09 14 16

READ AT YOUR

OWN RISK

Trigger warnings previously just preceded graphic social media posts in our daily lives, but recent controversy has stirred up debate on whether or not trigger warnings have a place in higher education. For or against, see pages 2 and 4-5 to dive into triggers in the classroom.

Warning: these articles do contain potentially distressing material Volume 132 Issue 19

Alex Phillips • The Daily Beacon

utdailybeacon.com @utkdailybeacon

Wednesday, September 14, 2016

2

CAMPUSNEWS

The Daily Beacon • Wednesday, September 14, 2016

THE DAILY BEACON STAFF

EDITORIAL

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Two weeks into the fall semester, I was sitting in my first class of the day and, with just 10 minutes of class time left, my professor said, “All right. Everyone take out a sheet of paper, and write about a time when the law, pain and death impacted your life.”

While everyone around me started shuffling papers, I sat there stunned. One minute, we were discussing the class material, and the next I was scanning through painful memories, looking for one experience that I felt comfortable writing about and handing over to a complete stranger.

I deliberately chose an event that I felt detached from, and I wrote down only the hard facts about what happened. But after I turned in my assignment and left class, my hands were shaking, and I was on the verge of tears.

That’s the closest I’ve come to being triggered in class. And while I’ve always appreciated when professors would give their students a heads up about class content concerning sexual assault or suicide, it never fully dawned on me just how grueling those class days could be for someone who is still working through the trauma from a recent, or particularly harrowing, experience.

I spent the rest of that day in a haze, unable to focus on class, work or anything except that morning’s assignment and why it was so important to have a discussion about how to handle potentially triggering content in classrooms.

Unfortunately, it proved very difficult to have that conversation, as even mentioning trigger warnings immediately put everyone on offense.

In a neutral survey asking students and faculty for their opinions on trigger warnings and whether or not they should be used in classes, the responses we received were so unnecessarily offensive and angry, we questioned how to move forward with the piece and how to present data that in itself was could be distressing for some.

The people who were against using trigger warnings weren’t just turned off by the idea of coddling students — a popular argument against the use of trigger warnings — but they were so upset at even the suggestion of including such disclaimers, it seemed they were actually more interested in forcing people to endure uncomfortable, stressful or painful situations. It’s like there’s this new fascination with being mean and hateful just to show that you can — that you’re not someone who’s afraid of ruffling some feathers. That you’re tough.

We got responses like, “This nonsense is getting way out of hand and the fact that you’re reinforcing it isn’t helping. I consider myself a Liberal, but this stifling of the free flow of idea because someone might become uncomfortable is silly.”

Or, in the worst response we received, when asked how faculty members could use trigger warnings in the classroom, one responder said: “Killing all niggers, kikes, shitskins, mudslimes, feminazis, anyone left of the centre in a

political compass, retards, transfags and gays.”

Reading these responses, it quickly becomes clear that most people have no idea what a trigger warning is. Many people seem to believe that trigger warnings will prevent professors from discussing certain topics. But that’s incorrect. Trigger warnings aren’t meant to stifle the discussion of sensitive, challenging subjects. On the contrary, they exist to precursor these discussions so students who have a history of dealing with certain traumas can be prepared for the discussion, or take the day off if they need to.

It’s this lack of education surrounding trigger warnings that spurs such hatred in people who might appreciate them, or even need them. It’s not about permitting, or encouraging, frailty, it’s about showing your classmates and your students respect. It’s about acknowledging that other people’s experiences are different from your own, and even though a discussion about domestic violence or suicide may not bother you at all, it could cause someone else intense post-traumatic stress.

I think, instead of being so scared that our society is growing more tolerant and respectful of each other’s unique experiences, we should be more concerned of how comfortable we are with causing each other distress.

That’s a whole lot scarier to me.

Number of UT donors reach all-time high Annie Tieu

Contributor An influx of private donations will be boosting the university’s budget by $167 million.

In the 2016 fiscal year, over 43 thousand donors gave to the University of Tennessee, an increase of more than ten thousand donors in the past three years.

Haylee Marshall, senior director of Alumni Affairs and Advancement, said the increase has to do with the university’s alumni chapter programs. Sixty-three chapter programs across the country host events for alumni to keep them involved in the university.

“The numbers certainly reflect a concerted effort and some innovative outreach initiatives, including Big Orange Give and VOLstarter; and Senior Impact is a key factor as well, since over 1000 seniors gave this year,” Brooks Clarke, project manager of Alumni Communications, said.

