The Buccaneer 2020 Summer Edition

SUMMER 2020

NO COMMENCEMENT? NO COMMENCEMENT FOR 2020 SPRING GRADUATES PG.3 BARRY GOES REMOTE PG.4 COVID-19 WORSENS JOB MARKET FOR BARRY GRADS PG.21

THE TEASE

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SUMMER 2020

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TEDX AT BARRY: THE EVENT PG.6

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HOW TO DE-STRESS PG.12

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THE GUIDE TO BATTLING SOCIAL DISTANCING PG. 16

SUMMER 2020

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Photography by Emma James.

No Commencement for 2020 Spring Graduating Seniors

By Michidael Ceard Barry University president Mike Allen announced through a Covid-19 update email sent to students on March 23 that the Spring 2020 commencement ceremony will be postponed and degrees will be conferred virtually in May. Since the Center for Disease Control (CDC) has mandated social distancing across the nation to stop the deadly impact of Covid-19, universities have switched to remote learning and have cancelled all gatherings—commencement ceremonies included.

As the Tampa Bay Times reports, administrators at University of Florida, Florida International University, and University of Miami, among others, have also cancelled their commencement ceremonies.

Barry seniors are saddened by the impact that Covid-19 has had on their last semester at the university. Nonetheless, seniors understand that the precautions are necessary to protect public health.

Jonathan Dominique, senior sports management student, looked forward to attending his commencement ceremony this May. However, he understands why commencement and other senior activities like the honors convocation and the rose and candle ceremony were cancelled.

“Commencement was one of the things we looked forward to the most our

senior year and it’s unfortunate that due to the current circumstances we won’t be having it,” said Dominique. “But I’d rather not have it and put everyone’s health into consideration.”

Barry student body president Sirena Register who is also an international studies major echoes the same sentiments as Dominique as a graduating senior herself.

“It’s something we have been looking forward to,” said Register. “With the situation at hand, our lives [have changed] abruptly. It’s disheartening, but it is out of our control or the school’s control.

We can only stay on track, keep pushing, and not lose hope. Everything will happen later.”

A later graduation ceremony calls for later implementation of the new cap decorating allowance that went into effect for graduating seniors last December. Students were enthusiastic over the possibility of decorating their caps but with the postponement of commencement, it is temporarily out of the picture.

Register hopes the momentum over cap decorating will continue for future commencements.

“Students were super excited that they would get the opportunity to showcase either what they’ve accomplished over their college career or what’s to come after,” said Register. “Last year’s fall commencement was the first time students were able to showcase their decorated

caps. We didn’t have any issues, so it’ll be something we can look forward to.”

Despite the disappointment, seniors have been enamored with the idea of having a later commencement ceremony. It appears that this could be the next possible option for Barry seniors.

“I wouldn’t even mind walking in December,” said Dominique. “Any event with the staff and friends who I’ve trusted and grew with over the years is surely worth it.”

Register says that it could be a practical idea, but other factors may keep students from returning.

“I think students will come back for commencement if they can. But we can’t necessarily expect to see them because people have made other commitments in advance,” she said.

Nonetheless, for Barry seniors, 2020 has been one for the books. The

Covid-19 pandemic has allotted extra time for students working remotely.

Register urges her senior class to make the best of the situation.

“Great things never come from comfort zones,” said Register. “We are out of our element but it’s not all bad. It has been a key element in nurturing ourselves physically, mentally, and emotionally. It is also a time where many of us can focus on what we really want to achieve in the future.”

What the rest of 2020 holds for graduating seniors remains unclear. Nonetheless, one controllable aspect is the outlook on the situation.

Surely, positivity will reap great benefits for the graduating class.

We can only stay on track, keep pushing, and not lose hope. Everything will happen later.

-Sirena Register, Barry Student Body President

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By Jessica Hernandez Blanco The month of March came and went, leaving the Barry community heart broken.

On-campus life concluded early for the Spring 2020 semester, as the Coronavirus (COVID-19) pandemic strengthened worldwide.

Empty buildings, nursing students’ early graduation moved to April, and a postponed Spring commencement ceremony are what the pandemic has brought to the Barry campus.

COVID-19 first became a public concern in January, although it did yet not represent a national or global threat.

The Buccaneer has been actively tracking the progress of COVID-19. A report warning the Barry community about the disease and prevention was released on Feb. 25. At that point, Florida was not in immediate danger of COVID-19, although there were some confirmed cases in the United States.

Barry’s campus became deserted after spring break.

On March 12, President Mike Allen announced that face-to-face classes would be over at the end of the week.

Since then, classes have resumed in an online format.

This decision led to the necessary adjustment of both students and professors, as both must now navigate Canvas as their primary communication method for the remainder of the semester.

Senior nursing student Nathalie Ayes was not surprised by this outcome. She believed COVID-19 would have become a greater threat if precautions were not taken.

Ayes believes that Barry’s nursing school has handled the situation well. Clinical

rotations had finished prior to Barry going remote and service-learning requirements for her general education classes have been substituted by case studies.

Deanna Caliste, a junior studying biology, agrees that Barry officials and professors are making good efforts during this crisis.

However, Caliste did think students could have had more time to be prepared.

"I do feel that students should have possibly had a whole week off instead of just three days to better prepare and transition to remote classes,” said Caliste. “A lot of students had to travel back home and were still doing so when the remote classes started.”

Thankfully for her, Caliste was not living on campus at the time, so her transition was made easy.

On the other hand, Joelle Lusambo, a senior international studies student, is having some trouble with the transition. At first, Lusambo didn’t see how COVID-19 could affect her life directly. Now, all the changes it has brought to the Barry community have proved otherwise.

“I miss school being open,” Lusambo said.

Longing for school to be open again, necessary adaptation to online classes, and entering the job market under these circumstances are some of the big challenges Barry students and professors are currently facing.

However, Barry University has strength built into its core. The community has survived many hardships, yet none have been able to tear down its spirit. COVID-19 will prove no different.

“I miss school being open.”

– Joelle Lusambo, international studies senior, who is having some trouble with the online transition.

Barry University's early virtual graduation for some med students. Photo courtesy of wsvn.com.

SUMMER 2020

Barry Goes Remote

How the Coronavirus Affected Campus Life

COVID-19 OUTBREAK

as of Tue, Apr 21, 2020

CONFIRMED CASES UNITED STATES

808,702

44,120 FLORIDA

839

DEATHS

27,495

MIAMI-DADE

227

9,840 TOP 5 STATES WITH MOST CASES

NEW YORK

258,361 18,821

MASSACHUSETTS

39,643 1,809

33,943 1,230

NEW JERSEY

89,900 4,520

CALIFORNIA

PENNSYLVANIA

35,225 1,608

Sources: The Weather Channel & www.theguardian.com

SUMMER 2020

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By Ana Carolina Aguiar Everyone has had a friend who complains about taking a class that is unrelated to their degree. Maybe even a friend who didn’t pay attention in a class because it was only an obligation to graduate. Let’s be honest: you were probably that friend at one point.

Going through this experience is just a part of college. General education courses are required, whether we like it or not. These courses are the first step toward getting your degree.

Gen Ed courses, also known as core curriculum, are the foundation of an undergraduate degree. According to Unbound, a website by Pearson Education, most general education requirements cover about 42 to 60 college credits per semester, which is about one-third to half of a bachelor's degree.

Usually, these classes are English, mathematics, natural sciences, social sciences and humanities.

However, the question all students are asking is: are general education classes necessary for a college education?

Dr. Gloria Schaab is a professor of theology, chair of the department of theology and philosophy, and the associate dean for general education. She believes general education courses are necessary for students.

“General education courses challenge students to develop critical and creative thinking and to engage the diversity of thought and perspectives represented not only by the arts, humanities, and sciences, but also by students and professors of different disciplines, backgrounds, experiences, and values,” said Dr. Schaab.

Dr. Schaab also explains that as a liberal arts institution, Barry provides a comprehensive education to students. This education “addresses all aspects of the human person,” according to Dr. Schaab.

She believes general education courses achieve this.

In response to the idea that general education courses do not fit into student’s respective disciplines, Dr. Schaab notes that students do not live their lives within the boundaries of one discipline. “[We live in] an increasingly complex world that demands innovative, effective, and ethical responses to a wide variety of questions and problems,” said Dr. Schaab.

She believes the general education experience helps students with their responses to

these problems. “[General education] stimulates the individual and communal transformation that leads our students to informed action, social justice, and collaborative service that is central to the mission of Barry University and that is needed by the world in which we live,” she said.

Liam Bouza, a sophomore English and theater student, agrees.

“I actually do think it’s necessary. I think that for us to be well-rounded human beings we need to know at least a little bit about what we might be talking about in the future,” said Bouza.

However, Bouza has had experience hearing her classmates complain about general education courses. She understands these complaints.

