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INSIDE >> 2 NEWS 6 CULTURE 8 POST 10 SPORTS4 CAMPUS LIFE
Journalthe
We s t e r n O r e g o n U n ive r s i t y
An internationally-inclined mindGraduate student, Study Abroad recruiter, Writing Center tutor and international adventurer – Emiko Christopherson does it all
Paige O’Rourke | Editor-in-Chief
When Emiko Christopherson – then known as Emiko Hori – arrived in Oregon in December of 2005, her plans for the next six years of her life were fairly simple and straightforward. Among other things, she knew she wanted to increase her English-speaking abilities and her understanding of the American educational system in order to return to Japan with a stronger set of teaching skills.
“Originally I was just going to stay here for one year,” Christopherson stated. “But then I got really involved with leadership, and I really enjoyed it.”
Starting off as a student at Chemeketa Community College, Christopherson was able to obtain two jobs and receive scholarship funds, based on her involvement in student government, both of which afforded her the opportunity to continue her education in the United States.
“I was just so involved and so into it, I couldn’t leave. It was just so much fun,” Christopherson said.
NOVEMBER 17, 2010 WWW.WESTERNOREGONJOURNAL.COM VOL. 11, ISSUE 9
CHRISTOPHERSON | SEE PAGE 6
AN EYE-OPENING EXPERIENCEOne of the biggest differences Christopherson has
noted between the American and Japanese educational systems centers around the two cultures’ differing views of educators.
“In Japan, a teacher is considered an authority figure. They are supposed to give information and the students are supposed to really absorb the information. The education is really exam-based, so [students] cram all the information and then put it on paper and that shows how well you remembered.” Christopherson said. “But in the U.S. I had heard that education means to . . . bring out the best in individuals. The teacher has to know the techniques to bring out the best in each student, and I wanted to learn how to do that. That’s how I first came to the U.S., but then I really fell in love with leadership.”
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2 NEWS November 17, 2010
www.westernoregonjournal.com
International students attend Jennifer Morris’s class to learn about writing and grammar in America.
Swift Kick company founder Tom Krieglstein gives national broadcast lecture on benefits of Facebook
Monica Millner | Freelancer
Get ‘liked’ by employers
FACEBOOK SEE PAGE 3
Students, staff give insight into the differences between American universities and colleges abroadAlex Riecke-Gonzales | Freelancer
Education by nation: Academics across the globe
On Thursday, Nov. 9, The National Society for Leadership and Success hosted a live telecast in ITC 211 featuring guest Tom Krieglstein who spoke about social networking and how students can use it to
their advantage. Krieglstein is the co-founder of Swift Kick, a company with the objective to heighten student engagement in educational opportunities. His lecture, titled “Leveraging Facebook,
Twitter and Your Digital Identity in College,” was an informational piece about how some people have used the Internet wisely and how some have not.
Broadcasting live all over the country,
Krieglstein explained through his telecast that Facebook could be a very powerful social networking system, along with other online profiles.
“ N i n e t y - t h r e e percent of students have a Facebook, Myspace or Twitter,” Krieglstein informed the audience. “Sixty-three percent of them log in everyday.
“And yes,” he added with a laugh. “I know that many of you log in more than once!” Five years ago, if Krieglstein asked an audience to raise their hands if they had a Facebook, he would see one or two hands. If he asked how many were addicted to Facebook, he would get none. However, if he asked if anyone knew someone addicted to Facebook, a third of the audience would raise their hands. “A lot of people play games, or update their status with ‘Taking a shower,’ ‘Going
to work’ and ‘eating dinner,’” Krieglstein said. “If you use Facebook this way, you’re doing it wrong.”
At least 70 percent of employers search on the web before ever giving someone an interview. Krieglstein notes that 86 percent of these will use any positive information they find on potential employees to their advantage.
“Privacy is important,” he admitted. “But if you entirely lock your Facebook down so that no one can see anything, employers aren’t going to be interested.”
On the other hand, he advised that it is probably not a good idea to post photos at that party last weekend if one is in search of a job. He calls it the “glass bedroom effect.” In real life social situations, students can tell their mother one thing about last weekend and their friends another. On the Internet,
however, everyone gets the same information.
Facebook does offer some ways to tweak that, though. Instead of blanking entire profiles to non-friends, one can offer information such as a link to a blog, a list of activities, email address or school currently attending. Krieglstein explained that it is probably not a good idea to offer too much personal information, however; putting Social Security numbers on the Internet is never a good idea.
“The best thing a student can do is make a blog, put yourself and what you do out there,” Krieglstein pressed. “If you proactively advertise your talents and activities, someone is going to notice.” When asked about his opinion of the information that Krieglstein presented and whether he had
For those who have studied abroad, it is a well-known fact that schools in America have different qualities than those from around the world. Jennifer Morris, an international writing specialist at the Writing Center, has taught in numerous countries including Japan and Taiwan and received her graduate degree in England. Morris said that she sees many more differences than similarities between educational systems in America and abroad.
“Even as a student in England, I noticed that there were a lot of differences,” Morris stated. “You think since it is an English speaking country it’s going to be very similar, but you can’t make those assumptions.”
One thing that Morris recognized in British universities is that they don’t have the same GPA “A-F” system that American universities have. She also mentioned that they do not have credit hours.
Study Abroad Student Recruitor Emiko Christopherson, who received all of her primary education in Japan before coming to the U.S., saw the biggest difference between Japanese and American universities as the acceptance of individuality. Christopherson explained that in Japan, unity “is enforced from first grade.” Reiko Harano, an art
major at Western, did her primary education in Japan but decided to do all of her college work in America. Harano also believes that the biggest difference is the fact that students in America are encouraged to have opinions, whereas in Japan, opinions are simply
not spoken aloud.“Many American
students just say their opinion. They don’t think about what other people will think,” Harano explained.
Especially with her art classes, she finds it hard to do critiques of not only other students’ artwork but also her own. “In Japanese culture it is not important to put meanings behind their artwork, but here people want artists to talk about it.”
Harano explained
that in Japan the idea of clarity is not as important as it is in America. Another aspect that both Christopherson and Harano addressed is the fact that though in America a student can enter college as undecided, in Japan the student has to know
their major before even applying for college. Then, the students have to take an exam for that particular department within that specific university. These exams are intensive memorization tests that students begin studying for at the beginning of their senior year of high school. Harano mentioned that everyday after school her friends would go to “cram school,” which was basically three to four
hours of studying for these exams. When students do not pass the exam their senior year of high school, they take a year off to study for it.
As an elementary school teacher in Japan, Morris noticed that the process of getting into
prestigious universities starts at a very young age.
“The parents try to get their children into really good kindergartens so they can go to really good elementary schools… so they can get into one of the elite universities,” Morris said.
C h r i s t o p h e r s o n said that the name of the university that a student attends matters a lot in Japan. However, all three women
admit that once the Japanese students are accepted by the universities, the work done while in college is much easier in Japan than in America.
“They proved themselves by going through the high school experience and through
that examination so they get into college and it’s a lot more relaxed,” Morris explained.
In England, Morris saw something very different in the university system.
“There is this gap year idea,” Morris said. “[Students] take a year off; they travel or work or just have fun and then they go to college because their bachelor’s degree is only three years.”
Morris, who also teaches international students, sees the biggest issue for students from Asian countries being the extra rigor expected in American schools. Morris says that in American schools, classes are more holistic in that students are expected to participate and engage with the subject matter, whereas in Japan it is much more focused on testing. Harano and Christopherson see this aspect in the fact that American professors expect discussions and students with opinions, whereas in Japan, teachers are seen as authority figures and students are expected to simply sit and listen.
Morris elaborated that, in Japan, people will chastise you for trying to be better than everybody else by saying your opinion.
Morris went on to say that the biggest difference she hears from her students is that they are baffled by “the high expectations that American professors have for them to participate.”
Although Harano has not yet overcome her fears of class discussion, she looks to the international students in her classes as her inspiration: “Other international students . . . speak up more than I do. When I see that they don’t care about their English and that they just try to express themselves it impresses me, and that encourages me to speak up too.”
Tom Krieglstein speaks about the importance of social networking.
Photo by | Monica Millner
Photo by | Emily Laughlin
NEWS 3 November 17, 2010
www.westernoregonjournal.com
International Education WeekWednesday, Nov. 17World exposition: Games from around the world
When: 11 a.m. to 2 p.m.Where: Oregon room, Werner
Learn how to play Mahjong from China, Mancala from Africa, Ddak-ji from Korea, Shoji from Japan and games from a variety of other countries. Students are welcome to bring games from other countries that they own. Cultural goods, movies and art will also be on display.
Thursday, Nov. 18AHA International Study Abroad opportunities
When: 10 a.m. to 2 p.m.Where: Concourse, Werner
Learn about the many opportunties to study abroad through AHA International and hear returning students talk about their experiences.
Friends of Gentle House Scholarship for study in Germany
When: Noon to 1 p.m. Where: Gentle House
Meet the 2009 Friends of Gentle House scholarship winner, Alex Moss, who studied in Germany during the 2009-2010 academic year and hear her presentation on her year abroad.
