessica Woodruff, ’18, said. The work that she has put in since her freshmen year has truly taken form for her after receiving the Player of the Year award and an AllNWC first team selection. Oord’s number one take away from this season was to compete at her highest level possible. “If you practice every rep and play every out with the intent to compete, good things are going to happen,” she said. “My advice for other student-athletes is enjoy the time you have playing
your sport. It is such a blessing to be playing the sport I love at the collegiate level and the experiences aside from the win/loss records are something nobody can ever take away from you,” Oord said. All in all, Oord has had a successful Linfield career not only in terms of academics, but also in sports. As a freshman, she was part of the team that went deep into the national playoffs but fell to Tufts, who ending up winning the championship that year. One can only hope that Oord is able to top off her best season with a long championship run and possibly even the championship itself. After sweeping the conference championships, the team is looking toward regional playoffs. Softball has taught Oord not only how to be an athlete but has also taught her valuable life lessons. “Take advantage of the lessons that sports teach you – they are so applicable to the real world! The best advice I have received is from my coach Jackson: When things don’t go your way, you can do three things; laugh about it, cry about it, or be angry about it. And crying and anger won’t change the situation so we might as well just laugh!”
Senior Melanie Oord at bat in a home game.
Wildcats’ names top conference all-star roster By Alex Jensen Linfield softball dominated the Northwest Conference all-star conference, with nine players being recognized. The Wildcats finished 35-8 overall and 24-4 in the conference. They were able to keep a winning streak of seven games and had a nearly perfect home record. The only game they lost at home was in the Pacific series. The team battled a rough schedule, where they were not able to compete at home until March 17 versus Willamette. For the first month and half of their season, the Wildcats were on the road. The ‘Cats overcame their previous season’s upset at the conference championship when they suffered a back-toback shutout loss to Pacific Lutheran and George Fox. As a conse- Melanie Oord quence, the NCAA elected not to issue Linfield a regional playoff berth. The team outperformed last season’s record by winning three more games overall. The Wildcats’ experience helped them prevail this season with six seniors, five juniors and seven sophomores.
Senior outfielder Melanie Oord was named conference player of the year for an impressive offensive season. She ranked in the top 10 in nearly every hitting category. The Player of the Year award is the 10th in program history. For the third time in her career, senior outfielder Cheyenne Fletcher was named a conference all-star. She Cheyenne has garnered two first-team Fletcher performances in the past two seasons and a second team in 2016. Fletcher was also named Player of the Year last season. This spring she hit .396 and scored a conference-best 60 runs. Fletcher had 31 RBI’s with eight homers and a .485 on-base percentage in 144 at-bats. She has played in 188 games at this point in her Linfield career, lead- Emily Allen ing the program in doubles hit (60),
tying for sixth-most in program history. Senior catcher Emily Allen was named a first team NWC all-star for the second time in as many seasons. During the regular season, she hit .430 with 58 hits, 42 RBIs, 47 runs scored, 15 doubles and five home runs. She held a nearly perfect defense record, with just two errors in 188 chances, gaining a fielding percentage of .989. Allen started all 43 games. “It’s definitely nice to be honored. I love being able to represent Linfield and Catball. I’m so proud to be on a team with Shelby Saylors such talented, hard working women,” Allen said. For the second consecutive season, junior pitcher Shelby Saylors is an NWC all-star. Her outstanding performance this past season gained her a first team spot, she was placed on second team in 2017. Saylor threw the most innings of any NWC pitcher this season with 158.1, having a 3.09 ERA and a 20-5 record in 24 starts. She struck out 77 batters. Sophomore infielder Makenna Clizer picked up a first team all-conference recognition after owning a
.967 fielding p e rc e nt age. She only committed four errors in 123 chances. Clizer hit .380 with 13 doubles, six homers and 18 Makenna Clizer runs scored on 46 hits. Leading the conference with 28 steals, senior outfielder Jacinda Swiger, was named to the second team. She hit a .394 percentage with 54 hits, 37 runs scored and three tri- Jacinda ples. Swiger Swiger walked 20 times, adding to her .475 on-base percentage record. She was nearly perfect defensively on 62 chances. Swiger also noted an honorable mention a l l - c o n f e r - Darian ence a year Stedman
ago. Junior outfielder Darian Stedman received her second all-star recognition in three years. She was Chelsea Horita named to the second team all-NWC. She had personal bests with 45 RBIs, 30 runs scored and a .557 slugging percentage. Stedman hit .295 with 36 hits and smacked eight home runs with an equal number of doubles. Sophomores Paige Smotherman and Chelsea Horita received NWC honorable mentions. Smotherman hit .298 with three homers Paige and 15 RBIs. Smotherman First-year starter Horita slammed six homers, 40 hits and seven doubles. After an outstanding season sweeping to the regional championships, the team awaits its destination in the NCAA Division III tournament. The regional playoff sites and matchups will be announced on May 7 at 10 a.m. on ncaa.com.