“There are too many Gen Eds and because of them I know that some students graduate later instead of in their four year said Bouza. “Sometimes it does prevent us from taking important major classes. If your major doesn’t require a high level of math, why take three math classes?”

Dr. Ana M. Jimenez, professor and assistant director of the biology department, believes the current pandemic is the perfect explanation as to why each student should take a general education biology class.

“Students should leave college with some basic knowledge of how the biological world functions,” she said. “How many of [you] knew that a virus is not really alive before the COVID-19 pandemic? It requires a host!"

Dr. Jimenez believes the current pandemic gives students the opportunity to think outside of their respective disciplines.

“In these times of social-distancing, all of us have been asked to make professional decisions that involve ’thinking outside the box,’” she said.

Mathematics professor Dr. Lubomir P. Markov agrees with Dr. Jimenez that general education is important.

“We are a Catholic institution which is grounded in the liberal arts tradition, and the liberal arts tradition is precisely the idea that students have to take some classes from a set of time-honored subjects,” said Dr. Markov.

The consensus seems to be that general education courses are a key portion of Barry’s curriculum. Students are encouraged to make the best of it, considering how these courses could positively impact their future.

Photo courtesy of istockphoto.com.

Why Do I Have to Take General Education Courses?

By Jessica Hernandez Blanco

After only about 10 weeks of sitting next to each other in class on Barry’s campus, Barry students are now scattered throughout the world, finishing the semester.

Spring 2020 took everyone by surprise, and college life is not the same.

Unfortunately, campus life is suspended until further notice and the university is working remotely.

Online versions of classes officially began on March 30 after an unexpected period of adaptation that was caused by the Coronavirus.

The chaos faced by the university during this crisis has been felt by everyone.

Every school has faced challenges -- changes to several class syllabi have been made, service-learning hours have been cancelled, labs have been suspended, and the nursing school will have an early graduation.

Barry University is not alone in this challenge.

Around the world, universities and schools in several countries have transitioned to online classes in an effort to continue educating their students while combating the coronavirus through social distance.

Webex meetings, Canvas forums and quizzes, and new papers are part of the daily routine to which all students must adapt. Professors adjusted their class syllabi and have restructured class material to finish the coursework.

But the impact that these changes have had on every student has been different, depending on where they are, and how comfortable they feel about the new delivery method of their classes.

For many students the main problem are the new assignments that have come up due to the cancellation of presential activities.

“I do feel a bit more overwhelmed with assignments and projects,” said Makela Davis, a junior international business major.

But she is not the only one.

Janika Koelblin, a junior psychology student, also notices the difference in professors’ class preparation when they are teaching online classes.

“The fact that the teacher and students are not in person makes the class less interactive and harder to listen,” she said.

Also, she can feel some professors’ teaching

quality is not the same as they do not provide as much information as they would.

Some aspects that will bear repercussions will be midterms and finals, which count as high portions of the grade.

Two other important struggles are distraction and connectivity as Juane Griffin, a sophomore, business management major, and Joelle Lusambo, a senior international studies major, have both pointed out.

Davis also feels constant family distractions and poor connectivity messed with her focus and learning as she has to deal with all of it during class time.

“My main issues are net connectivity, noise at home, and the many distractions I face. It is not easy for me to just get up and go to the library like I would at school,” she said. “Where I live, the net is not the best, which I find it sometimes as a disadvantage because I never know when it will cut off or buffer while I am taking a quiz, test, or even during class. I have had instances where I am in class and my net buffers three to four times, and it becomes extremely frustrating.” Davis said.

The difficulties of transitioning to online learning mid-semester are real.

Many students believe that this change will have a negative impact on their grades. However, students recognize that many professors have considered student struggles and have helped them by extending deadlines and working individually with them.

The changes have also been overwhelming for professors who needed to adapt a new format for their classes and in only three days.

Fortunately, Jeffrey Larson, Director of the Office of Distance Education soon prepared assistance for professors on how to take advantage of Barry online resources to continue with their class instruction.

Last minute workshops were prepared for faculty members prior to going remote. Professors courses included the use of Canvas, Webex, and Screencasting, which they learned in less than a week.

The efforts of the faculty team, professors, and students have teamed up together to continue the Barry experience online during the Coronavirus hit.

Might this unexpected experience mean new majors will be offered online at Barry in the near future? The answer is still unknown.

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SUMMER 2020

TEDx At Barry: The Event

Dr. Anita Zavodska presenting. Photography by Jimmy Muniz.

By Jeanelle Jacobs Technology, Entertainment and Design (TED) aims to spread messages and information through the voices of others in the form of short talks and they did just that in February when they touched down at Barry.

TEDx is an initiative designed with the overall mission of TED in mind. Thanks to TEDx, the spirit of TED is kept alive through independently hosted events that are held at various schools and organizations across the country.

The event was held on Feb. 20 at Barry’s David Brinkley Studio at 5:30 pm. The organizing team, which included students and faculty chose the theme “Designing Our Future.”

Turki Alharbi was the curator and main organizer. Another Barry student Maria Vila Santander was the event’s co-organizer. Dr. Vicente Berdayes, communications department chair, advised the team.

Other Barry faculty like Dr. Dale Hartz, visiting instructor of management; Dr. Mariely Valentin-Llopis, visiting assistant professor of communications; and Karen Stalnaker, director of campus ministry all formed the speaker’s committee— the group in charge of selecting the speakers for the event.

Lastly, John Musulin worked out staging and production and Barry alumna Nina Escalante handled marketing.

A large amount of work was put in to bringing the event to fruition.

Dr. Hartz, visiting professor of manage-

ment, informed The Buccaneer that there was a two-step process to selecting speakers. After submitting an online application, 60 applicants were vetted and narrowed down to a final 12. These finalists then sent in a video to the team who then chose the six speakers for the evening.

The six speakers delivered riveting speeches that captured the audience's attention and educated them on how to enhance their future.

Tracy Litt, creator of Choice Work, a methodology designed to improve happiness, prosperity, and fulfillment, was the first speaker who talked about overcoming fears for a better future.

Keenan Harrell, community relations coordinator at the Baltimore Ravens, followed with a talk on using sports to transform communities and youth.

The third speaker was Chilean industrial engineer Juan Francisco Hidalgo who took the stage to showcase how businesses will be enhancing the world. He was followed by Nathan Sykes, CEO of marketing company Howdy Interactive, who spoke about it never

being too early to care about finances.

Lastly, two professors took the stage to share their expertise. Florida International University biology professor Dr. Phillip Stoddard spoke on rising sea levels and the threat it poses to the environment. Then, Barry’s own Dr. Anita Závodská, associate professor of environmental sciences, took the stage to show how to properly dispose of waste to care for the environment in the long run.

Dr. Závodská believes that events like these line up with the core commitments of the university perfectly.

“Providing the platform for new and meaningful ideas allows for their dissemination far and wide,” said Závodská. “This brings people together to work on solving human, social, economic, and environmental problems together.”

Santander, event organizer and finance senior at Barry, also believes that TEDx is a great addition to Barry programming. She said that both students and faculty can gain a lot from the sharing of different ideas which is a big part of the mission.

"It is of great importance because it not only allows Barry to gain more recognition but also it allows students to broaden their horizon on a different array of topics," said Santander.

Students agree with this sentiment. English sophomore Lana Sumner-Borema attended the event and felt lucky to experience it.

“Having an event like this on campus encourages students to think outside the box,” said Sumner-Borema. “All of our professors would love for us to have critical thinking skills, though sometimes we get hooked on perfecting our knowledge that we forget how to use it. Having events like this on campus reminds us why we are learning.”

Barry University's first TEDx event was well-attended and conveyed ideas that will be useful.

“I stand proud of the accomplishments the TEDx team was able to achieve—from the selection to the speakers to how the event played out,” said Santander. “"I am thankful to have been given the opportunity to work with such amazing people and learn so much from faculty, staff and the speakers.”

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Spring Semester Ends Early

A worker at a drive through testing center. Photo courtesy of local10.com.

By Jessica Hernandez Blanco The Coronavirus has spread all over the world, making millions of people sick and killing thousands. People all over the world have been forced to change their lifestyles.

Despite these changes, death tolls are rising, and many are not surviving the disease.

Barry University has felt the effects of COVID-19, as a commuter student was recently reported to have contracted the disease after virtual learning began.

It seems the situation became threatening to the United States in the blink of an eye. When did this happen and how could it impact life as Floridians know it?

The Buccaneer has been tracking the progression of COVID-19 since February.

At that point, Eileen Egan-Hineline, the director of Barry’s health services center, urged the community to practice good health habits to prevent infection.

In March, the virus escalated to a dangerous pandemic. The Buccaneer spoke with Egan-Hineline about how Barry has handled the outbreak and what policies she recommends students to follow.