National Student Exchange: Opportunities to study in North America
When: 2:30 p.m. to 3:30 p.m.Where: Ochoco Room, Werner
Learn about the opportunities the National Exchange program offers Western students to study at another NSE college or university in Canada, Puerto Rico, U.S. Virgin Islands, Guam and the United States.
Friday, Nov. 19International potluck
When: 6 p.m. to 8 p.m.Where: Gentle House
The Chinese Students and Scholars Club and other international students will share a taste of their countries’ homemade dishes at the International Potluck. Enjoy an evening of making new friends and learning about their cultures. Attendees are not required to bring any food unless they have an international dish they would like to share.
Photo by | Scott Takase
Vice President of Finance and Administration Mark Weiss draws the winners for the Payroll Office raffle, a perk for signing up for direct deposit.
Payroll Office promotes direct deposit to students, hoping to decrease costs and increase sustainability
Monica Millner | Freelancer
Saving paper, one check at a time
FACEBOOK FROM PAGE 2
multiple profiles on online social networks, junior Evan Griffiths said, “I just have a Facebook. I use it to get a hold of my friends and organize hanging out. That’s it.”
Junior Cara Rose White disagreed with Krieglstein and said, “I’d much rather talk face to face with employers. It’s more personable. Why do they need my Facebook?”
Everyone uses the Internet in a different way. Some use it as pseudo meeting grounds to talk to friends and plan when to meet up; others, like Tom Krieglstein, use it to shore up business contacts. “A student attended my lecture on Facebook, went home, then added me,” Krieglstein said. “Fifteen minutes after that, he posted an animated short he had created. A few minutes after that, I had contacted him with an offer for a contract. Ten minutes
after that, I had transferred money over into his Paypal and he was contracted to do animations for my company. Just as simple as that and he had earned a couple thousand dollars.”
The National Society for Leadership and Success is a student organization run by president and senior Natoshia McGuire. Although the club has only been on campus for three years and has had a rough start, McGuire has high hopes.
“All of us want to be leaders,” McGuire said. “I want them to fulfill their potential and express their passions.”
Once a month, the club hosts a telecast in ITC 211 of a motivational speaker for their members and anyone who would like to join. Tom Krieglstein was the last live broadcast, due to the time differences of playing a broadcast from the east coast. McGuire does admit that the advantage of being able to have a set time once a
month to play a telecast outweighs how cool a live broadcast might be.
“Sometimes it just doesn’t work,” she stated. “Who wants to do a club event at eight in the morning?” The organization has a sponsored membership which is unique for each school, as it is an international organization. At Western, students receive an invitation if they are on the Honor Roll with at least a 3.0 GPA.
“We don’t want to limit our members, though,” McGuire stated. “Anyone is welcome to join.” Anyone interested in joining the society through other means must be nominated by two professors, although anyone is welcome to attend the events. The next event is another telecast by speaker Shawn Harper, former NFL player, on Nov. 18 at 6 p.m. in ITC 211. Students can contact Natoshia McGuire at [email protected] or at (503) 999-6699.
On Friday, Nov. 12, a raffle drawing was quietly held on the top floor of the Administration building in the Payroll Office.
“And the winners are . . . Abbey Webster and Ingrid Adams,” Mark Weiss, executive vice president of Finance, proclaimed to his co-workers.
Junior Abbey Webster and Study Abroad Advisor and Program Coordinator Ingrid Adams were winners of a gift certificate for Western’s Bookstore. These certificates are good for any sweatshirt worth up to $50.
The raffle is one way that Western’s Payroll Office is promoting their direct deposit system to students, staff and faculty.
For many years,
Western has offered direct deposit for anyone on campus who is on the payroll. The difficulty is that so many on payroll are students who have no idea that they can get their checks directly deposited into their bank account.
“We encourage everyone to sign up to take advantage of direct deposit because it saves the university costs that can be better utilized for student teaching and learning. In this era of dwindling resources, here is an easy way for everyone to help make a difference,” explained Weiss.
Each check Western prints costs $7. The cost covers the special paper, the technician, the toner, the envelope and a special
printer. Direct deposit of payroll checks, now used by 70 percent of the staff, saved Western $4,000 last school year. In an effort to get the whole staff to stop using paper checks, anyone who signed up for direct deposit this term was eligible for the raffle.
“We will continue to make WOU employees aware of the benefits of direct deposit such as payments securely reaching their account the day it is issued, saving employees a trip to the bank, and helping them avoid long lines at tellers or ATMs,” said Eric Yahnke, director of Budget and Payroll.
Any questions about direct deposit can be directed to Yahnke at (503)838-8175 or [email protected]
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4 CAMPUS LIFE
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November 17, 2010
Spiritual spaghetti, electric peace, serendipitous encounters and meeting the Holy Pig Farmer
Kelsey Carrier | Freelancer
Former adventure writer Jessica Maxwell visits Western and shares her accidental, spiritual experience with students, faculty while promoting her new book “Roll Around Heaven”
On the evening of Thursday, Nov. 11, Jessica Maxwell shared her spiritual journey with about 25 active listeners in the Oregon room of Werner. There were refreshments and snacks offered to the guests, but not your ordinary kind of refreshments; instead, a tea service was presented in china teacups and teapots. Before Maxwell took the stand, she walked around, chatting with friends and guests and also tuned her ukulele.
The Western Compass, a campus ministry supported by three religious denominations, sponsored Maxwell’s visit and also purchased books for guests to take home after getting it signed for a small donation to the Compass.
Western Compass is a group that meets and discusses the “big questions” in life including: What is God? Does the devil exist? And, does God have a future? They meet the first Friday and every other Monday in Hamersly Library room 107 and anyone is welcome to join.
Sue Dauer, a former professor at Western, discovered Maxwell’s book in a local bookstore.
“It was not unusual for me to pick up a book and purchase it,” said Dauer as she introduced Maxwell to the group. “That is what happened with Jessica’s book.”
As explained in her biographies and by Maxwell herself, her spiritual journey started when she saw her father’s face in a
completely cloudless sky three days after his death. However, Maxwell’s journey officially kicked off a few days before when she heard “The Voice” that said “This is it. Go,” after getting the call that her father was not doing well.
Not only did Maxwell see her father’s face in the sky, her sister saw this well only three hours after Maxwell did. She described the euphoric feelings that came over her when she saw how happy her father looked; happier than he ever did in life.
Before Maxwell’s cloudless day vision, she was a spiritual blank slate and not interested in religion. She was an “Adventure Girl” who loved her research and facts. She had been fly fishing, traveled to outer Mongolia and had attempted golf.
When her spiritual journey began in 1992, she was introduced to the individual who she calls the “Holy Pig Farmer.” He was a leadership trainer for Seattle’s Best Coffee and offered to speak to a class Maxwell was teaching at the University of Washington. When the Holy Pig Farmer walked into her classroom, she explained he was emanating a kind of electric peace that she could not place her finger on.
The following day, Maxwell called him to thank him again for speaking to her class, to which he replied, “I was told I would meet you 10 years ago. I was told I would meet a redheaded writer and that
we are going to write some very important spiritual books together.”
He became the spiritual teacher she did not want or expect. Maxwell also described other experiences she has had, such as seeing light radiating from pitchers in a Seattle Mariners’ game, seeing a red orb with tangerine circling it who she knew to be her mother visiting her and having her “third eye open” to her spiritual encounters.
She imparted on the audience that if she, an adventure writer, fly fisher and golf novice, can find her way on her spiritual path, then anyone and
everyone can. Maxwell stated that “Roll Around
Heaven,” or RAH, is an assemblage of evidence to the spiritual world in which we are surrounded, and that we only need to find our own Holy Pig Farmer in order to wake up and begin parading down our own path.
“She was such an engaging speaker. You could tell she was really passionate about sharing her experiences,” explained senior Natalie Sullivan. “I appreciated that she was open to all religions and just wanted to encourage people to examine their own spirituality.”
Jessica Maxwell speaks to a group of campus community members in Werner.
International education proves valuable to more than students
I n t e r n a t i o n a l Education Week (IEW) is a united and cooperative program of the U.S. Departments of State and Education. It is a celebration intended to encourage international c o m p r e h e n s i o n , understanding and to build and sustain support for international exchanges worldwide.
IEW was initially celebrated in 2000 and is observed today in more than 100 countries. The idea behind IEW was to celebrate international education and the exchange between countries. It also aspires to encourage international understanding and the development of programs that can prepare Americans to live, work and thrive in a worldwide environment. This program also hopes to draw future leaders from other countries to study abroad in the United States.
The eighth annual International Education Week was sponsored by Study Abroad, International Exchanges, International Student Affairs and
Scholars Affairs and the International Education Committee.
The week started off on Monday, Nov. 15, with the beginning event, “Experiences Around the World: Where No Regular Classroom Can Go,” in which President John P. Minahan gave an introduction before three students shared their experiences of studying abroad. On Tuesday, information was given on Study Abroad: ESOL in America Latina, at which time students received the chance to explain their adventures in Argentina.
Study Abroad and International Exchanges help to send students to more than 60 countries to study. Not only can students study abroad, but professors from different disciplines can teach overseas. Multiple professors from Western have taught outside the United States. Two such professors are Dr. Kit Andrews, professor of world literature, and Dr. Ann Bliss, professor of literature.