Big Orange Give, an online fundraising campaign, allows students, faculty, alumni and donors to contribute to UT. In 2015, the goal was to reach $1 million in a single week and the campaign ended up raising $1.4 million.

According to Marshall, about 87 percent of

donors contributed under $100.

“You can see during that time how when everyone comes together, they can make a difference. That’s been our message. It doesn’t matter the size of your gift, it’s your participation and the fact that you’re raising your hand, saying, ‘I believe in the university. I believe in the direction of the university,’” Marshall said.

Big Orange Give takes place November 14 -18, and the goal is still $1 million. Donors can choose where they want their money to go to, such as contributing to scholarships, specific student organizations or specific colleges.

VOLstarter, a crowdfunding website, helped increase younger member contributions, Marshall said. From fiscal year 2014 to 2015, young alumni donations increased by 52 percent.

There are specific events and networking Hannah Jones • The Daily Beacon targeted for young alumni that helps to engage give $20.16, and for the 2017 class, graduating them with UT. The Office of Alumni Affairs and students will be asked to give $20.17.

Development also has a Young Alumni Council.

About 1100 seniors from the 2016 class “They really have taken ownership of trying donated to Senior Impact. to get other young alumni involved,” Marshall “Alumni and donors have bought in to our said.

Journey to the Top 25 and the Vol Vision that Senior Impact is another donor program that the Chancellor has put forth, and so they want targets graduating UT seniors. to invest in that, they want to invest in our These seniors were asked to give an amount students, and they want to invest in creating a matching their graduating year as their first gift better university,” Marshall said. to UT. For example, the 2016 class was asked to

ARTS&CULTURE

Wednesday, September 14, 2016 • The Daily Beacon

3

Georgia band reinvents southern charm Anu Kumar

Staff Writer The Whigs are scheduled to perform at Scruffy City Hall this Friday, Sep. 16.

This is not the first visit to Knoxville that the Georgian band has made.

They’ve visited the city multiple times playing at venues such as Scripted City, Square Room and World Grotto (before it closed).

The three piece rock band has a slightly “retro” sound from their influences of rock and roll from the ‘70s, ‘80s and ‘90s.

“It’s a straight up, kind of meat and potatoes type of high energy rock and roll.” Julian Dorio, one of the band’s founding members and drummer, said.

Dorio has had a good portion of his playing style influenced by drummers of the ‘60s and ‘70s.

“I grew up with my father’s records … I felt that those drummers had an

amazing personality,” Dorio said.

The band got its start when high school friends Parker Gispert, lead singer and guitarist, and Dorio decided to form one while attending the University of Georgia. Despite their busy college schedules, Dorio and Gispert knew they wanted to play music together.

“We always wanted to be in a band, even when we were going to college,” Dorio said.

Even doing something as surreal as touring, there can be some monotonous instances and tasks, such as loading equipment and spending most of your free time on a bus. Dorio tries to have some music playing in the background while unloading equipment or before a performance. Before shows, he’ll also try and stretch to prepare for the performance.

“It’s a pretty high energy rock and roll show,” Dorio said. “As a drummer, it’s almost as much of a sport as it is art.”

Of course there are the fun sides

of touring, such as the actual performances and venues. One of Dorio’s favorite memories has been performing in Red Rocks, Colorado.

“It’s hard to beat those really beautiful natural amphitheaters,” Dorio said. “(It is) One of my favorite places of all time.”

While the money and fame that comes from making music for fans is rewarding, The Whigs’ main goal is to keep their art form as authentic as possible. Since there’s no real formula for this, sometimes it’s either feast or famine when it comes to writing music and the general creative process.

“Some songs come together in five minutes and others come together in five months,” Dorio admitted.

“Typically we get together to work on tunes to flesh them out.”

As for future plans for The Whigs, they are releasing a live album on November 11 (which they recorded in Atlanta, Georgia) called “Live in Little 5.”

• Photo courtesy of The Whigs

4

CAMPUS

The Daily Beacon • Wednesday, September 14, 2016

Trigger Warning Statistics * 112 students polled

1. Are you familiar with the term “trigger warning?”

Presley Smith

Opinions Editor

Somewhat 7.1%

Yes 86.6%

No 6.3%

Yes 21.4%

No 78.6%

2. Have you ever had an issue with being triggered at school or during class?

3. Have you ever been triggered at home or in your normal life?

No 60.7%

Yes, often 7.1%

Yes 32.1%

Yes 40.2% No 59.8%

5. Do you believe certain steps could be taken to prevent students being triggered during class?

Why or why not?