Jessica Hernandez: At the end of February, there were no reports of COVID-19 in Florida. Now, a month later, the outbreak has led to the closure of many universities, including Barry. How did administrators make the decision to

What’s Next in the Wake of COVID-19?

close Barry? symptoms of COVID-19 were thought Ms. Egan-Hineline: To start, I want to only be fever, cough and shortness of to clarify that Barry is not closed. The breath.

University is operating remotely, and Now, the WHO has released that services are working remotely. We are symptoms can include headache, diarrhea, open and here for our students. and sinus congestion. An individual does [In February], the Coronavirus disease not necessarily need to have a fever. There (COVID -19) was at epidemic proportions are also people who have the virus but do in Wuhan, China and there were travel not have any symptoms. related cases in above is “We are committed to providing the highest oneTheof the small numbers many being reported quality teaching and support to our students reasons public around the world. during this time, while remaining vigilant and health authorities It is shocking are urging social that within a deeply concerned about the health and safety of distancing and why month’s time, Barry University those in our communities.”

COVID-19 is took the action we – Barry University President Mike Allen now a pandemic, did to temporarily prevalent over the whole world. transition to remote operations.

We [now] know far more about this virus The idea is to mitigate the risk of the than we did in January and February. We disease by reducing the ability for the virus know it is an equal opportunity virus. to spread. If the virus can’t spread, it will It has a greater death rate in our senior die. [Therefore], everyone has been asked population, but 38 percent of the reported to stay home. cases are between 18-54 years old. This age Jessica Hernandez: How can students group generally has a stronger immunity still on campus access the health services and has been able to recover for the most office? part.

Ms. Egan-Hineline: We have [Further], we have had reports of converted to Telehealth Services. Students children as young as a few months old can call SHS at 305-899-3750. Calls will contracting the virus. be directed to the nursing staff in SHS The Center for Diseases and Control to do assessments telephonically. Our (CDC) and the World Health Organization provider, Dr. Lundy, can prescribe within (WHO) have been updating information the state of Florida if needed. as it becomes available. For instance, If students are insured by the student

sponsored health insurance plan through United Health Care Student Resources, they can use their health benefits nationwide. UHCSR has suspended the need for off-site referrals until end of the spring semester.

Email Student Health Services at the healthservices@barry.edu with any questions.

Jessica Hernandez: What do you recommend to the students at home?

Ms. Egan-Hineline: Stay home and social distance. Complete your coursework remotely.

Public health officials stress that young people are key to stopping the spread of this virus. It is incumbent upon all of us to do our part.

Jessica Hernandez: What will be the criteria to re-open Barry?

Ms. Egan-Hineline: University leadership will continue to monitor the situation closely and make decisions regarding the resumption of face-toface instruction informed by guidance from federal, state and local authorities, including the Florida Department of Health and the CDC. As President Allen said in his recent message to the community, “We are committed to providing the highest quality teaching and support to our students during this time, while remaining vigilant and deeply concerned about the health and safety of those in our communities.”

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SUMMER 2020

Does Barry Need Younger Professors?

Photo courtesy of stock.adobe.com.

By Nicole Valdes As with most universities offering a 21st century education, Barry offers students technologically advanced degree programs like digital marketing, graphic design, broadcasting and media and computer science. Due to student's effort to keep up with the emerging global trends in their field, students have inquired about Barry’s faculty hiring measures.

The question is: does Barry really need younger professors to keep up? Let’s look at the factors that can help provide a better answer.

There are currently over 900 faculty members who are employed at Barry University.

This semester, Barry University honored about 30 faculty and staff members who have served the university for 20, 25, 30 and 45 years.

Apparently, job security for professors is an important factor. Most are working toward something called tenure.

Tenure guarantees permanent employment for a professor which means a salary bump, a steady paycheck, freedom from firing without serious cause and an institution that supports them in research and study.

It normally takes 13 years to receive tenure as a professor. So, the longer you stay on as a professor, the better for you

in your career.

According to the Teachers Insurance and Annuity Association of AmericaCollege Retirement Equities Fund (TIAA-CREF) , a financial service company in the United States, 60 percent of professors in the country plan to work past the age of 70 and 15 percent of professors tend to stay until they are 80.

According to facts provided by Barry’s Institutional Research Board, a total of 19 professors were tenured in 2018 as well as eight associate and assistant professors. This was out of a total of 310 professors who worked fulltime by academic rank and contract type.

But can tenured professors keep up with digital trends?

Most of the 2020 faculty honored for career longevity at Barry instruct within the sciences and humanities and not in any of the contemporary disciplines that require up-to-the-minute information.

Although technology is constantly changing, according to a Science Daily scientific report, older professors can actually adapt to the changes in their fields of expertise better than younger professors can.

Students value the experience that older professors bring to the discipline even though they see that young professors have a relatability appeal with students.

Junior broadcasting and media student

Roy Lewis felt caught in the middle.

As a student who must work at the David Brinkley Studio creating production television programming, Lewis believes that working behind the scenes involves a lot of technical knowledge.

“Older professors that teach at Barry have many years of experience and are able to connect with students on an educational level,” says Lewis. “There are many buttons and switches that one has to use correctly in order to manage the cameras and productions.”

He finally decided that the age of the professor doesn’t matter.

“What matters is the experience they’ve had within the exposure of working with professional cameras and equipment,” said Lewis.

On the other hand, at Barry, there are several technological applications that professors use to teach their students how to edit, one of the main ones being Adobe.

Adobe is an American multinational computer software that started in 1982.

Every year, the company updates the software to accommodate changes in the creative world.

Graphic design junior Jerrayah Dawson uses the Adobe Creative Suite in her major but puts a professor’s experience above their advanced knowledge of new-fangled technology.

“Experience puts you above other

people,” said Dawson. “No one is going to hire you fresh out the market without experience.”

But Dawson also agrees that it is a benefit to have a mixture of younger and older professors because the lessons that both types of professors give are valuable.

Students like Lewis and Dawson believe that older professors should not stop teaching because the older a professor is, the more the students learn from their experience.

Political Science Professor Jacob Ausderan is a young professor at Barry who earned his PhD at Tulane University and spent four years teaching at Arkansas State University before arriving at Barry in the fall of 2018.

“At 34 years old, I would say I'm not the youngest professor here, but I’m probably among the youngest 20 percent,” said Ausderan.

He claims that being a strong faculty member has less to do with age but “a good professor is someone who is knowledgeable, passionate about their subject and passionate about teaching.”

For Ausderan, he – just like most professional academics – is also seeking longevity at his post. He stated that he will be doing this job until the day he retires and hopes to remain at Barry University until that day comes.

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The Successful Fight Against EASE Grant Alterations

By Mateo Gomez This year proved difficult for Independent Colleges and Universities of Florida (ICUF), including 30 schools across the state, as the EASE grant was at risk during a Feb. 12 session in the Florida House, under the Education and Appropriations Committee. But, as a result of student activists speaking out, EASE grants are safe for now.

Each Florida student resident received $2,841 in tuition assistance for the 20192020 school year. This tuition equalization grant is known as the Effective Access Student Education Grant, or EASE. The grant was formerly called Florida Resident Access Grant (FRAG).

Representative Randy Fine wanted to slash the amount to $1,222 per student in a budget exercise. This is around 57 percent of the amount granted the previous year.

After weeks in session, Representative Fine decided to turn EASE into a need-based grant, which some view as contradictory to the initial purpose of the grant.

“It’s a tuition equalization grant, meaning it is not based on merit or need,” said Elizabeth Winslow, ICUF Vice President for research and policy. “If this would have been done, it would have slashed 65 percent of EASE recipients and would have threatened the liability of many of our schools.”

Many schools, including Barry University, would be affected.

“EASE is immensely important to our students and our university. So many of our students rely on that in order to attend Barry,” said Barry President Mike Allen.

Twenty-one percent of Barry University students receive the EASE grant.

After a long fight, government officials decided to keep EASE the same for the 2020 – 2021 school year.

This achievement would not have been possible without the 40 ICUF Presidential Fellows for each school and over 300 passionate students that went to Tallahassee this semester.

ICUF Presidential Fellows are nomi-

nated by the President of the institution and have many tasks. Such tasks include writing letters to Florida Governor Ron DeSantis, senators, and representatives.

They also travel to Tallahassee and meet with these decision makers.

These fellows are most often student leaders on campus. In other words, a student who maintains a high G.P.A., has profound leadership abilities, knowledge of state and local government, and a student with a strong connection to others.

Dr. Sean Foreman, political science professor, is the ICUF mentor for Barry University. He keeps up with information from Tallahassee, trains the Presidential Fellows, and prepares for the Tallahassee mentors.

“The amount given to students being the same was actually a major victory compared to everything [the grant] went through,” said Dr. Foreman. “Student activism really works.”