Andrews received his
doctorate in comparative literature at the University of Oregon. He teaches world literature at Western to a multitude of students. Among other places, he has taught in the Ivory Coast of West Africa in the Peace Corps and in Ludwigsburg and Kassel, Germany.
“They were very good experiences teaching outside the country. In Africa and Germany there was more respect for education than in the U.S.,” explained Andrews. “More responsibility is given to students in other countries in secondary [education] and university; there is more of a sense of student independence and capability of working on their own.”
“The British university system is very different than the American system,” Bliss added. “British students spend the two years before university focusing on only three subjects of their choice [A-levels], and then focus on only one of these subjects during their three years of undergraduate study [four years in
Scotland]. So, they are ahead of American students in their university subject, though they have less breadth because they don’t have general education requirements.”
Bliss has taught British literature in Cambridge and London in England and in Scotland. This summer she will be teaching Celtic mythology in Dublin, Ireland.
Bliss received her doctorate in medieval British literature from the University of North Carolina at Chapel Hill. Including the upcoming Celtic mythology course, Bliss has taught contemporary British drama, British literature survey, Arthurian legend, and literature and place.
“The main advantages of teaching abroad are being able to connect what you’re teaching in the classroom to the experience of living in that country,” said Bliss of teaching overseas. “And the opportunities of field trips and independent travel provide to enrich the understanding of the course material.”
Kelsey Carrier | Freelancer
Study Abroad gives educators as well as students the chance to experience and enjoy other cultures
Photos by | Ann Bliss
Some of the many places Dr. Ann Bliss had the opportunity to visit during her free time while teaching abroad. (Top) A view of Cambridge. (Bottom) A photo of the cottage of Anne Hathaway, the wife of William Shakespeare.
Photo by | Erin Wilson
www.westernoregonjournal.com
November 17, 2010 CAMPUS LIFE 5
Study in Argentina: A chance to put your language requirement to useChristina Tilicki | Campus Life Editor & Heather Worthing | Freelancer
Professors teaching abroad explained the benefits of immersing yourself in the Spanish cultureDuring International
Education Week at Western, students were given the opportunity to learn about potential opportunities to study abroad and immerse themselves in a new culture.
On Tuesday, Nov. 16, a session was held informing students of the benefits and educational opportunities of studying abroad in Rosario, Argentina.
Dr. Karie Mize of the College of Education started the session out with an introduction of the two programs offered in Rosario. Formerly, this
study abroad program was taught in Morelia, Mexico but due to the Federal Travel Advisory in Mexico, the location was changed.
“My understanding is that even though it [Rosario] is a city, it is not an intimidating city, said Mize. “You can walk around an not feel intimidated. Any place you go, you get to experience a new culture. There are tango lesions and a gaucho party and a whole lot of cultural things.”
Mize went on to explain the tentative costs of the programs. There are two possible programs to
chose from; one is three weeks and the other is six. While studying in Rosario, students can chose from Spanish language courses or education courses available for education majors.
Dr. Maria Dantas-Whitney who will be teaching in Rosario this summer then took the floor, explaining the benefits of studying abroad to interested students.
“This program provides not only an opportunity for you to experience another culture and to take more advanced Spanish classes but a
chance to take some of the required classes we have in our ESOL program,” explained Dantas-Whitney.
“The other neat thing about taking a class in another country is that suddenly your Spanish classes are not in a formal classroom setting, but you go out and you immediately get to use that language,” added Mize.
“That is one of the things I found most beneficial for my own language learning is that I was suddenly wanting to talk about these topics versus cramming things on a test.”
Traveling the coastline of Australia while studying abroad resulted in a rewarding semester for one Western studentFor four months, English major Stephanie Levine studied at Deakin University in Melbourne, Australia, enjoying the sun, the scenery and the gorgeous, scenic beaches
Christina Tilicki | Campus Life Editor
Studying abroad has proven beneficial and valuable to students who participate in this program. With dozens of possible locations for interested students to choose from and financial aid available to fund the costs, going to a desired destination for an amazing cultural experience is an attainable reality.
For one such student, the itch to travel turned into such a reality. Junior Stephanie Levine spent more than four months this year at Deakin University in Melbourne, (pronounced “mel-bin” by locals) Australia. Walking by the study abroad office at Western one day, Levine decided to apply for the program for kicks.
“I was just passing by, went into the office and wanted to check out what they had,” said Levine. “I walked in and grabbed three brochures and by the next day I decided I wanted to do it. I hadn’t talked to financial aid before I
submitted my application which is rare for me. I plan everything and am not a spur-of-the-moment person.”
Levine was also looking at study abroad in Dublin and Ghana, neither of which suited the time frame she wanted to do a study abroad program or offered the topics she wanted to study. Deakin University offered a wide range of classes compared to other institutions. “There were hundreds of classes to choose from,” explained Levine. “It was a huge university. Compared to Western it was a real culture shock.”
“I chose this location because it wasn’t as scientifically focused as some of the other universities are,” Levine continued. “It offered more classes I was interested in and was 10 minutes from Melbourne.”
Aiding Levine in the application and preparation process was Director of Study Abroad, Michele
Price. Price has been involved in international education throughout her career and has maintained her position at Western for the past decade.
From Western, about 115 students apply for study abroad programs annually and the majority of them go.
“About three to four students go to Australia each year,” said Price. “Which is a good number for a university the size of WOU.”
Australia was Levine’s first pick and luckily, was the location she ended up going to.
“I enjoyed working with Stephanie because she was very diligent about getting all of her paperwork in and was proactive on her own behalf to move forward in the process,” explained Price. “She was enthusiastic and always asked questions if she didn’t understand something.”
“Stephanie started working with us more than six months in advance of the
start date of the program,” continued Price. “This is necessary with most programs as the application deadlines are often a number of months prior to beginning [the] program. Students actually need to start doing their research a year or more in advance of their program in order to prepare academically and financially. Students who begin the process at the last minute sometimes have difficulty fitting coursework into their academic program and getting their finances in order.”
Levine was the model student as far as preparation goes. After all the paper work was submitted and financial aid was approved, Levine had enough time to save up the remaining funds needed for the program.
“I kind of have a travel fever and so I like to go everywhere,” said Levine. “It’s a goal of mine to visit every country before I die. We will see how that goes, but this was
another country I could check off my list.”
Exploring the countryside was one of the many benefits to studying abroad for Levine. Levine had plenty of free time to travel and enjoy the scenic landscape.
“We had a lot of free time. I was in class maybe six hours a week which included listening to [online] lectures,” said Levine. “They don’t have homework or tests. They have final exams and one essay which made up your entire grade.
“So, I had a ton of free time and took total advantage of that,” continued Levine. “I went all the way up the coast. I started in Melbourne and went to Sydney, Brisbane and went up to Cannes which is the Great Barrier Reef. This was all one trip which we went to on Spring Easter Break.
“We visited the world’s oldest rain forest, went swimming in a giant volcanic crater and learned
to surf. It was amazing. We went on another trip called the Great Ocean Road which is further south. We visited the Twelve Apostles which was really cool. We would rent cars for a weekend trip and we would stay in hostels. There were also day trips where you’d take the tram downtown.”
All of the cultural experiences Levine was able to experience have proven invaluable and beneficial in many ways.
“I was the only person from Oregon. I knew no one and had to start completely new,” said Levine. “The independence and confidence I gained in myself was the most beneficial thing I learned [on this trip].”
“Just do it,” said Levine in regards to students considering a study abroad program. “Just go. Everyone questions if they can afford it, if it’s the right time and they don’t want to miss classes. But, just go and everything will work itself out.”
Levine enjoys some time with friends and Aborigines in Sydney, Australia.Photos courtesy| Stephanie Levine
Levine shows her enthusiasm while traveling throughout the scenic countryside of Australia. (Right) Levine stops at a kangaroo crossing sign located in Grampaians National Park, situated three hours outside Melbourne, Australia. Levine also visited the world’s oldest rainforest, The Great Barrier Reef and went on a trip along the Great Ocean Road.
One student who was able to experience this immediate involvement in a global experience was Junior Keegan Burris, who studied in Rosario.
“I met so many amazing friends that will last a lifetime,” said Burris. “Being able to use my Spanish every day in such an environment was so beneficial to me and traveling in general was such an adventure.”
There are many different programs that offer a variety of time options for students. This particular Argentina adventure lasted 5 weeks
last summer. When asked if there were challenges associated with studying abroad Burris replied, “getting adjusted to a new way of life. There were the highs and lows throughout the trip and the difference in language became a barrier at times.”
Despite, or perhaps because of, these challenges, Burris would recommend this experience to any student ready for something new. “Do it!” stated Burris. “Be prepared, choose a place you have always seen you going to and don’t let money or anything get in the way.”
6 CULTURE November 17, 2010
www.westernoregonjournal.com
CHRISTOPHERSON FROM PAGE 1
was the perspective French students have of the United States.
“I thought that was interesting because I had thought French people would be more like ‘We’re French, we’re cool, we have a traditional culture’ but what I found was that there was a desire among French people to come to America. They do have pride [in their country], but they still want to visit America,” Christopherson explained. “It’s kind of the same as the view that Japanese [citizens] have toward Americans. [This is] because Japan is such a homogenous country. In Tokyo, maybe foreign people don’t stand out, but if you come to my hometown [of Hiroshima] or a really small [Japanese village], people will still look at you like a foreigner. I mean, we try not to look at a person like that, but we automatically see them differently.”