Students, faculty debate

4. Do you know of a friend or family member who has been triggered in class?

Yes 40.2%

No 59.8%

Yes, often 7.1% Lauren Ratliff • The Daily Beacon

This August, prior to the start of classes, the University of Chicago sent a letter to all incoming freshman stating that “students are encouraged to speak, write, listen, challenge and learn without fear of censorship ... Our commitment to academic freedom means that we do not support so-called ‘trigger warnings’ ... we do not condone the creation of intellectual ‘safe spaces’ where individuals can retreat from ideas and perspectives at odds with their own.”

The university did, however, later release a statement clarifying all instructors are allowed the option of making students aware of trigger warnings if he or she so decides.

These statements have gathered both praise and disdain — but the University of Chicago has also lit a fire under the conversation surrounding what trigger warnings are and if they are (or aren’t) needed, especially in academia.

A trigger warning, put simply by Greg Lukianoff and Jonathan Haidt in their piece “The Coddling of the American Mind” in the September 2015 issue of The Atlantic, is “...a stated warning that the content of a text, video, etc., may upset or offend some people, especially those who have previously experienced a related trauma.”

The point of a trigger warning in the classroom is to warn an individual of the sensitive topics a class may cover to prevent a traumatic episode. As the material covered in college classes is less and less censored, like reading “We Need to Talk About Kevin” and “Room” or watching “Boys Don’t Cry” or “Black Swan,” both faculty and students have found that trigger warnings are important.

“I handle sensitive subject matter including domestic abuse,” Robin Nicks, senior lecturer in English at UT, said. “On the first day of class I do try to go through the syllabus and say, ‘Here are the books we are reading and here is the subject matter

“

they deal with, that way you have fair warning.’”

But why should students have to be warned?

According to a study conducted by The Daily Beacon among UT students, 21.4 percent of students surveyed reported being triggered while in class and 40.2 percent reported knowing a friend or family member being triggered.

For example, one survey participant, when asked if he or she had ever been triggered in class, explained, “Yes. I was a victim of childhood sexual abuse, and have been clinically diagnosed and treated for PTSD and am registered with ODS. In one English class we were assigned to read ‘Lolita.’

It was a difficult thing to get through.”

Kathleen Smith of the American Psychological Association explained that, while these panic episodes cannot be completely eradicated, they can easily be reduced.

“Providing information upfront can help students decide whether they are prepared to take a course,” Smith said. “For example, students in a film criticism class with graphic images might be better off sitting it out until they are prepared for the content.”

Then arises the issue of sensitivity. When UT students were asked if they believed we, as a culture, are more sensitive to being triggered, 50.2 percent replied they believed this to be true. Nicks, however, has a differing opinion.

“We’re just not afraid to talk about it,” Nicks said. “This is an extremely courageous thing — not a sensitivity issue.”

Eileen Zurbriggen, professor in psychology at the University of California at Santa Cruz, agrees.

Zurbriggen has rigorously studied the effects of trauma on survivors and has found that as many as 50 percent of students have some trauma history, and even small doses of representations of trauma can affect people. By receiving a trigger warning, she said this can prepare a student so he or she can remove him or herself from the situation if necessary.

“People think that students are so vulnerable or

Most trauma survivors have a lot resilience. Providing information to students always makes the class a better experience and prepares them to dive into the material in a way that promotes learning.”

Eileen Zurbriggen, professor in psychology

NEWS

use of trigger warnings

“

The reality is that in this world people will be exposed to things that make them uncomfortable, disgusted or terrified.

Shielding people from such realities does them no benefit as far as their education and preparedness to deal with these things in the real world.”

that they need to toughen up, and that’s not the issue,” Zurbriggen said. “Most trauma survivors have a lot of resilience. Providing information to students always makes the class a better experience and prepares them to dive into the material in a way that promotes learning.”

Not all students and faculty agree though. In the survey the Daily Beacon conducted, 46.4 percent of participants felt that trigger warnings should not be issued in classes, regardless of the material, while 45.5 percent supported trigger warnings in the classroom.

Of those that disagreed with the use of trigger warnings, one survey respondent said, “I do not support this. The reality is that in this world people will be exposed to things that make them uncomfortable, disgusted or terrified. Shielding people from such realities does them no benefit as far as their education and preparedness to deal with these things in the real world. Introducing topics in a controlled setting, such as a classroom, can help people learn to cope and confront their anxieties rather than run and hide from them, which they will likely be unable to do once out of college.”

Other college students have taken a similar stance across the country. On Sep. 5, Ohio University College Republicans took a stand against trigger warnings on their own campus by painting their school’s graffiti wall to say, “Trigger warning: There are no safe spaces in real life! You can’t wall off the 1st amendment.”