Due to the current COVID-19 pandemic, it is unknown what obstacles will follow in the 2021-2022 school year.

“Due to COVID-19, we don’t know what the economy is going to look like, but we are going in with a hopeful attitude. It is hard to predict,” said Winslow.

Dr. Foreman seconds this, adding that the EASE grant could be in jeopardy again.

“The COVID-19 crisis occurred, and the Florida government has to see where to spend taxpayer money. The EASE grant was eyed before and it might be eyed again in order to fight the health crisis,” said Dr. Foreman.

COVID-19, however, will affect more than just EASE recipients.

“I think the conversation around the impact of COVID-19 is going to be much broader and bigger than just EASE,” said Dr. Allen. “We will be encountering a new financial reality when we come out on the other side of this, and nobody knows what that is going to look like.”

While the effect for coming years is still unknown, EASE recipients can expect to receive $2,841 for the 2020 – 2021 school year, proving this difficult year one that is a short-term success.

Infographic by Anna Galakionov.

St. Thomas University student Matamron Bacon speaks at EASE grant rally in Tallahassee.

Photo courtesy of floridapolitics.com.

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social justice

SUMMER 2020

Normalizing Therapy Among Millennials and Gen-Z

Photo courtesy of Getty Images.

By Brianna Lopez In the last decade, people have increasingly educated themselves about the importance of mental health. Such topics have also been a huge part of conversation at Barry University.

The Buccaneer previously discussed the phenomenon of mental health days.

The increasing awareness of mental health has led to a discussion about therapy as a remedy.

Traditionally, millennials and Generation Zers tend to stigmatize therapy because of the belief that attending sessions makes one weak. Such a stigma leads to a fear of seeking help and more people battling mental illness alone.

According to English magazine The Psychologist when it comes to the stigma of attending therapy sessions “simply seeking professional psychological help appears to carry its own mark of disgrace.”

Essentially, the fear of disgrace discourages people from seeking the help they need. However, many millennials and Gen-Z'ers are beginning to think of it differently.

For Barry sophomore biology major

Heaven Laster-Torres, seeking help is concluded that people viewed psychological help as threat to self-confidence anything but disgraceful.

“I believe people who attend therapy and esteem in an article published with are emotionally mature, or they are try- The Psychologist. They hypothesized that ing to achieve that maturity,” said Last- feelings like those would make it difficult for people to seek help. er-Torres.

People fear what others might think.

Sophomore pre-law major Monika Herrera agrees.

Both Laster-Torres and Herrera believe “Stigmas like this one exist to single that fear is definitely a huge barrier to out people. It’s a way of keeping peo- seeking therapy.

“Many people were raised to not exple beneath you,” said Herrera, who attends therapy every other week as an press their feelings to not appear weak,” outlet for her emotions and stress. said Laster-Torres.

Herrera secNonetheless, “Making it a requirement to attend at onds this, addtherapy still feels weird for many. that a huge least one therapy session could help people ing People often part of the probsee what therapy is really like.” lem surrounds project the possible emotions men expressing – Monika Herrera, pre-law sophomore others might their feelings. feel about them attending therapy on “It goes back to the stereotypes we themselves, which can lead to embar- have for boys and girls and the social rassment. construct of gender,” said Herrera.

This concept is called self-stigma and While the stigma is still present, with is described as an internal feeling where the increase of mental health awarea person labels his or herself as unac- ness comes a responsibility of millenniceptable because they have a mental als and Generation-Zers to change the health concern. stigma.

David Vogel and Nathanial Wade, Laster-Torres and Herrera shared professors at Iowa State University, ways in which they think this is possible.

“I truly believe that the best way people can alleviate the discomfort surrounding attending therapy would be for them to try it themselves,” said Laster-Torres.

Herrera agrees, adding that it should start with being normalized in schools.

“Making it a requirement to attend at least one therapy session could help people see what therapy is really like,” said Herrera.

The solution to this stigma is still up for debate. Still, anyone can help change the stigma surrounding attending therapy.

One place to start is with an organization called Normalize Therapy, whose goal is to get people to sign their petition to help people understand that attending therapy is normal.

If you or anyone you know is suffering from mental illness, the U.S. Substance Abuse and Mental Health Administration Services (SAMHSA) is available at 1-800-662-HELP (4357).

SUMMER 2020

social justice

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2020 Census – What it Means for You

By Suzannah Young

Photo courtesy of census.gov.

As stores temporarily close across the country and large gatherings are cancelled, Americans can count on one part of their lives this year to remain (relatively) unchanged. That is participating in the 2020 U.S. Census.

According to a press release statement from the U.S. Census Bureau on March 11, Covid-19's impact will be relatively low because with today’s technology, it is easier than ever for people to respond to the questionnaire online, via phone, or by mail – methods that eliminate the need for in-person contact.

The first set in a series of several invitations were sent out to residents from March 12-20 and citizens are encouraged to follow the instructions to either fill out the questionnaire online or via phone.

Both the online questionnaire and the phone operators are available in a total of 12 different languages other than English. According to the Bureau, this ensures that 99

percent of U.S. households can respond in their preferred languages.

Nonetheless, there are still some repercussions.

On March 28, the Census Bureau released another press release statement that moved the previous suspension date for field operations for the census from April 1 to April 15.

Despite this delay in field operations, the Bureau still plans on having the census completed by July 31.

“The Census Bureau continues to evaluate all 2020 Census field operations, and will communicate any further updates as soon as possible,” the statement said.

As we all know, however, being a college student makes you special.

Students are so special that the Census Bureau released a statement - and video - on March 15, to address specifically how it will proceed with counting students, and what students should do to ensure they are counted.

“Per the Census Bureau’s residence criteria, in most cases students living away from

home at school should be counted at school, even if they are temporarily elsewhere due to the COVID-19 pandemic,” the statement said.

This feat could be problematic, however, as most college students around the country have returned home due to the cancellation of all schools for the remainder of the spring 2020 semester.

The Census Bureau is apparently tackling this issue by asking the schools to be the method through which students receive and complete their census information.

“In general, students in colleges and universities temporarily closed due to the COVID-19 virus will still be counted as part of this process,” the statement from the Bureau said. “Even if they are home on census day, April 1, they should be counted according to the residence criteria which states they should be counted where they live and sleep most of the time.”

As a Barry student, even if you are not from the state of Florida and you live somewhere else during the break, the census will

count you as a Florida resident and you will be asked to fill out your portion of the census via the method chosen and presented to you by your school.

This notion applies only to those students who live in on-campus housing.

Nonetheless, participating in the census reaps huge benefits.

According to the Bureau, the results of the census are used to not only draw congressional lines and help determine federal funding for specific areas based on demographics and needs as shown by data, but they can also benefit your community in several ways.

Census data can also determine how money is used for programs in rural areas, restoring wildlife initiatives, prevent child abuse, and provide housing assistance for older adults among other things.

Overall, although COVID-19 has taken its toll on the Census, the Census Bureau is staying ahead of the game and assures that the 2020 U.S. Census will be completed in both a timely and accurate manner.

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student hacks

How to De-stress Before Finals

What to Know About Changing Majors

By Jeanelle Jacobs

By Jessica Hernandez Blanco The college application process is difficult for students, as they must make serious decisions for their future. Deciding what to major in is even more difficult for some students.

Choosing a major is not always up to students. Pressure from parents and financial situations also play a role in determining what career path a student embarks on.

At a young age, this decision can be overwhelming. Often, students don’t realize what they truly want to do until they are well into their college years.

Junior business management major Mia Randall is an example of this. By the end of her freshman year at Barry, Randall did not feel that sports management, her previous major, was a good fit for her. Randall recommends changing your major as fast as possible.

On the contrary, for Michelle Etchebaster-Martins, an exercise physiology major, changing her major was a part of a careful self-discovering process. After studying chemical engineering in Argentina, Etchebaster-Martins was brought to Barry by scholarship, where she planned to study in the sports field.

However, when she was two years away from earning her degree in Argentina, she realized that chemical engineering was not for her.

“When I finished high school, I did not have the courage to follow my dreams,” said Etchebaster-Martins. “My family thought that I would waste my time studying a major in the sports field. They said I had the potential to study something more serious.”

Due to her parents’ influence, Etchebaster-Martins did not join the sports field as she desired. She completed three years before she decided to change her major.

“I felt so empty in the industrial environment,” said Etchebaster-Martins.

Thus, once given the opportunity, she began to follow her true dream, studying sports physiology.

Once Etchebaster-Martins changed her major, she realized that there were many different majors in the sports area and what she really wanted came to her mind.

“When I first came, I was not aware of all the different majors offered at Barry,” said Etchebaster-Martins. “So, my freshman year [at Barry], I studied applied sports and exercise science with an orientation in coaching.”

Finally, she discovered her true passion.