C h r i s t o p h e r s o n explained that many of her American friends told her they felt like superstars when they visited Japan because they would be stopped and have their picture taken by random people simply for being a foreigner, and particularly for being an American.
“I think that when we see you as an American when you come to Japan, we almost like see you as people in a movie,” Christopherson said. “I think the influence of Hollywood movies are really strong in Japan, and the songs. Rihanna, Lady Gaga...they are so popular in Japan. And it seems to me
and pay attention to what each person is eating or drinking or pay attention to the glass if it is full or empty,” Christopherson said. “So [my brother’s girlfriend] was not eating as much, waiting until she was asked if she wanted to eat, and she would ask ‘Would you like more water?’ or ‘Would you like more tea?’ But I was eating what I wanted, so that might be a difference. I wasn’t behaving as a Japanese female, but my family didn’t say anything.”
Christopherson went on to explain that this type of behavior is not strictly limited to females, but can occur between any two people of higher and lower status.
“Japan is such a hierarchical society, so whoever is of lower status has to serve those who are of higher status. Even if it is just one year,” she said. “When I was in high school, one year mattered a lot. I had to respect so much the sophomores when I was a freshman. I had to bow many, many times. I had to use different expressions because there is a formal, polite way [of saying something] and an informal way.”
Although she is very acculturated in American society and loves the opportunities she has found in Oregon, there are still times when Christopherson misses certain elements of Japanese culture. One such example, she explained, was the difference between how American and Japanese people communicate.
“In America, people have to kind of be explicit about what you want, and it’s okay to say what you want; unless you say it, we cannot know what you want, right? But in Japan, people are supposed to guess what you are thinking. Since we are little, we are kind
of trained to guess what the other person is thinking and we’re suppose to know because of the air or the atmosphere,” Christopherson said. “Sometimes if I am in Japan, even if I don’t say anything, the person knows what I want. Like say if I was thirsty right now, Japanese people would notice and they would ask, ‘Oh,would you like a glass of water or tea?’ and they would get it for you without asking anything. But like in America, you have to say. Right now I am probably 80 to 90 percent explicit because you can’t live here without saying what you want. I think I kind of just adopted the U.S. way for right now, but I kind of miss people knowing what I want without me saying it. It makes it easier and I think to say things is almost impolite in Japanese culture, so it’s very tricky.”
Now a graduate student looking to receive her master’s in higher education from Portland State University, Christopherson divides her time between these studies and her involvement at Western as a student assistant/recruiter for the Study Abroad program and a tutor for the Writing Center with a specialization in assisting international students.
“I don’t think I can move from this field. I would stay in it anyway I can – job, intern, volunteer. I mean, a job would be nice so I can pay my bills and finish my master’s degree,” Christopherson said with a laugh, going on to say, “There are opportunities here and if you decide to take advantage of them, you can do pretty much as much as you want. If you choose not to stop, you don’t have to stop; you can just move on.”
Photos courtesy | Emiko Christopherson
A true learner, Christopherson finds every opportunity to interaction with
individuals across cultures, learning new facts and making new friends.
that they are becoming the representations of the U.S. in Japan. Which is not really true, you know, American people have normal lives; you go to school, go to work, have to pay bills every day.”
OLD AND NEWAlongside this
already extensive list of experiences, as of last year Christopherson has embarked on the journey of being married. She met her husband, Robert Christopherson, through their mutual involvement in “Culture Shock,” an organization that participates in activities to benefit communities.
After five years of being apart from her family, Christopherson and her then-fiance traveled to Hiroshima for a month so that Robert could be introduced to the Hori family.
“My husband wanted to meet my parents and then ask them for my hand. And he actually did it in a really traditional way,” Christopherson said, going on to explain. “Me and him sat on the floor and then my parents sat on the other side and then he basically asked my parents if he could marry me in English so I had to translate, which was so awkward. He would say something in English and then I would translate it because [my parents] don’t speak English. And then they would say, ‘Well, please take care of my immature girl, or stubborn girl’ and I didn’t want to have to translate that. But it was an emotional experience because my mom was crying. And I really appreciated that he felt that he needed to do that.”
With such a short time to visit family and become re-acquainted with the culture, Christopherson had little time to note the differences between her current personality and that of the individual she was when she left Hiroshima. However, after a meal shared with her family, she was able to reflect on her mannerisms in contrast with those of her brother’s girlfriend at the time who was “a very traditional Japanese female.”
“It is still expected that girls will pour drinks
After graduating from the educational program at Chemeketa with an associate degree, Christopherson came to Western with the goal of obtaining a political science degree. A life-long learner, Christopherson had already earned a diploma in International Studies while in Japan. Once she arrived in Oregon, her budding love for leadership and warm personality led to an increased involvement in facilitating international experiences for others.
“I was working with the international programs [at Chemeketa] for one year and that’s how I got involved [with the Study Abroad program at Western]. I wanted to help out students with international opportunities, both international students and domestic students looking to study somewhere else,” Christopherson stated.
THE EARLY BIRDWhile most of her
peers began their mandatory studies of English once they entered junior high school, Christopherson began the practice a year earlier as an elementary school student.
“I like the sound of English,” she said. “I think I love it more than I do Japanese sounds.”
“I think it was kind of like a calling to me,” Christopherson went on to explain. “I got surrounded by friends who were really interested in international [affairs]. When I went to junior high school, I became friends with a student for
— —
about a year before she had to go to England because her parents got a job there. So, she moved to England, but we kept communicating and she started writing to me in English because she got used to that. So that’s one thing that got me into an international focus. And in the eighth grade, I had a friend that was really into American music, so I’ve always had friends who really got me involved in international [studies].”THE SKY’S THE LIMIT
In addition to her other past adventures, Christopherson was a member of Model United Nations (MUN) during her time as an undergraduate student at Western. As a member of this program, Christopherson was able to travel to the Netherlands and Paris, France, to attend an international conference held there.
“I was so fortunate and it was so much fun,” Christopherson said. “When I went to the conference I met people from Indonesia, Germany, Ireland, Greece – from all over, and we discussed international issues together. It’s always an eye-opening experience, even if you know the basics of a culture, if you actually go and interact with the culture. It makes me think that the stuff you read in books doesn’t tell you everything; you really have to go and see different ways of thinking [and] new perspectives.”
C h r i s t o p h e r s o n said that one of the most interesting things she learned at the conference
CULTURE 7November 17, 2010
www.westernoregonjournal.com
Fall play “Picnic” presents c o m m o n themes of everyday life, compels audience members to find, ponder their own daily choices through relatable characters
Joanna Walker | Freelancer
Book Review
Her life as the Queen of Egypt left the world in awe; the legend she left behind still shocks mankind with its twists and turns
Sydni Wiese | Culture Editor
“Cleopatra”
Some things never change
The fall play, “Picnic,” written by William Inge and directed by Stefanie Sertich, brings new life to the stage, challenging students to think deeper and reflect on just what a picnic really means when compared to life situations.
Sophomore Leora Losen remarked on the play after the performance: “Western’s theater department does a great job producing plays...I really like the dynamics of the stories...and characters, [as well as their] development.”
Her palace may have shimmered with gold, but it was richer still in political and sexual intrigue. Cleopatra, the wealthiest ruler of her time and one of the most powerful women in history, was a canny political strategist, a brilliant manager, a tough negotiator and the most manipulative of lovers. Although her life spanned fewer than 40 years, it reshaped the contours of the ancient world.
At only 18 years old, Cleopatra was already one of history’s most remarkable figures: the Queen of Egypt.
A lethal political struggle with her brother marked her early adulthood and set the tone for the rest of her life. Next, a relationship with Julius Caesar, forged while under siege in her palace, launched her into a deadly mix of romance and strategy. A pleasure cruise down the Nile shed a little more light on the Queen, as did a child and a trip to Rome, although ending in Cleopatra’s flight.
After Caesar’s brutal murder, she began a nine-year affair with Mark Antony, with whom she had three more children. Antony and Cleopatra’s alliance and attempt to forge a new empire spelled both their ends.
The subject of gossip
and legend, veneration and speculation in her lifetime, Cleopatra fascinated the world right up to her death. In the 2000 years since, myths about the last Queen of Egypt have been fueled by Shakespeare, Dryden and Shaw, who put words in her mouth, and by Michelangelo, Delacroix and Elizabeth Taylor, who put a face to her name. In “Cleopatra,” Pulitzer prize-winning biographer Stacy Schiff accomplishes a feat that has eluded artists and writers for centuries: capturing fully the operatic life of an exceptionally seductive and powerful woman, whose death ushered in a new world order.
Stacy Schiff is the author of “Vera (Mrs. Vladimir Nabokov),” which won the Pulitzer Prize for biography in 2000, and “Saint-Exupery,” which was a finalist for the 1995 Pulitzer Prize. Schiff’s work has appeared in “The New Yorker,” “The New York Times Book Review,” “The Washington Post” and “The Times Literary Supplement.” She has received fellowships from the Guggenheim Foundation, the National Endowment for the Humanities and the Center for Scholars and Writers at the New York Public Library. She lives in New York City.