The president of the group, David Parkhill, said the organization painted the wall in support of Republican presidential nominee Donald Trump’s plan to build a wall.

“We believe that people were offended way too easily, and there was no place for the coddling of those minds on campus,” Parkhill said.

Professors have also tackled why they don’t agree with trigger warnings in the classroom. On

“ “

Wednesday, September 14, 2016 • The Daily Beacon

Survey response

Aug. 3, an Auburn University engineering professor, Peter Schwartz, added an intentionally sarcastic trigger warning to the top of his syllabus. The warning stated, “TRIGGER WARNING: physics, trigonometry, sine, cosine, tangent, vector, force, work, energy, stress, quiz, grade.”

In an interview with AL.com, Schwartz said, “I think trigger warnings are a joke to begin with, and I wanted to see what one might look like in an engineering course. Looks kind of silly, doesn’t it?

That (sic) because it is.”

However, those who have experienced triggers in both the classroom and their everyday lives believe trigger warnings and their purpose are misunderstood by those who are against them.

“I think it’s a great idea,” said one survey respondent in support of trigger warnings. “It pisses me off when people say that people with triggers are sensitive pussies. They have obviously had an easy and less traumatizing life than some of us.”

For example, Nicks had a student in one of her classes who had been in an abusive relationship for years and had recently gone through an “extremely difficult” divorce.

“We were going to be covering material dealing with these issues, and though she did not leave the class those days, it was nice for her to have a fair warning on the upcoming subject matter,” Nicks said.

In regard to traumas, such as sexual assault, suicide, addiction, etc., Elana Newman, Ph.D., research director of the Dart Center for Journalism and Trauma, put the reasoning behind sharing trigger warnings simply.

“Whether or not the warnings are required, I still think that it is ethically responsible to share with students your course content so that they can be prepared,” Newman said.

At this time, the University of Tennessee has not taken a stance on the subject.

5

Select survey responses I definitely think it would be helpful to remind instructors that often they’re going to have someone in their classes that have experienced trauma similar to what they’re teaching about or describing. Just an awareness that sensitive subjects need to be treated with respect, maybe by giving a “trigger warning” could be helpful.”

No I haven’t because I believe that every person deserves the right to express their opinion without fear of “offending” or “triggering” someone else. This is college not preschool and we all have learned by now how to play nice with one another.”

“

Yes. There’s no reason to not have trigger warnings - either give them before the triggering content, or give them at the start of the class with the syllabus.

A simple “heads up, some on the content we’re discussing includes a description of rape. I believe that it’s important to your understanding of the material that you do not have a specific warning of when it will arise. If this is a trigger for you, please talk to me outside of class” manages to give a trigger warning while not “spoiling” the material.”

“

A college student should be prepared and open mentally so their classes can reach the deepest and highest levels of discussion without censorship. The only trigger warnings should be for physical conditions such as epilepsy. Psychological/emotional triggers/ptsd triggers are an implicit possibility of academic discussion.”

6

SPORTS

The Daily Beacon • Wednesday, September 14, 2016

Regal, yet Rowdy — Vols soccer support group continues growing Norris Eppes

Contributor Following their first win of the season, each member of the Vols soccer team jogged behind the goal, giving high-fives to the Regal Rowdies who cheered from behind the north fence. Head coach Brian Pensky motioned for the team to swing back around for a second lap of celebration. “I told our team, ‘Now go again!’ They deserve a double thank you,� Pensky said.

Going into their third year as the official supporters group for Volunteers soccer, the Regal Rowdies have more than tripled their size since last year. Now boasting over 275 members, the supporters have grown from humble origins to being a constant presence at Regal Soccer Stadium and away games.

Their constitution says that they’ll be at every home game, and the Rowdies have done that for the past two years. Going into their third, they’ve traveled with Tennessee soccer to games in Nashville, Johnson City, Lexington, Washington, D.C. and to the SEC tournament.

Matthew Proffitt, senior in biological sciences, and Ethan Perry, senior in kinesiology, founded the Regal Rowdies and will graduate this spring with the other seniors who started the group.

Proffitt, though, is leaving the Rowdies with a new motto. “We’re no longer an origin story,� Proffitt said. “We’re all about moving forward, getting new members. It’s been a grassroots movement. We started with just a few people. We grew a little

The Regal Rowdies attend every soccer game and lead the crowd in chants to cheer on the Vols.

Madison Nickell • The Daily Beacon bit, we grew a little bit more. Now we’re at the point where it’s caught on.�

Perry echoed the Rowdies’ success, amazed at the amount of growth they have experienced since the group’s conception.