SUMMER 2020

Photo courtesy of cbsnews.com Etchebaster-Martins explains that her academic advisor provided her must-needed assistance during this time. This helped her switch majors without any drastic consequences.

On the contrary, Guia Ferguson, senior psychology major experienced poor advising, which led her to changing her major from biology to psychology during her junior year.

“I had four advisors and I felt I was not given the correct information about classes I needed to take for gradation,” said Ferguson.

“My advisors suggested changing my major because they did not think I could get into medical school.”

Similarly, Martina Muñoz Chalan, junior finance and international business major, changed her major during her sophomore year, which added a year to her college plan.

“I lost a lot of credits because I took a lot of biology and chemistry courses, so I will be graduating one year late,” she noted.

Dr. Sean Foreman, professor of political science and department chair, recognizes the difficulty of trying to pick the right major on your first try.

“For some it comes easy. They know what they want to do, and they pursue it wholeheartedly. Others have multiple interests and want to explore different options,” said Dr. Foreman.

“There is no one magical formula.”

He advises students to change their major as soon as possible, and to make sure to fulfill the prerequisite courses on time.

“You probably don't want to [change majors] more than once, because you risk losing time or having credits that you have earned not count for the requirements that you need,” Dr. Foreman added.

Changing majors has proved costly and untimely through Barry student’s experience.

It is recommended that students change their majors as soon as they begin to feel disconnected with their current line of study.

College life can be very stressful, especially as students inch towards the end of the semester. Final assignments and end-ofsemester exams can put students in trying situations.

The added stress of the COVID-19 pandemic makes it imperative that students exercise de-stressing techniques to help them clear their minds before exams begin. There is a plethora of relaxation techniques that students can use to unwind and prepare for finals.

According to Very Well Mind, one of these de-stressing techniques is sleep. Sleepdeprived students tend to be less productive and find it harder to focus.

In addition, healthy eating and organization can be vital to boost brain power and improve your mental energy.

Despite these techniques, students now have added stress, as the COVID-19 pandemic forces them to adjust to online classes. As social distancing is a requirement during this time, solitary de-stressing techniques are strongly suggested.

Alena Costume, health promotion and wellness coordinator of Campus Recreation and Wellness (CRW), states that there are various ways students can stay calm while adapting to their new normal.

"Start your day with a simple routine.

Wake up the same time each day, make your coffee or tea with a yummy breakfast, reflect, or make a list on what is needed for that day," said Costume.

She also notes the importance of creating a comfortable workspace.

"Be mindful of your ergonomics space.

Adjust your seat, keyboard, and screen lighting,” said Costume. “Change the area: sit outside, move to the floor, and add some music in the background.”

Equally important, according to Costume, is students’ mental and physical health.

She encourages students to stay on a healthy sleep schedule in order to stay focused and energized. Also, students should be eating nourishing foods.

Students should also stay connected with their family and friends during this time.

"Set up weekly Zoom hangout parties, social happy hours, dress up nights, and even dance parties,” said Costume. “Staying connected with your family and friends during this time increases your emotional and wellbeing."

Some students have adjusted their normal relaxation techniques due to social distancing.

Latefah Sanders, a senior psychology

student says her usual way to unwind would be going to the beach with her friends.

However, social distancing does not allow this.

"Now, I like to unwind by watching my favorite shows and doing yoga exercises. It helps me relax before doing my schoolwork," Sanders said.

Clifton Jones, a history and political science senior at Barry, prefers listening to music.

"For me, listening to music helps me clear my mind, and a clear mind helps me to study more effectively," said Jones.

As students continue to unwind in preparation for finals, the Virtual De-Stress Fest organized by Costume and her team will occur on April 27 until April 30. The event will assist them in performing their best during finals week.

Navigating online classes during the COVID-19 outbreak has increased the stress levels for Barry students. By putting these one-person de-stressing techniques to use, students can ensure a stress-free finals week.

Johan Mandez, sophomore psychology major (Doing the Vriksasana yoga pose) . Photography by Cindy Luc.

SUMMER 2020

student hacks

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Seniors’ Top Three

Student Recommendations of Professors to Take or Not to Take

By Brianna Lopez Seniors have given a lot to the Barry community, from joining clubs, tutoring lowerclassmen, and sharing their intellectual ideas through papers and theses.

Now, seniors have told The Buccaneer which professors they would recommend to other students, and which professors they think could use some improvement.

Among the top three recommended professors is Dr. Laura Finley, who teaches many criminology and sociology courses at Barry.

Dr. Finley was recommended by criminology major Kassandra Guerrero, who listed Dr. Finley as her “#1 recommendation.”

“Dr. Finley is absolutely amazing, knowledgeable and entertaining,” said Guerrero.

She further discussed Dr. Finley’s involvement outside of the classroom, when she performs in the theatre or works with non-profit organizations.

“Her best quality would have to be her humble nature,” Guerrero concludes.

Her constant willingness to help others in any way possible is what landed Dr. Finley a spot as Guerrero’s number one recommendation.

On the opposite end, Guerrero gears students against a computer science teacher who no longer works at Barry. Guerrero said that this professor was nice, but often made the class feel uncomfortable due to her arguments with certain students.

“Both parties had faults,” said Guerrero regarding the arguments. “But her unprofessional approach to students acting out was her worst quality.”

While Guerrero believes the material was taught well, she is normally more engaged in class. In this one, however, she said she remained “a mouse.”

Another senior, Jonathan Dominique is a sports management major, who most recommends Professor Michael Bill. Dominique took biology with Professor Bill, and he recalled enjoying his teaching style.

“I was thoroughly impressed that he always provided a note sheet on every chapter we went over,” said Dominique. Professor Bill even bolded key terms to show what students should prioritize when studying for quizzes and exams.

On the contrary, Dominique does not recommend Dr. Gayle Workman, with whom he took facilities and recreational manage-

ment, and a sports law course. This is because of the lack of resources Dr. Workman gave to his students.

“We would never get some of our quizzes back to study,” said Dominique. They were also never provided with the PowerPoints used in class to study for any quizzes, midterms or finals.

The final professor recommendation comes from biology major Arin Blake, who recommends Dr. Brenda Schoffstall to any student, regardless of what year they are. Dr. Schoffstall teaches first-year biology courses as well as parasitology and her own research courses.

Dr. Schoffstall earned this recommendation for being enthusiastic and knowledgeable about the content she teaches. Further, she truly loves the content she’s teaching, and this is evident through her lessons.

“Although I have not taken any of her classes recently, she has not forgotten my name and continues to say hello and inquire about how I am doing whenever we see each other in passing,” said Blake.

For Blake, Dr. Schoffstall played a big role in furthering her love for biology and research.

The professor Blake would least recommend is Dr. Allen Sanborn, who teaches animal behavior, zoology, and human physiology.

While Blake believes Dr. Sanborn is very strict and teaches a demanding curriculum, she notes that she doesn’t think it is impossible to succeed in his classes.

“It takes a lot of time, studying, and commitment but nothing is impossible,” said Blake. Blake recommends that students do not take his classes simultaneously with other extremely demanding courses.

As their final gift to Barry, these seniors have given their top three recommended professors in addition to professors they believe students may want to steer clear of.

To seniors, students remaining at Barry say thank you. * *Disclaimer: Any thoughts expressed in this article are that of the student body and not of The Buccaneer itself.

PROFESSOR MICHAEL BILL BIOLOGY

DR. BRENDA SCHOFFSTALL BIOLOGY & PARASITOLOGY

DR. LAURA FINLEY CRIMINOLOGY & SOCIOLOGY

“I was thoroughly impressed that he always provided a note sheet on every chapter we went over,” -Jonathan Dominique

“She has not forgotten my name and continues to say hello and inquire about how I am doing whenever we see each other in passing.”

-Arin Blake

“Dr. Finley is absolutely amazing, knowledgeable and entertaining,” -Kassandra Guerrero

Photos courtesy of BUCWIS.

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SUMMER 2020

Pros and Cons of Being a Student Athlete

Senior Johannes Dolven. Photography by Jimmy Muniz.

By Musa Laity

Cons - Because you need to hear the bad news first!

1. Keeping up with schoolwork.

In order to remain a student athlete, you must pass your classes. The struggle is that you must juggle your classes, projects, and homework with other athletic things like practice, games, travelling, and study hall hours. Try doing all this while trying to remain on good terms with your coach and giving your best performance at every game. Ay! Dios mio!

2. Being broke.

You might be strapped for cash, but student athletes must be careful about how they make extra money. The NCAA has ruled many normal quick cash sells as illegal. According to BuzzFeed, here’s a simple list of things you can’t do as a student athlete that would have otherwise earned you money: •Sell an old textbook if your name is written on it.

•Pick up a side job that earns over $2,000 a year.