While the word is defined by Webster’s Dictionary as “an outing or occasion that involves taking a packed meal to be eaten outdoors,” William Inge’s well-known play “Picnic” has nothing to do with such a definition, nor is the picnic the central theme of the play itself. Rather, the picnic serves as a reference point for what happens as a result of this event, as well as the unlikely stranger that rolls into town by train and who ends up changing the thoughts of a small group of townsfolk in a rural Kansas city.
Freshman theater major Tia Laulusa, who plays Millie Owens, described the most enjoyable part of the production experience as “dissecting the play, finding nuances in its themes and messages, as well as discovering new things about each character every rehearsal.”
Both characters and actors developed and changed as time progressed in production and play through the guidance of a new director, Stefanie Sertich.
Bachelor of fine arts student Samuel Benedict, who plays Howard Bevans, remarked that “working with a new director is always a great experience. It is refreshing to get some new blood and all their
ideas that go with it, since we get so used to running things in a particular way.”
Benedict commented that, “The show did not end as I anticipated, and I think that’s a very good thing,” thus demonstrating that the actors don’t always anticipate or know the ending as they go through and study the characters and their development.
Laulusa elaborated on this, stating, “I had no idea how much depth there was to this play and to its characters until about halfway through the rehearsal process.”
Audience members will find the story very evocative and might even find themselves fighting along with the characters as onlookers slowly observe the deeper issues within each character.
Sertich stated that each character slowly becomes more “transparent.” “I wanted to see through the facades of the characters and get at the truth,” she said.
Both Benedict and Laulusa found themselves connecting to particular characters, namely the ones that they played since they had to study and delve deeper into who these characters were. Audience members can also find part of themselves in the cast.
J u n i o r communications major
Thomas Sweet remarked that though his favorite character was Howard Bevans, he most related to Alan Seymore–played by John Rogers—because “I feel like he’s a sincere guy, and I see myself that way, too.”
Fellow student and attendee Leora Losen remarked that she really liked the relationship amongst the characters within the play. Although her favorite character was Mille Owens because of her “character, which seemed down to earth and just real.” Losen finds that Rosemary Sydney is most akin to her.
“There is just something about her that seems relatable, about life,” Losen said.
Laulusa’s mother, Theresa, who came to see her daughter’s performance, remarked that between having a favorite character and most relatable character, there is almost a tie between Millie and Rosemary since “both were very complex…both brought out emotions, and there was something about the characters that attracted me.”
Reacting to the relatability and the play’s overall affect on the audience, Sweet exclaimed that “Western’s theater department does a great job producing plays, and I just liked the whole play;
everything was great.”“I really like the
dynamics of the stories and the dynamic characters and character development…and how it ends up at the end,” Losen added.
Laulusa offers a different perspective as she commented how the movie-version of the play “wasn’t that good,” so she was surprised to see how emotionally moving the play was.
“The premise of the play [itself] and the decisions people make and the emotions that all go with it…I was surprised [by] all the emotions I felt,” Laulusa stated.
No matter the reaction to the play or the relation to the characters, Benedict stated that “there is so much familiar[ity] about these people, so much to relate with and learn from and I hope the audience takes advantage of that.”
“The audience can compare back then – the innocence – to now, what we consider boring. But the basics are there to be entertained without the pizzazz and all the foo-foo like in the movies,” Laulusa noted. “Those that don’t normally go see theater, I hope they would leave with a respect for the arts. For those that do, I hope maybe they [leave] nostalgic and connected to the themes in this play.”
Photos by | Emily Laughlin
8 POST November 17, 2010
www.westernoregonjournal.com
“American” - not a heritageChristina
Tilicki
Campus LifeEditor
When people ask me what my heritage is, I never answer “American.” I respond that my father came from Germany and my mother’s family came from England, Ireland and Scotland. That is my heritage.
When watching some of the dancing for the recent Dia de Los Muertos celebration at Western with a friend, we were both amazed that the Hispanic community has managed to maintain their culture even though they have moved away from their roots. She then stated that she has no clue where her family comes from. Neither does her mother or father.
I find this far too common and really sad. The majority of Americans simply have assimilated to the melting pot “culture” that we have in the United States and, as a result, we are losing who we really are which plays a huge role in individual identity.
“American” is not a culture. The things that would be considered classically American are fast food restaurants, American football and Thanksgiving. All other cultures celebrate a national holiday, new years, many celebrate Christmas and Easter and many have days
celebrating their veterans. So, Thanksgiving is the only holiday unique to the United States.
Hand it to obese Americans to make stuffing their faces with McDonalds on a regular basis part of our “culture,” which is not something to be proud of. Except for fast food, even our food is not unique. We have Japanese, Chinese, Italian, French and Mexican restaurants. American dining is burgers. What a culinary masterpiece.
Sports make up a huge part of our culture as well, but much like dining, they are not original to the United States. Aside from American football and basketball, other countries play soccer, tennis and swim, and the English play cricket which baseball is a spin-off of.
Many individuals find this melting-pot kind of culture appealing; I find it to be quite the opposite. Knowing where my ancestors come from, where my grandfather lived his life, helps me determine my personal identity. Some personality traits I share with my father are classically German and some I share with my mother and grandmother are typical of the Irish.
Not only does knowing where I come from help me know more about myself as
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HERITAGE SEE PAGE 9
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Fulfillment within life’s little detailsI have always
considered myself a very observant person. People would change something about their appearance and I would notice it. A haircut, a piercing, an article of new clothing; a new change brought about another curiosity to behold. An eye for detail has always been a strong suit of mine.
I realized this even more when I received a call from my older brother, Patrick. After 25 years of his life there was one important detail he remained unaware of. The conversation started at the “Journal” during a break in editing. Patrick wanted to get my opinion on a possible Christmas present he wanted to buy for our mom. He continued by describing a pair of earrings he had found at a store, at which point I had to stop him short to point out the fact that, “Pat, mom doesn’t have pierced ears. She’s never had pierced ears.” He was actually surprised by this fact, swearing he saw her wear earrings at some point or another.
After my brother was thoroughly convinced, he asked if our dad knew, wondering if we should issue a word of warning to him. Of course, this is probably one of the issues my father has experienced in buying my mother gifts throughout their years of marriage; she doesn’t wear jewelry, aside from her wedding ring, and is certainly not a girly girl.
With the earring idea thrown out the window, Patrick concluded that perhaps he should buy our mom chocolate for Christmas, because what girl doesn’t like chocolate? I spoiled that idea too by saying I knew a girl that didn’t like chocolate, although our mother certainly does like chocolate.
I eventually called my mom and told her this story, figuring she would
get a kick out of it, to which she responded that I “was always the more observant child.”
Hearing this comment made me begin to wonder: how often do we go about our daily lives in repetitious motion, without observing anything of the world we live in? How much do we take for granted, only realizing this after it is already long gone?
Life is meant to be observed and appreciated. Even the little details of life should be observed. My brother was going to buy a thoughtful gift for our mom, but because of his unobservant nature, his gift would have gone unappreciated.
Observing the details in our lives could introduce us to new people and places we have never taken the time to notice. Maybe paying better attention to such details in our lives and others’ lives would bring about a greater sense of fulfillment. Let’s go out into the world and be surprised by a detail of someone or something that we’ve never noticed before.
BlakeleeMcCulley
Copy Editor
INDEPENDENCE CINEMA 8
Showtimes for Nov. 19 - Nov. 23Matinees are all shows starting before 6PM.
Tickets available at box office, WOU bookstore and online at www.PrestigeTheatres.com.
450 S. 2nd Street Independence, OR 97351503-606-3000 | www.IndependenceCinema8.com
*HARRY POTTER & THE DEATHLY HALLOWS PT 1 (PG-13)(12:10) (3:20) 6:30 9:40
MEGAMIND (3D) (PG) (12:00) (2:20) (4:45) 7:00 9:15
UNSTOPPABLE (PG-13) (12:40) (3:00) (5:20) 7:50 10:00
SKYLINE (PG-13) (1:15) (3:30) (5:45) 8:00 10:05
MEGAMIND (35MM) (PG) (11:30) (1:45) (4:00)
DUE DATE (R) (12:30) (2:50) (5:10) 7:30 9:50
NEXT THREE DAYS (PG-13) (11:40) (2:15) (4:50) 7:40 10:15
RED (PG-13) 6:40 9:05
*HARRY POTTER & THE DEATHLY HALLOWS PT 1 (PG-13)(11:30) (2:40) (5:50) 9:00
*No passes on starred attractions
November 17, 2010
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POST 9
HERITAGEFROM PAGE 8
an individual, I love learning about my history. I recently discovered that my grandmother’s ancestors hail from County Derry in Ireland and parts of Scotland. This makes me want to travel there and search out remaining relatives. My grandfather’s family originally came from England and traveled across America on the Oregon Trail in the mid-19th century. Researching this history has been so interesting and rewarding.
I have countless relatives in Germany and
Poland that I keep in touch with on a regular basis as well, which keeps me in tune with that side of my family. The history coming from my father’s side of the family is fascinating. I love hearing accounts of the history we have during the two world wars, our German ancestors in the military in the 16th century and quaint stories of my grandfather’s huge farm in East Germany.