Having begun as an organic fusion between like-minded groups of fans, the seniors leave a support group which contribute to the growth of college soccer environments across both

TUTORING

EMPLOYMENT

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the state and the nation. A member of the National Collegiate Student Section Association (NCSSA), the Regal Rowdies are one of three supporters groups for SEC teams, along with the Maroon Militia at Texas A&M and Cockyâ&#x20AC;&#x2122;s Corner at South Carolina.

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thankfully do not participate in the same acts of hooliganism often associated with firms and ultras groups across the globe, they do contribute a vital element to games in Knoxville that is often less present in America than it is elsewhere across the globe: noise.

See ROWDY on Page 8

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PUZZLES&GAMES

Wednesday, September 14, 2016 â&#x20AC;˘ The Daily Beacon

7

STR8TS No. 871

4

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SUDOKU

NEW YORK TIMES CROSSWORD â&#x20AC;˘ Will Shortz

No. 871

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If you like Str8ts, Sudoku and other puzzles, check out our books, iPhone/iPad Apps and much more on our store at www.str8ts.com

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SPORTS

The Daily Beacon • Wednesday, September 14, 2016

ROWDIES continued from Page 6 The Rowdies bring that noise to Tennessee soccer matches. They sing, they shout, they have confetti poppers — and they play Big Bertha, a large drum that lends its booms to their chants.

Around the world, artificial noisemakers are an integral part of the sport, but in the U.S. they have long been banned from college athletics.

Drums have been slowly permitted in college soccer. Starting this season, vuvuzelas — which most famously made their presence known during the 2010 World Cup — are allowed in Regal Soccer Stadium. They will be handed out before each SEC home game.

“Our team, our players, our program, we’re so fortunate to have a group of students who care about supporting Vols soccer and care about creating a raucous environment,” Pensky said. “There was a point in the game (against Liberty) where I was thinking, wow, the drums are going, the music is playing, they’re singing, and it feels like a real soccer game. Our kids are so lucky to have this.”

As with most sports, the effect of the fans on a game is an intangible element which can often have tangible effects on the field of play.

In a sport like soccer, where a team’s control is often less measurable quantitatively and more so qualitatively, crowd noise and atmosphere can noticeably impact games.

Possession is the currency of soccer matches while it’s taken for granted in other American sports. In baseball, it’s a given; in football, a game can ultimately be decided by the outcome of a single fumble. In soccer matches, each second of play carries the importance of a fumble being contested.

The team which wins is often (but not always) that which can best possess the ball.

Crowd noise effects the intensity of often pivotal moments in a match — just as third-year midfielder Carlyn Baldwin has noticed the effect that the Rowdies have on Tennessee soccer.

“During games there are tough moments and sometimes you just need to hear the fans,” Baldwin said. “They definitely bring that, every time they’re out there.”

Krishen Gosine, senior in biological sciences and proud part of the Rowdies, said that they are always trying to find unique ways to get in the minds of their opponents.

“Everyone has their go-to lines to heckle the other team’s players.” Gosine said. “I’m always rattling off pick-up lines. ‘May I buy you a Cookout tray?’ Everyone has their own style — that’s unique to our student section.”

Even after the seniors who founded the Regal Rowdies graduate in the spring, the supporters group will still bring the noise, the songs and the heckles to Vols soccer. With the growth of the supporters group, many first and second year students have grown into different leadership roles and Proffitt is confident about the future of the Rowdies.

The Regal Rowdies attend every soccer game and lead the crowd in chants to cheer on the Vols. Madison Nickell • The Daily Beacon Kenya Reeves, freshman in kinesiology, is one such student who will fill the shoes of the founders.

“I hope to have more people before I leave,” Reeves said. “I want other teams to fear playing at Regal because they’ll know that the Rowdies are here.”

Any student attending a soccer game is free to sit with the Rowdies. There is free pizza, after all — but Proffitt encourages those interested to join the group officially.

“We hope that more students will get involved with cheering on not just football and basketball, but also soccer and softball, swimming and

diving, track and field, tennis,” Proffitt said.

“We want it to be a movement so that people come out to these events more than just to get T-credits and more than just to get something free …We’re hoping that this’ll be something that’ll last for a long, long time.

“As long as there’s Tennessee soccer, there’ll be the Regal Rowdies.”

You can join the Regal Rowdies by signing onto VolLink, finding their official page and clinking “join.” There are no dues. Announcements before games are made on their Twitter @ RegalRowdies and on their Facebook page.