•Accept money from your coach to buy a candy bar.

•Accept $1 for a self-portrait that you made and are super proud of.

•Sell your championship ring.

•Collect workers' compensation for being paralyzed while playing your sport.

If you don’t have support from family or friends, your money-making options are limited so a lot of the time, you’re BROKE. More than the usual college student.

3. Practice can be exhausting.

Waking up at 6 a.m. is one thing but, waking up at 6 a.m. five days in a row is a completely different kind of pain. Let’s not even talk about 6 a.m. practice on Saturdays.

4. Some professors make it especially hard to pass their classes.

This one is specifically for the professors that teach electives and the ones in the business department.

5. Study hall hours in the library.

Before you could have had your friend sign you in, but now with the updated online sign in, things got a little trickier.

Here are the pros!

1. Getting to wear sweats all day.

Unlike the rest of the student population, it’s a little more understanding for you to always be in sweats or athletic gear. You don’t have to put too much effort into your outfits because at the end of the day, you can walk around however you want, and no one will bat an eye.

2. You basically have a guaranteed set of friends.

There’s a bond between teammates that surpasses friendship. From the day you first got to college, you knew there would be a set group of people that you would, no matter what, at least have something in common with.

3. Getting new gear from the athletic department is amazing!

That call telling you to come to the office to get your new gear is one of the

best feelings ever. There’s nothing quite like trying on a brand-new pair of soccer cleats or any other new piece of athletic gear.

4. You get to travel around.

Everyone loves road trips but getting to road trip with your team is a whole different feeling. It’s even better going to a new school, meeting new people (and hookups) and getting to experience a different college for a couple of days. An excuse to miss class whilst you do what you love? Say less!

5. Nothing feels better than having the coach pay for dinner.

Dinners with your teammates are great. Free dinners with your teammates are even better.

6. Nothing beats the feeling of victory.

This is why you do what you do! The joy of winning the game shared with your teammates is the best feeling.

SUMMER 2020

sports

15

Farewell Letter Dear 2020 Graduating Athletes, Usually, the university we go to defines us as players. Once we put on our jerseys emblazoned with different logos, there is an automatic divide.

Whether you are division I, II, III, or NAIA, the division we represent sections us off into particular athletic categories, while also separating us as individual athletes.

Despite all that division, we now are all joined together as a family due to the tragic toll COVID-19 has placed on this season and 2020 athletes of the NCAA. Barry Bucs, I implore you to never forget the memories you made prior to quarantine. Those memories shaped you into the athlete you are today. They helped you reach unstoppable goals.

Those are the memories of the athlete you were and will always be, in the eyes of you and your university. Every home run, every goal, and every basket is a memory to be cherished.

I know. Senior year is supposed to be your final victory lap. Due to these unseen circumstances, your senior year was cut short. Still, you gave your heart and soul into the sport you represented.

To our athletes and our fans, you will see sports as you once knew again.

Athletes all across the world are in the same pain you might be in.

Your final victory lap may not take place at your university, representing the sport you played, but it will be saved for something brighter in your future.

Your time is coming. Be patient.

Stay safe during this time and work on your craft.

My thoughts and prayers are with each and every one of you. Together we will get through this.

The goals, baskets, and home runs will soon come back and we will all be reunited playing the games we love and cherish.

We will be back, stronger and better than ever.

Senior Myles Gayman. Photography by Jimmy Muniz.

See you out there, Sophia Sharos Senior Broadcast and Emerging Media Major Defensive Center Midfield, BarryU Soccer

Senior Tylan Birts. Photography by Jimmy Muniz.

Senior Peyton Rawls. Photography by Jimmy Muniz.

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SUMMER 2020

The Ultimate Corona Guide to Battling Social Distancing

Photos courtesy of Getty Images.

By Nicole Valdes The COVID-19 pandemic has forced students to engage in remote learning and practice social distancing. With all this extra time on our hands, here are 10 things that will keep you entertained at home:

1. Connect with Friends and Family Virtually

Being at school takes most of our time away from family and friends.

With social distancing, we can connect with people we care about virtually. Reconnecting with family and friends online can give us much needed energy and happiness.

2. Meditate or Become a Yogi

Meditation is a great way to relieve stress and to relax the mind from overthinking on the pandemic.

Yoga and meditating are also great ways to keep yourself mentally and emotionally stable.

3. Move Around and Work Out from Home

Just like yoga, working out from home is a great way to stretch and let go of tension. Since many gyms are closed due to social distancing, working out from home is a great option until you can attend your local gym again.

4. Clear Out Your Closet

Cleaning out your closet is a good option to distract yourself during this quarantine and can bring out a bunch of surprises. You can find things you have been searching for forever or come across things you never knew you even had.

5. Give your Pets Love

If you are a pet owner, you know how it is to leave your pets behind for hours when you are at school completing work. Now is the time to connect with them and spend your time doting on them.

6. Knock Out Your To-Do List

As students, we all have things we wish to complete. Our busy schedules sometimes stop us from completing our goals. Now is the time to finish that story you have been working on or finish that 150-chapter book.

7. Learn a New Skill

If you are bored and desire to learn something new, why not investigate your interests and learn a new skill?

Learn how to bake, create crafts, or search for YouTube tutorials on different topics.

8. Follow Positivity on Social Media

Through these hard times of social distancing and fearing that the pandemic might get worse, try to focus on positivity and engage with messages that will boost your hope.

Look for funny videos that will help you clear your mind.

9. Watch a New Show

As students, we barely have time to watch our favorite shows, but now that we are home why not find an interesting show to binge on?

10. Create a Vision Board or Write Down Your Goals

The world has significantly changed within the span of a few months. Why not create a vision board that will help you determine your goals and future? Not only is this a great idea, it is also a fun way to keep yourself active at home.

SUMMER 2020

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17 The actors of Illuminate during a rehearsal of “Tony Steinberg” by Taylor Mali (from left to right: Jessica Calle, Natalie Batista, Dilma “Daniela” Cruz, Sydney Williams, Marlon Diaz Quintero, Latiana “Lottie” Carter, Liam “Lilly” I. Bouza Díaz, Therese Callison, Shanieya Harris, and Rikhara Bailey).

Photography by Emma James.

Barry’s Fine Arts Department Produces an Illuminating Performance

By Suzannah Young “Provocative, illustrative, different, visually aesthetic,” are the first words that freshman broadcasting and emerging media major Neymar Reed had on his mind after attending Illuminate, a production put on

by Barry’s Department of Fine Arts on the weekend of Feb. 20.

Illuminate, described on the play’s flyer as, “the act of bringing light into or onto something” did exactly that. The production used powerful poetry, illustrative dancing, and heart-wrenching music to highlight a variety of issues faced by society.

These issues included childhood cancer, education inequalities, systematic oppression and the refugee crisis.

The play was directed by Elena Maria Garcia and featured the work of writers Taylor Mali, Dominique Christina, Denice Frohman and others. Illuminate was held in a closed off section of the Shepard & Ruth K. Broad Center for the Performing Arts. The limited audience members surrounded three

sides of the stage, truly immersing themselves in the play.

Reed enjoyed all the performances, specifically pointing out a dance that intrigued him.

“One performance was really interesting because the cast came out slowly dancing to this song and forming a wall. One of the performers tried to cross the wall and was blocked,” said Reed.

“Then, the poem explained how if you want to change the world’s mind, you have to break one person’s boundary at a time. I really related to that.”

Beyond dancing, Illuminate consisted of an array of powerful poems, all of which were interluded by colorful, charismatic musical performances. Most acts included the entire cast of eleven students.

“It didn’t really matter how many poems or pieces [each cast member] had,” said Reed.

“They were all equal and they all delivered their pieces in the most impactful way.”

Two of the acts were written by the cast members themselves.

“Woman” was a poem written by freshman Shanieya Harris, a Spanish language and literature major. Another poem, “Whose Money” was written by freshman Latiana Carter, who is studying fine arts, with a specialization in theater acting.

There was a truly impactful connection between each performance and the cast members, which highlighted the message of the production.

“The poems are powerful by themselves,” Reed said. “But what made the show was that the poems coincided perfectly with the performances.”

Illuminate’s small yet talented cast delivered a beautifully awakening insight to a set of social injustices undoubtedly faced by many Barry students in their everyday lives.

This production somehow took the ugliest aspects of American society and illuminated them in a pulchritudinous way, instilling an abundance of emotions in an audience, who left with nothing short of a fresh perspective and open heart.

The director of Illuminate, Elena Maria García, watching intently during rehearsal in order to ensure the actors give their best performance.

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SUMMER 2020

Into a New World of Korean Entertainment By: Ana Carolina Aguiar Girls’ Generation, a famous K-pop girl group, debuted more than 10 years ago with the hot single “Into the New World” and its lyrics foreshadowed Korean entertainment’s positive international future.