I can’t imagine not having these stories and this history to study and share. I will never consider myself “American.” I live here, but I am not American. I am German, Irish, English
‘Cataclysm’: Remodeling the World of Warcraft
On Dec. 7, 2010, “noobs” and veteran gamers alike will be lining up around the corner for the newest “World of Warcraft” (WoW) expansion. Among many of the changes that are going to happen with “Cataclysm,” there will be new races, a new level cap and many of the classic zones are going to be remade. Those new to WoW will discover the story of Deathwing the Destroyer who has been biding his time in Deepholme.
For those of us lucky enough to be chosen as Beta testers, we have gotten to experience a preview of what is to come. For starters, the new level cap is going to go from level 80 to level 85, by which Blizzard Entertainment has assured a few more years of membership.
Robert Moore, a fellow gamer, believes that “the new content is on par with previous releases, introducing new mechanics for players to learn and develop tactics to combat and new landscapes to explore, including the long expected Mount Hyjal zone.”
Along with the new level cap, there are two brand new races for players to explore. The first being the Goblin, which will be part of the Horde faction. The second will be the Worgen (a type of werewolf), which
will belong to the Alliance faction.
Fortunately, I have been one of the few to experience the Beta test. Of course, being a Beta, there are bound to be a few glitches. However, it was exciting to explore new zones and abilities.
The Worgens start out human and as you progress in your starting zone, you follow the quest line to eventually be bitten and suffer the transformation from man to beast. However, you retain the ability to switch between Human and Worgen forms.
The Goblin starting zone includes a series of quests that lead you through the Isle of Kezan to the Trade Prince’s ship. What lies in store for the Goblins will have to be found out when you purchase your own copy of “Cataclysm.”
Moore also commented that one of his “. . . major dislikes of ‘Cataclysm,’ based on present content available in the Beta, is the new model for quest lines. Rather than large quest hubs where players can pick up three to five quest chains, the quests in the Beta seem to be more rigidly chained through
choke points where the player picks up one or two quests at a given hub and follows those to the next hub, but you can’t skip directly to the second hub. You have to go from A to B to C, rather than going to A, deciding you don’t like B and moving on to C. The problem is that if you have a bug that prevents you from turning in a quest, you are stuck until Blizzard fixes the bug. . . In the Beta, quest chains like this are breaking constantly, leaving players stranded, sometimes for days at a time.”
However, Moore also stated, “My experience overall with these changes has been good…I’m really looking forward to the changes that are coming up.”
One of the things that I am looking forward to is the fact that in “Cataclysm” you will now be able to use your flying mounts in Azeroth. This opens up so many new opportunities for exploration, as well as tactical advantages to dropping in on your target from above. With the current expansions, players can only use their mounts in The Outlands and Northrend.
Overall, I believe that the new content in “Cataclysm” will provide at least a few more years of game time – that is, until Blizzard comes out with something new.
EmilyLaughlin
PhotoEditor
Are we tickling God silly with our need to control time?
StephanieMerritt
Design Editor
and Scottish. A mutt, yes, but at least I know what encompasses that mixture of cultures.
I encourage everyone to do some digging and figure out where their ancestors come from. Far too many “Americans” suffer from identity crises, not knowing who they are, where they come from and where they are going. Granted, the latter comes with time but knowing where you came from helps. It answers so many questions about who you are. Talk to your relatives and do research online; it takes time but the benefits are worth it.
The earth spins, the grass grows, the wind blows, yet what in the world does time do? Can it be created like bread or confined as energy through water rushing over a dam? I believe God laughs at us when we try to deal with time in the same manner.
Seriously, time management isn’t really about creating more time than you have been given, it is about utilizing the time you have to its full potential. Yet, what better excuse do we come up with but, “Sorry but I don’t have time” – as though we lost a piece of time just at that moment.
I have loaded my plate so full as any typical American college student that I do not have the time to listen to you or go for a run or journal my two cents worth of thought down in any sort of reflection. That is, if I am to fulfill my expectation to be focused solely on academics.
Many people are great at this game of scheduling time for every object of interest in their lives, whether it’s time to complete an essay, time to attend class or reading endless textbooks. All these activities are not innately destructive but will decide to act positively or negatively if left to their own agendas. I like to see these paths of time as individual defaults such as found in a computer program.
When you are given the program there are certain aspects that are already chosen for you assuming that will be what you find necessary. This directly correlates to the pressures we find in our reality of expectations of society and influential figures in our own personal lives.
Time continues whether you sit there or decide to move in a positive or negative matter. So, why do we attempt to manage it? How can the wind be bottled or the sand be counted? With wind tunnels and logarithms.
Man has devised a way also to measure, calculate and divide the time that continues on its track to eternity. Or has he?
In boiling this topic of time and priorities therein down to simple definitions, a couple important aspects are often looked over, that should be considered. Recall what your priorities are to you, specifically. This is often masked by running to fill what is expected of you. These are the expected default settings. Are the priorities you are showing through your time commitments not necessarily matching those you write down on paper? Time tells us constantly that it will continue to tick whether we address these issues now or decide to be forced to attend them later.
Instead, click the pull down menu in our time “program” and reset the defaults to the personal preference settings. Let us reevaluate what is being expected to be our priority, such as that midterm exam or working enough to pay the bills and let’s reconsider our personal goals, family matters and spiritual growth.
In the end, taking time, not creating it, to prioritize these essentials of living to our full potential rather than forcing ourselves into robotic lifestyles will prove to cover both aspects of our lives. In other words, when personal goals are being achieved the deadlines and busywork of life will be in the right perspective and therefore seem simple to complete.
I have heard it put into the analogy of placing the larger rocks inside our unique “jar of life” before placing each individual piece of sand inside. It would take forever to fill the jar with the sand
but our load is taken off greatly when we discover the rocks we decided to put in first take up much of the volume originally being filled with miniscule sand particles.
What are the rocks in your life? Take a moment and step back, no matter the pressing issues and seriously look at what has been neglected and allowed to set back into “default.” Talk with an old friend or even your mother if you haven’t spoken in a while.
I recently came back from a youth lectureship weekend where Christian youth from all over the Greater Northwest spent the weekend together and considered what really mattered. Although I had a lot on my mind as far as school deadlines and work at the end of the week I nervously let it go to hopefully find time for it later. I soon learned how much energy I would gain from what seemed to be, in my default setting, such a time consuming experience.
I held my breath and took a dive not only into a weekend of studying spiritual matters, but also into new friendships that will last a lifetime. All because I decided I could control my priority settings. The most refreshing part was when I returned I had more energy than at the beginning of the weekend to complete the small duties that seemed so huge before.
The challenge is to continue to see time as a useful happening rather than a daunting eternity of filling a skyscraper jar with tasks or pieces of sand by individually placing each grain into the jar with nothing but chopsticks.
We have so much more purpose than chopsticks and sand grains. We have friends that will help us move boulders if we only choose to set them as our priority setting in our life program. Time cannot be created, but it can be utilized. There is time for whatever you find important in your life. Take this chance to redeem the time.
November 17, 2010
www.westernoregonjournal.com
10 SPORTS
OSAA Football: Redefining mediocrity
ChrisReed
ManagingEditor
Last weekend, the Banks Braves hosted a 4A playoff football game in Banks, Ore. The anticipation in the air was heightened; the Braves were 8-2 on the year, were riding an eight-game winning streak and were ranked No. 7 according to the Oregon State Activities Association’s (OSAA) new ranking system. Banks had every reason to be pumped up for last Friday’s game.
Every reason except for one: Banks’ opponent, North Bend, was 4-6 heading into the game. That’s right: there is a playoff team that had lost two more games than it had won.
And North Bend is not the only team with such fortune: this year, 47 teams in the largest three (6A, 5A and 4A) of the OSAA’s six classifications had win-loss records of .500 or below this season and made the playoffs anyway.
The crazy thing is that this was done intentionally. During this past off-season, the OSAA passed an amendment to the rules: instead of advancing the top 20 teams in each classification (28 for 6A) to the postseason, the OSAA mandated that nearly every team from each classification are to make the playoffs. Of the 123 schools in the largest three classifications, 118 made the postseason this year (compared to 68 in each of the previous four years).
Some people support this decision. “Why not let every high school kid experience the thrill of the postseason?” they may argue. “Perhaps an inexperienced team can get a taste of what the playoffs are like, giving that team a better shot next year,” they may say. The supporters of the watering-down of playoffs also say that the change affords teams that may have struggled early on in the season (due to injuries or other factors) the opportunity to prove they can perform.
So, essentially, the OSAA wants to make things less challenging for people. It wants every football team, good or bad, to have a high level of self esteem. The OSAA is falling victim to the disturbing trend in today’s society where mediocrity and “good enough” efforts are rewarded.
This is fast becoming a
problem. This issue is not just about the OSAA; this is about the attitude in modern-day America that tells everyone they are “okay!” We see it on the football field (“Everyone’s a winner!”); we see it in academics (“Everyone can go to college!”); we even see it in the workplace (“Everyone can get $10 an hour!”). This mindset waters down the accomplishments of those who are truly achieving something meaningful; it is making milestones more like “meter”-stones or “foot”-stones.