Since then, Korean entertainment has become mainstream worldwide and has reached international acclaim. Riding the wave of K-pop groups like BTS, other areas of Korean entertainment such as television and cinema have reached a new international peak.

The South Korean production of “Parasite” directed by Bong Joon-ho won best picture at the 2020 Academy Awards and became the first non-English production to win while battling American film heavyweight directors like Quentin Tarantino and Martin Scorsese.

The film covers the topic of greed and class discrimination in Korean society and the narrative builds a unique parallel between the wealthy Park family and the destitute Kim clan.

Bong Joon-ho and his team also took home the most awards of the night with wins for best original screenplay, best director, and best foreign language film.

Much of this has been attributed to what Koreans self-proclaim as the Korean Wave, also referred to as Hallyu.

Since the ‘90s, the Korean government started investing in their entertainment industry through subsidies and funding for start-ups.

As a result, Korean pop culture spread around the world and became one of the greatest cultural exporters in the 21st century. Although the United States has dominated the entertainment industry for most of that time, Korea has risen to become a top entertainment mecca alongside other countries such as Japan and Britain.

The spread of Korean entertainment is an interesting phenomenon. Social media networking and streaming on popular apps have caused it to spread across the Asian continent before spreading globally.

Korean entertainment may soon become a topic of discussion in Barry classrooms because of its impacts on cinema, graphic design, and even politics.

If interested in learning more about Korean entertainment, individuals can watch “Train to Busan,” “Oldboy,” and “The Handmaiden.” All three are critically acclaimed and available for viewing

Infographic by Anna Galaktionov.

on Netflix.

Nonetheless, one thing is certain. The rising interest in Korean pop culture is an opportunity to find new friends, create new stories, and understand a beautiful new world— one embracing the highlight of different cultures and trends.

Photo courtesy of IMBD.com.

SUMMER 2020

By Nicole Valdes Barry University has many talented students with various passions, including those for music. Many students write their own songs, create their own beats, or play instruments.

These students have a deep connection with their music, consequently wishing to make a career out of it.

Barry students Gwyneth Gitto, Michael Lao, and T’darius Gibson share this wish, and told The Buccaneer all about their love for music.

Gwyneth Gitto, a freshman music major, has played the bass guitar since she was 11 years old. However, her admiration of music started when she was four years old. Her parents had her participate in multiple musical activities, including musical theater, band, and choir. These extracurriculars helped her passion for music flourish.

In the fifth grade, she decided to learn how to play the clarinet. Later, in eighth grade, she transferred schools and joined the jazz band.

Gitto has had a special appreciation for jazz ever since.

“I love Jazz because it's something that I've never felt 100 percent comfortable with or found easy,” said Gitto. “It keeps me on my toes and once I finally nail a song, it's the greatest feeling in the world.”

Jazz, however, is not Gitto’s only love.

She is also a huge fan of classic rock and considers the band Foreigner to be one of her favorites.

Thus, being able to perform during the closing of Foreigner’s concert in her junior year of high school was a highlight of her musical life.

“I am a huge fan, so this was a mind-blowing experience,” said Gitto.

In pursuing her music career, Gitto believes that she made the right choice to come to Barry. Her music professors focus on her talent and push her to become a better musician.

This is a push that junior Michael Lao is also getting as he gets closer to graduation.

Lao started playing a variety of percussion instruments in his freshman year of high school. Before this, as a child, Lao enjoyed all kinds of music.

“Music became much more than a

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Music Creators at Barry

hobby,” said Lao. “In some sense, it’s a way of life.”

This way of life has led to Lao being involved in many unforgettable musical experiences. One of these is Lao’s chance to teach music at several different high schools in Miami-Dade and Broward County.

“I feel humbled to have had all the opportunities and experiences that have been provided to me through music,” said Lao. This opportunity to teach has inspired Lao to become a full-time music instructor at a high school after graduating from Barry.

Lao also plans on completing a master’s degree, after which he wants to teach music at the collegiate level.

Another student who plans on pursuing a career in the music industry is sophomore business management major T’darius Gibson.

In 2011, Gibson was placed in his first piano class by his parents. Although Gibson didn’t want to play music at first, piano classes sparked his interest and led him to begin creating his own music.

Gibson’s main musical interest is audio production, a skill he picked up while working at audio stations. He gained experience producing his own beats for songs he writes himself, which are mostly Hip Hop and R&B. Gibson believes he can express his emotions and creativity best within these genres.

Part of this expression is the message that Gibson wants to send to his listeners. “Work hard and always follow your own path,” said Gibson.

Gibson plans to do exactly that after graduating from Barry. He wants to bring his talents to the music industry, where he hopes to collaborate with different Miami-based musical artists.

Gibson’s music can be accessed through his YouTube channel, under the name T’darius Taylor.

Barry University is thriving with musical talent, and these three students are just a part of a group of musical creators that are looking forward to a future in the industry.

Music became much more than a hobby. In some sense, it’s a way of life.

- Michael Lao, Junior

T'Darius Gibson, Business management Sophomore (wearing black), and Roy Lewis Jr., Communication Sophomore (wearing white). Photography by Cindy Luc.

a&e

20

SUMMER 2020

Stores That Remain Open

By Trianna Bush Due to the outbreak of Covid-19, many local eateries and shops have made an effort to follow social distancing laws and curfews. As many students remain on campus, look to the right for stores that have remained open and Barry students can go to for essentials and food. All restaurants are offering pickup and delivery options for customers.

Walmart photo courtesy of forbes.com.

Walgreens and Publix photo courtesy of supermarketnews.com.

Pizza Fiore photo courtesy of facebook.com.

STORE

HOURS

LOCATION

Walmart Publix Supermarket Winn Dixie McDonalds

7am-8:30 pm 8am-8pm 8am-8pm 24/7

1425 NE 163rd St, North Miami Beach, FL 33162

Food Plus Mama Jennie’s Italian Restaurant Pizza Fiore Pizza Point

7am-11pm 11:30am-10pm

11665 NE 2nd Ave, North Miami, FL 33161

11am-10pm 10:30 pm-10pm

9540 NE 2nd Ave, Miami Shores, FL 33138

Miami Fitbox Cote Gourmet

11am-3pm 11am-4pm

860 NE 79th St B, Miami, FL 33138

Walgreens Dollar Tree Family Dollar

9am-9pm 8am-8pm 8am-8pm

9020 Biscayne Blvd, Miami Shores, FL 33138

9050 Biscayne Blvd, Miami Shores, FL 33138 11030 NW 7th Ave, Miami, FL 33168 11899 NW 7th Ave, North Miami, FL 33168

11720 NE 2nd Ave, Miami, FL 33161

10802 NE 6th Ave, North Miami, FL 33161

9999 NE 2nd Ave, Miami Shores, FL 33138

880 NE 125th St, North Miami, FL 33161 745 NW 119th St, North Miami, FL 33168

SUMMER 2020

21

Foreign & culture

Know Your Etymology

By Suzannah Young Etymology. Eh - tuh - maa - luh gee.

According to Merriam-Webster, etymology is described as the history of a word as found by tracing it back to its earliest form and language of origin.

“Etymology is just the way words have changed throughout time,” said Vic Andres, senior television and media studies student.

The origins of the English language can be traced back to a family of languages called the Indo-European, according to the Encyclopedia Britannica. This is why English is similar to many other languages in Europe and western Asia.

According to the Encyclopedia Britannica, Germanic languages developed from the Proto-IndoEuropean language, which was spoken by the native people of southeastern Europe about 5,000 years ago. These languages have since branched out and been categorized in three groups based on geographical location: East, North, and West.

English falls under the West category, along with Dutch, Frisian, and German.

Spanish, on the other hand, branches from a combination of languages and cultures consisting of - but not limited to - the Phoenicians, Celts, Greeks, Romans, and Moors, all of which originate from the Iberian Peninsula, according to Dr. Cynthia L Hallen from the department of linguistics at Brigham Young University.

Dr. Hallen explains how Arabic is “the most influential language in the development of Spanish.” More than 4,000 words in Spanish are derived from Arabic, which was also the language of the Moors who dominated the peninsula for approximately 800 years.

However, once the peninsula was taken over by the Romans, Latin began to dominate, and thus began the evolution of the Spanish language.

According to Dr. Hallen, this is why many Spanish words are Latin based.

The Encyclopedia Britannica explains that like languages such as French and Russian, both English and Spanish use scientific terms that derive from classical Greek.

Despite the way that English is Germanic in its grammar, “the bulk of English vocabulary is in fact Romance or Classical in origin,” the Encyclopedia Britannica explains. This is why both English and Spanish have similar words.

Thus, while English shares more structural commonalities with its Germanic roots, the words of the language itself come predominately from Rome – meaning that they are Latin based – much like Spanish diction.

While it is important to know the origins of our language, it is also important to know the significance of these origins in everyday communication.

“When it comes to the concept of etymology, we just want to be more conscious of what we are saying,” said Andres. “It’s very much a speak before you think kind of thing.”

As citizens of a highly social and increasingly interconnected global community, etymology helps us understand why the words we use carry weight not only from their meaning, but from how that meaning has changed over time.

“I think etymology is important because if we are not mindful of the language that we use, we run the risk of not only offending people, but just miscommunicating in general,” Andres said.

“The way that we talk to others

matters, and the way that we use words matters just as much.”

Being more aware of the historical context that is associated with both the English and Spanish languages can also help us make connections between the two.

For example, the Spanish word for coffee is ‘café.’ This is a Spanish-English cognate – meaning that in shares the same linguistic origin, which in this case is Arabic. The Arabic word for coffee or café is ‘qahwah.’

Other cognates between the English

and Spanish languages with Arabic origins include ‘sugar’ or ‘azucar,’ which derives from the Arabic word ‘sukkar,’ and the word algorithm or ‘algoritmo,’ which derives from the Arabic word ‘ḥisābu lḡubār.’

Understanding where these similarities come from is crucial to our ability to communicate in an informed manner.

Inforgraphic by Evan Hewitt.

ENGLISH WORDS that originate from

other languages French

German German

qahwah Coffee

Entrepeneur Businessman

Leitmotiv

Spanish

Persian Persian

Japanese

tornado

Shah Met

絵文字

Twister

Checkmate

Emoji

Arabic Arabic

Leitmotif

22

Foreign & culture

Study Abroad Programs at Barry

Photo courtesy of istockphoto.com.

By Liz Calvo Due to the COVID-19 pandemic, Barry students who were studying abroad have returned home. The study abroad programs for the summer semester are cancelled. Furthermore, there are no current plans for registration during the fall semester.

However, since students should always leave a fair amount of planning time for a study abroad excursion, one year from now – Spring 2021 - is the most adequate amount of planning time.

What is the study abroad program?

The study abroad program was created in partnership with the College Consortium for International Studies (CCIS) to give students an opportunity to learn in a foreign country.

Students can learn new languages as they navigate a new environment. They will explore the culture of the country as they visit museums, view architecture and taste the country’s cuisine.

Additionally, students can receive academic credit for the subjects they choose to study.

According to the head of the study abroad program, Dr. Katherine Nelson, any full-time undergraduate student can apply. All courses are taught in English, unless the student is taking a language class.

SUMMER 2020

Application Process Applicants will meet with Dr. Nelson to increase their understanding of the application process and the requirements for qualification. However, the application process itself will take place on the CCIS website.

In order to complete the application, students must have two letters of recommendation, an unofficial transcript, and a passport.

Additionally, students in the school of business must meet with Dr. Jessica Fleitas, the assistant dean of the school of business, to discuss how the program works with their curriculum.

How much does this program cost?

Dr. Nelson and the financial aid office will inform you about the cost of the program and the amount of financial aid you will receive. Normally, the semester abroad tuition is equivalent to that of a traditional undergraduate semester.

In addition, “...each program has different out-of-pocket expenses such as deposits, health insurance, airfare, excursions, and art supplies,” said Dr. Nelson.

Dr. Nelson adds that any tuition-directed financial aid is used for study abroad in the same way it is normally used. There are also grants and scholarships students can apply for on the CCIS website.

Health and Safety As safety is important, learning about a country’s culture prior to making your fi-

nal choice is crucial. Students should learn about the social, political, and religious norms in the country they plan to visit.

Additionally, the CCIS website recommends establishing a communication plan with your family, home institution and study abroad program. You must have copies of important travel documents, contact numbers and other relevant information.

Prior to attending the trip, you should schedule an appointment with your health care provider, or with the student health center, for any necessary vaccines or to check medication availability.

It is also recommended that you identify mental health resources at your destination country and form a mental health plan with your current provider.

The U.S. Department of State’s Students Abroad page provides destination-specific information and a Health and Safety Student Handbook.

Additional Information Students must be at Barry for one semester before they can qualify for the study abroad program. They must also hold at least a 2.75 G.P.A. to participate in the program.

Additionally, any undergraduate enrolled in the school of professional and career education (PACE), needs to consider two issues, according to Dr. Nelson.

“First, timing may present a problem, given that PACE courses are offered on a schedule that is different from the typical semester for undergraduate programs,”

said Dr. Nelson. “Second, a semester abroad requires paying the tuition for traditional undergraduate students at Barry.

This amount is significantly more than the cost of tuition for PACE students.”

For further information about the program, you can contact Dr. Katherine Nelson at knelson@barry.edu or visit her

Biology major, Samantha Britz. Photo courtesy of barry.edu.

SUMMER 2020

23

career & leadership

Photo courtesy of shutterstock.com

COVID-19 Worsens Job Market for Barry Graduates

By Jeanelle Jacobs Prior to the COVID-19 outbreak, America was at an unemployment rate of 3.5 percent, according to Fortune. Now, it is at a rate of 4.4 percent. The current pandemic is clearly affecting the job market for our graduating seniors.

As this unemployment issue mostly affects entry-level employees, Barry seniors are encouraged to begin job searching now.

Senior English major Joshua Caley believes that especially during this pandemic, it is important for students to get a head start in their job search.

“One thing I’ve already been doing is looking at and contacting different places of interest,” said Caley. “I'd advise everyone leaving college and entering the workplace to begin looking at potential places before senior year even starts."

According to an Early Stage Careers survey of 30,000 randomly selected college students, it was found that only 32 percent of students were confident that they would graduate with the knowledge and skills to succeed.

This ill-prepared feeling brewing in student’s minds stems from the mistakes that many students make when it’s time to enter the workforce, according to Kimberly Timpone, associate director at the Career Development Center.

"In general, the biggest mistake that students tend to make is waiting too long to begin their job search," Timpone said.

In addition to time management, Timpone notes that applying to online vacancies

only is another mistake that students make.

"Networking is still the best way to find employment, so it takes more than just submitting your resume in response to a job," said Timpone.

However, job fairs and meet-and-greets are not available to students during this pandemic, so Timpone provides guidelines for students to adhere to in the meantime.

"It's important for students to prepare by researching potential employers and the job market. This will inform how you adjust your resume or your job search approach,” said Timpone.

She also notes that making constant adjustments to your resume and cover letter to suit each position you apply for is crucial.

While job searching is difficult, the required quarantine amidst the COVID-19 outbreak furthers that difficulty by providing a new hurdle for job seekers to jump over.

Non-essential businesses have been closed, flights cancelled, and schools have resorted to remote learning as many states have a stayat-home order.

This is bound to have a negative effect on the economy. Now more than ever, graduating students are concerned about what they should expect the workforce to look like during this outbreak.

According to John Moriarty, director of the Career Development Center, students should not expect immediate availability of jobs during this pandemic.

Students must adjust their expectations and demonstrate an ability to adapt to changing situations.

"The Career Center sent out a survey

to employers this week to see what changes they are making concerning their hiring and recruiting needs," said Moriarty. "Most employers are still recruiting and hiring but delaying the start dates until the pandemic subsides."

In addition, Moriarty provides a look into the statistics surrounding job availability.

Fifty percent of employers have immediate needs for which they are recruiting. Forty percent of employers are recruiting for summer jobs and internships. Ten percent of employers are recruiting for fall internships and jobs and 36 percent of employers are offering remote work opportunities.

According to Moriarty, the top industries that are reporting job openings during this time are healthcare, social services, education and business.

Due to the fast-changing job market, Caley believes it is best for students to start seeking solutions now. He recommends searching for vacancies in the job market and companies on and offline.

Though the COVID-19 pandemic has caused the job market and the economy to suffer, it has also created job opportunities as companies are struggling to meet the demands of customers during this health crisis.

Delivery services such as UPS and FedEx; pharmacies like CVS and Walgreens and grocery stores such as Whole Foods Market, Publix and Walmart have expressed their need for more employees at this time.

Other companies offering stay-at-home opportunities include Amazon, offering fulltime virtual positions from customer service associate to digital devices and Alexa sup-

port; Zoom, offering jobs in technical support, data science and customer care; PayPal, with jobs in customer support and business operations; and Intuit, with jobs in bookkeeping.

"Call around. Send emails. Find out who may be of help to you if you think you're at stake for a job delay," said Caley.

The Career Development Center is there to help students prepare for the workforce.

Moriarty assures students that the center is working diligently to help students navigate their job search during this difficult time.

"We understand the challenges that you are going through as students and we are ready and willing to do whatever we can to help with your transition to the workforce,” he said.

COMPANIES OFFERING STAY-AT-HOME JOBS AMAZON ZOOM PAYPAL INTUIT

24

SUMMER 2020

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