Before you start hurling those stones my direction, let me make my point more clear. I’m not saying that people shouldn’t be able to go to college or be paid well for a job. In fact, everyone should have the equal opportunity to do those things. Qualifying for the playoffs, going to college or making $10 an hour are all privileges, not rights, and people should have to earn those things.
Nowadays, it is not that way. You can make the state playoffs with a record below .500; you can go to college with lower than a “B” average; you can make $10 an hour without possessing significant training or skills.
This trend is not only disturbing; it’s counterproductive. Without incentives that motivate a football team to win games, inspire students to study hard or encourage citizens to develop a unique skill set, the progress of society will falter.
Sadly, this is already happening. Our schools are falling behind those of other countries for this reason. “A”s are too commonplace and graduation is too easy. The watering-down of wages also affects the U.S. on a worldwide scale. Overseas workers of an equally unskilled nature as America’s overpaid counterparts get the jobs. So while getting nearly $10 an hour for a job that requires no skill may sound appealing now, someone in the world is willing to offer his services for a lower wage, thus taking away your job.
It all comes down to incentives, and we are continually making those incentives irrelevant. We need to make our accomplishments mean something again. Those are the ideals this country was founded upon. We can start by making playoff qualification something worth cherishing instead of something worth next to nothing. Let us be rewarded for working hard, not just showing up.
Chris Reed | Managing Editor
International athletes at WesternDespite an increase in international student enrollment this year, Western’s foreign-born student-athlete population remains low
Western announced recently that its enrollment has increased by 10 percent this year, setting the total number of students at 6,233. In fact, enrollment figures are up in nearly every demographic, including that of international students. With this week being International Student Awareness Week, many of those students will have the opportunity to share their culture with the rest of the campus community. However, one thing will be missing this week and has been missing from the university for quite some time: the presence of international student-athletes.
Western’s athletic community is built upon the premise that its athletes are homegrown and local. Many parents of student-athletes reside nearby, creating a supportive atmosphere at games and events. Scanning the rosters of Western’s athletic programs supports this assertion; one discovers that an overwhelming majority of Western’s athletes are from Oregon or Washington.
“I think we should always be looking for the best prospective student-athletes at Western Oregon, and if that takes us out of the country then so be it,” said Western athletic director Daniel Hare. “However, we also have a unique niche in being the only Division II school in Oregon, and that allows us to find a majority of our student-athletes right here in Oregon.”
Of Western’s over 300 student-athletes, only one is from overseas. This ratio of 6,223 students to one foreign student-athlete ranks Western eighth among the Great Northwest Athletic Conference’s (GNAC) 10 schools, ahead of only Central Washington (one international student-athlete compared to 10,145 students) and Western Washington (zero international student-athletes out of 13,069 students).
Northwest Nazarene has the best ratio in the conference, at 407 students per international student-athlete, but Alaska-Anchorage has far and away the highest number of total foreign athletes with 33. (Note that this data does not count Canadians as foreign athletes, as this would heavily skew the numbers for Simon Fraser and the
Alaska schools.)One may wonder how
a Division II school in Alaska manages to recruit so many athletes from overseas. Most of them are concentrated in a few sports, thus highlighting the power of recruiting “pipelines.” For instance, Alaska-Anchorage’s cross country team consists of eight Kenyan runners and its men’s basketball team boasts three Australian players.
It’s not just Alaska-Anchorage that uses pipelines to its advantage. Simon Fraser’s men’s soccer team lists three Norwegian and two English players in addition to a German, a Korean and an Italian. Montana State-Billings, too, has a strong recruiting pipeline as three Yellowjacket soccer players hail from Britain.
Despite the fact that integrating more international student-athletes into Western’s athletic programs is not high on Hare’s list of priorities at the moment, he feels there are potential recruiting pipelines out there for Western.
“As an institution, Western Oregon currently does a great deal of recruiting in China, so that might be a natural pipeline we could develop,” said Hare. “I also think it is all about coaches and the relationships they have. If we have a coach with a friend in “Country A” who knows their talent pool, that’s the place where we’ll probably start seeing more athletes come from.
“Ultimately, it stems from the coaches who are responsible for recruiting a team that can compete for championships,” Hare continued. “If recruiting international students will
help a coach reach that goal then I’m all for it.”
So is Western lagging behind? According to a 2006 NCAA study, 6.2 percent of Division I athletes were foreign. If Western met this average, there would be 20 Wolves from overseas. This is slightly misleading, as two-thirds of the NCAA’s foreign athletes play at the Division I level, but the fact of the matter is that Western simply does not recruit many student-athletes from overseas.
“The reason for this probably varies from sport to sport,” said Hare of Western’s low number of foreign athletes. “But I would say an overarching reason is simply how difficult and expensive it is to recruit internationally. The primary resource necessary would be the recruiting budget to travel overseas and spend time evaluating prospects and getting to know them prior to making any type of scholarship offer.”
Comparing how much Alaska-Anchorage, the GNAC team with the most foreign student-athletes, spends on athletics in relation to Western’s figures, it is not hard to see why so many more Seawolves are from overseas. In 2008, Alaska-Anchorage spent $148,367 on recruiting, dwarfing Western’s $23,229 of recruiting expenses. The former also spends significantly more on a t h l e t i c a l l y - r e l a t e d student aid, outspending Western $1,752,006 to $720,000.
These differences cannot be attributed to varying sizes of the schools’ athletic departments, as Western had about 2.5 times the number of student-athletes than Alaska-
Anchorage in 2008. This means that, during that year, student-athletes at Alaska-Anchorage received over $8,000 in aid on average. Western’s athletes averaged about $1400 apiece.
S i g n i f i c a n t fundraising efforts are required to not only bring in more foreign student-athletes, but to fund myriad other aspects of the department as well. Those expenditures include scholarship dollars, travel, facilities upgrades and equipment. These fundraising efforts have been on the top of Hare’s to-do list since he was hired as athletic director last year.
Hare feels that having a higher percentage of international athletes on campus could be a good thing for Western.
“The primary benefit would be the experience of the student-athletes learning about other cultures and developing unique life-long friendships, and that is something that institutions like Western Oregon should always be promoting,” explained Hare.
Beyond creating a cultural melting pot, many programs believe that international student-athletes increase the competitive level of the sports teams.
Would that be the case at Western?
“That’s hard to say and it would probably vary sport to sport,” said Hare, who went on to say that he thinks the campus community would embrace the change to higher numbers of foreign student-athletes and become more enthusiastic about athletics “provided [the change] moved our programs closer to our competitive goals.”
Photo courtesy | Amanda Umberger
Harding’s Daniel Kirwa (14) and Philip Biwott (9) and Alaska-Anchorage’s Marko Cheseto (13) are among the many foreign-born athletes throughout the country who represent their respective universities.
November 17, 2010
www.westernoregonjournal.com
SPORTS 11
Jeffrey Larson | Sports Editor
Football ends 2010-2011 season third in GNACSingleton achieves career-high 17 tackles in his final game as a Wolf
Matthew Curran | Freelancer
Volleyball falls short of third place in GNACWestern defeats Alaska Fairbanks in four sets, falls to Alaska Anchorage in four sets
2010-2011 GNAC Football Standings
2010-2011 GNAC Volleyball Standings
Western’s final two games of the season were a tough road trip to Alaska. On Thursday, Nov. 11, the Wolves faced off against Alaska Fairbanks (AFU). Western dominated the match and won in four sets (25-21, 25-23, 19-25, 25-22). The win kept the Wolves tied with Alaska Anchorage (UAA) for third place in the Great Northwest Athletic Conference (GNAC).
AFU hung tough throughout the match, getting 18 kills and 18 digs by Tereza Bendlova, but Western’s tough defense carried them in the match. The Wolves’
balance of seniors and freshmen proved to be a strong suit in the match.
Freshman Megan Triggs led the Western defense with 24 digs and senior Stephanie Beeler added 16 digs and 14 kills.
Freshman Corynn Kopra and sophomore Samantha Ward each added eight kills. Freshman Becky Blees led the Wolves’ defense with five of Western’s nine blocks in the match.
The final game of the season was much more than an ordinary volleyball game. Western faced off against UAA
and the winner of the match booked a trip to the playoffs. With playoff implications on the line, both teams put on a show.
On Saturday, Nov. 13, Western lost in four sets (27-25, 14-25, 21-25, 14-25) and UAA will most likely get a berth in the NCAA Division II volleyball tournament. The loss moved Western to 12-6 in the GNAC, 14-9 overall.
The first set of the match looked promising for Western as they won
Matthew Curran | Freelancer
Men’s basketball drops two games on the roadNelson, Wheadon unable to lead Wolves to victories as Western falls to CU and UHH
Western’s first official men’s basketball game of the season was on Friday, Nov. 12. They fell short against Chaminade University (CU), 77-66.
At the beginning of the second half, CU went on a 9-0 scoring run and extended the lead to 48-33. Western went on a scoring drought at the end of the first half for eight minutes and 31 seconds and did not make a field goal until the 13:23 mark of the second half.
Kolton Nelson led all Western scorers with 18 points and hit four three-pointers. Blair Wheadon added 13 points and nine assists. Tarance Glynn
contributed 16 points and a team-leading seven rebounds.
This was Western’s first season opener loss in four seasons.
On Saturday, Nov. 13, Western played against Hawaii Hilo (UHH). Western lost the game 87-79. The loss moved Western to 0-2 overall.
Western never had the lead but trailed by three points in the first half. UHH went on an 8-0 scoring run to extend the lead to 24-13. The second half of the game was a very evenly played match. Both teams scored 50 points exactly, but UHH shot the ball much stronger. They
made 65 percent of their shots compared to Western which had a 43 shooting percentage.
Blair Wheadon had a game-high 26 points on 8-of-18 shooting. Kyle Long added 21 points and the two starting guards combined for 47 points. Freshman DeAngelo Davis came off the bench to score a career-high of 12 points.
The basketball squad will now return to Monmouth to host the annual WOU/Phoenix Inn D II shootout on Friday, Nov. 19. Western opens the tournament against Dominican College on Friday at 8 p.m.
Hannah Swanson | Freelancer
Women’s basketball wins final exhibition gameWolves defeat Linfield College, 77-64, lose to University of Oregon, 110-70, on the road
The lady Wolves ended their exhibition games away from home in McMinnville, Ore., against Linfield College on Nov. 9. Western won 77-64, with a career high 25 points from sophomore guard Hannah Whitsett.
The Wolves were down 36-33 halfway through, and Linfield inched their lead to 42-33 in the first two minutes of the second half. Western came firing back with a 18-6 run to take a 51-48 lead. Whitsett finished the game for good with a three pointer with 7:32 left on the clock.
The Wolves battled the University of Oregon (UO) on Saturday, Nov. 13.
The ladies opened the season with a 70 point outing, but took a loss, ending the game with a score of 110-70.
Western was led by sophomore guard Jamie Richardson, who had one of her best performances so far with the Wolves. Richardson led the scoring with a career-high 20 points and added a game-high six steals along with five rebounds and three assists.
Another highlighted player was junior forward Rylee Peterson; she recorded a double-double with 16 points and 10 rebounds.
Although outscored, the lady Wolves still kept up with the Ducks.
“Despite the score,
I was pleased with our efforts...We have some things we need to shore up, but I thought we battled and did not quit,” said head coach Greg Bruce.
Bruce should be pleased, since the Wolves attempted 31 free throws, forced UO into 26 turnovers and 12 steals. The Ducks had six players in double figures led by junior forward Amanda Johnson’s 18 points. She also added 11 rebounds for the double-double.
The Wolves will go against Dixie State on Friday, Nov. 19, and Humboldt State on Saturday, Nov. 20. The tip-off times are set for 4 p.m. and 2 p.m., respectively.
VOLLEYBALL SEE PAGE 12
Western’s football program played Central Washington University (CWU) for a chance to share the Great Northwest Athletic Conference (GNAC) title on Saturday, Nov. 13, but came up short against the Wildcats, losing 21-16.
Two unfortunate injuries to Western’s usual quarterback starters, senior A. J. Robinson and junior Evan Mozzochi, forced head coach Arne Ferguson to play junior Cory Bean, his first-ever start for the Wolves. Bean had an impressive game for the Wolves by throwing for 236 yards and a touchdown on 14-of-31 passes.
The Wolves’ defense proved to, again, be outstanding as redshirt
senior Caleb Singleton ended his career with the Wolves by getting a career-high 17 tackles, putting him into a tie with two others for the GNAC’s season best performance.
A d d i t i o n a l l y , redshirt sophomore Bryce Peila, who has continued to be an asset to the Wolves’ defense, and fellow redshirt sophomore Scotland Foss added 10 tackles each. The Wolves’ defense contained the Wildcats to 128 yards on the ground, 50 yards below CWU’s average and held the Wildcats’ senior running back Bryson Kelly to 73 yards on the ground; he came into the game averaging 109.4 yards rushing per contest.
CWU topped Western’s intense defense, however, and sacked Bean four times, forced five Western turnovers and contained the Wolves to only five yards rushing on 22 attempts.
Western had to battle from behind the entire game as CWU jumped out to the early 9-0 lead in the first quarter. The Wolves would get on the board for the first time this season against CWU at the 12:06 mark in the second quarter when sophomore kicker Kelly Morgan made a field goal. The Wolves headed into the second half with a nine point deficit to make
FOOTBALLSEE PAGE 12
Conference All W L PF PA W L PF PA Central Washington 7 1 235 131 8 3 304 201 Humboldt State 6 2 259 134 8 3 357 202 Western Oregon 5 3 217 137 7 4 296 208 Dixie State 2 6 132 262 2 8 146 348 Simon Fraser 0 8 132 311 1 9 177 362
w=wins l=losses Pf=Points for Pa=Points against
Conf. All W L W L H A N Seattle Pacific 16 2 24 2 9-0 11-2 4-0 Western Washington 16 2 19 3 9-0 7-2 3-1 Alaska Anchorage 13 5 18 8 10-1 6-5 2-2 Western Oregon 12 6 14 9 9-5 5-4 0-0 Central Washington 11 7 13 10 8-2 4-5 1-3 Northwest Nazarene 7 11 7 17 4-7 3-6 0-4 Alaska Fairbanks 5 13 7 17 4-9 2-7 1-1 MSU Billings 5 13 5 23 3-7 2-12 0-4 Simon Fraser 4 14 4 18 2-6 2-11 0-1 Saint Martin’s 1 17 2 22 0-9 2-10 0-3 w=wins l=losses h=home a-away n=neutral
Photo by | Emily Laughlin
November 17, 2010
www.westernoregonjournal.com
12 SPORTS
up as CWU held a 12-3 lead.The Wildcats came
out of the gates in the third quarter with a quick score to take their largest lead of the game, 19-3. The score remained 19-3 until the Wolves made a fourth quarter come-back.
Freshman wide receiver, Lucas Gonsalves, had a 64-yard punt return early in the fourth to put the Wolves at the 10-yard line which, after two short passes to redshirt senior Demario Ballard to give the Wolves nine yards, led to a 1-yard Bean touchdown. The lead was cut to 19-9 as the Wolves attempted the two-point conversion; however, Bean’s pass was picked off by CWU linebacker Paul Wright who
extra sets. Unfortunately, Western was not able to hold onto the momentum and UAA won the second set easily. In the third set, Western trailed by seven points, but tied it at 18-18. UAA went on to score the next five out of six points and won the set. In the final set of the game and ultimately the season, Western fell behind early and were never able to build a comeback.
Western was hurt by 30 hitting errors, as UAA won the hitting percentage encounter .248 to .076.
“It was a very intense match, but I thought the hitting
errors were the biggest difference,” said Western head coach Brad Saindon. “It is just so hard to win both matches on this trip to Alaska, but I thought we had a chance.”
Senior Jorden Burrows had a match-high 30 assists, a .444 hitting percentage and 12 digs. Redshirt sophomore Danielle Reese led the Wolves with 12 kills and Ward added eight kills in the loss. Blees contributed a career-high 10 blocks and Triggs had 20 digs to lead the Wolves in that category.
“All in all this was a great year for this group,” concluded Saindon. “I am so proud of this team and I love this team. I will not forget this year; it was a great season for Wolves’ volleyball.”
VOLLEYBALL FROM PAGE 11
FOOTBALL FROM PAGE 11
(Top) Junior quarterback Evan Mozzochi (No. 10, pictured against Central Washington on Oct. 16) ended the season with a total of 979 yards of total offense on 164 plays in eight games. (Center, from left) Redshirt senior running back Adryan Allen (pictured against Azusa Pacific on Oct. 23) finished the season with 284 yards of total offense and three touchdowns in nine games. Senior Stephanie Beeler (No. 7, pictured against Northwest Nazarene on Oct. 28) ended the season with 136 kills and 63 blocks. Freshman Becky Blees (No. 13, pictured against Saint Martin’s on Oct. 9) had 104 kills and led the team with 71 blocks to end the season. Senior running back Darryl Valdez (pictured against Azusa Pacific on Oct. 23) ended his final season at Western with two touchdowns and 491 yards in 11 games, averaging 44.6 yards per game. (Bottom) Redshirt freshman Krissi Kemper (No. 5) and senior Jorden Burrows (No. 4, pictured against Alaska Anchorage on Sept. 9) had an outstanding season for Western. Kemper had 170 kills and 62 blocks while Burrows ended her final year with the Wolves with 45 kills and 161 digs.
Photo by | Emily Laughlin
went the length of the field to add two more points to the Wildcats’ lead.
With 4:28 remaining in the game, junior Isaiah Buchanan intercepted the ball to give Western another chance to cut into CWU’s lead. Shortly thereafter, Bean connected with Ballard for a 60-yard touchdown to bring the score to 21-16.
Western ended their spectacular 2010-2011 season with a 21-16 loss to CWU. With the win, the Wildcats earned the GNAC title and brought Western’s overall record to 7-4 and 5-3 in the GNAC. Western ended the season in third place behind No. 1 CWU (8-3 overall, 7-1 in the GNAC) and No. 2 Humboldt State University (8-3 overall, 6-2 in the GNAC).
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