Photo courtesy of Flickr Creative Commons
College Council (CC) reinstated the Collegiate Readership Program (CRP) this month, which previously gave students free access to The New York Times (NYT) and USA Today, after the existing two-year contracts ran out last year.
The new contract only provides the NYT to undergraduate students and reduces the number of newspaper bins around campus from five to three. There will now be newspapers in White Hall, the Dobbs University Center (DUC) and the Emory Barnes & Noble.
According to CC Vice President and College junior Alyssa Weinstein, Emory’s contract lasted two years and ran out at the end of last year. The contract cost CC $20,000. The new negotiated contract without USA Today now costs $8,500. The funding for the CRP comes from a portion of the $89 Student Activities Fee (SAF) that each undergraduate student pays as a part of tuition, according to the CC website.
“One of the benefits of our new program is that we will not be charged for papers that are not picked up, so the cost could be significantly less if readership does not reach expected levels,” Weinstein wrote in an email to the Wheel.
According to CC’s website, the CRP is reconsidered every four years through a student body referendum. Last semester, CC held an open meeting to discuss the CRP and sent out a survey to undergraduate students, but only received 40 responses, said CC Vice President of Communications and College sophomore Izzy Kornman.
“There was never any plan to completely eliminate the newspapers,” Weinstein wrote.
Weinstein also wrote that CC was involved in conversations about instituting the most cost-effective program over the summer.
“As it is, we made the decision that the roughly $11,500 would be better spent on other college-wide initiatives and clubs,” Kornman said.
The program was reinstated as the result of efforts from James M. Cox, Jr. Professor of Journalism Hank Klibanoff urging CC to reconsider funding it on behalf of his journalism students. Klibanoff required that students read the NYT and The Atlanta-Journal Constitution (AJC) for his journalism classes.
Earlier this month, Klibanoff wrote an email to CC advisor Natasha Hopkins, who works in the Office of Student Leadership and Service (OSLS), urging CC to reconsider the program.
“The [NYT] has special meaning to us at Emory,” Kilbanoff wrote in the email to Hopkins.
Hopkins responded to Klibanoff’s request, stating that the readership for the CRP was sharply declining.
College senior Nathaniel Meyersohn was one of Klibanoff’s students who spearheaded the effort to reinstate the program. He said he has been picking up a copy of the NYT most every day for the past three years.
“I think it’s anathema to students to cut accessibility to information — information about the world and current events — at a University whose duty is to inform students about what’s going on in the world,” Meyersohn said.
Klibanoff also explained the Journalism Program’s relationship with the NYT and Emory’s close relationship with its journalists and editors who have come to speak on campus. The Emory Journalism Program itself was established in 1997 through Claude Sitton, a notable former editor and reporter for the NYT, and Cox Newspapers. Additionally, Klibanoff said he is working to bring the new Executive Editor of the NYT, Dean Baquet, to campus.
Meyersohn also noted this relationship.
“To cut the best newspaper in the world [is] taking away a key resource and a key tool that allows students to engage,” Meyersohn said. “The University has a long standing relationship with the paper, and to have the executive editor come and find out we cut [his] newspaper would be problematic.”
When CC President and College senior Adam Chan emailed Klibanoff announcing the reinstatement of the program, Chan wrote that CC had underwent a budget cut since last year.
“As College Council was undergoing a $130,000 cut from the previous year, we had to be steadfast that we would be able to continue to support this fine resource on our campus as well as the many other obligations to student organizations and programs on campus,” Chan wrote.
Chan added that CC negotiated with the NYT to establish a partnership with the best price possible, which includes online class subscriptions as well.
Klibanoff also explained the importance of print journalism.
“Print is a much greater measure of a news organization’s distinctive decision-making about the value and importance of news than the online edition,” he wrote. “So these newspapers are vital to us, as vital as textbooks.”
Hopkins wrote to Klibanoff that CC was in the process of reevaluating its contract with USA Today as well as exploring other options, including digital subscriptions.
Meyersohn added that there are other benefits to having paper copies of newspapers on campus, especially for incoming first-years who are just discovering what areas they are interested in.
“For a while there was one copy [of the NYT] for the entire school,” referring to the Robert W. Woodruff Library’s subscription, which is housed in the Reading Room. “If you wanted to read the print edition of the NYT, the world’s best newspaper, you had one way to do it.”
Moreover, Meyersohn said the costs students would incur from paying for a daily subscription are not fair or affordable for many students. He added, however, that he was satisfied with the end result.
“I’m really happy CC decided to keep the program, and I have no problem with some of the cutbacks,” he said.
According to Weinstein, another reason for the cutbacks was that CC was concerned that graduate students and professors were taking newspapers that were paid for by undergraduate students.
“Luckily, our new program through The New York Times offers professors who require The New York Times in their classes the opportunity to receive a free or discounted subscription,” Weinstein wrote.
Meyersohn, however, said he didn’t have a problem with graduate students and faculty taking papers.
“The more people who read it, the better, doesn’t matter where they come from,” Meyersohn said. “If you’re going to an elite, research institution like Emory, it’s your right to be able to read the newspaper.”
The new CRP also integrates a digital platform, with 100 free spots per day for full digital access to the NYT, Weinstein said.
Both Weinstein and Kornman said CC would be reevaluating readership at the end of the year to see if there is room for improvements next year.
— By Rupsha Basu, News Editor
Correction 9/30 1:36 p.m.: The article was updated to correct Nathaniel Meyersohn’s quote, which originally read “I think it’s anathema to cut accessibility to information…,” to “I think it’s anathema to students to cut accessibility to information…” at the request of Meyersohn.
The 48th Legislature of the Student Government Association (SGA) unanimously passed a bill that establishes a University Senate student caucus and enforces existing attendance policies.
College senior, Chief Justice of the Constitutional Council and University-wide Senator James Crowe authored the bill and spoke on behalf of the University Senate. The University Senate oversees anything that affects more than one division of the University, such as the Code of Conduct, and has 12 voting student members. Membership also includes faculty and staff.
The current attendance policy for the University Senate states that “If Senate members have two unexcused absences in a row or four absences in the academic year from regularly scheduled Senate meetings, they may be expelled from the Senate,” according to the text of the bill.
“People just didn’t show up,” Crowe said. “There are only eight meetings [throughout the year].”
According to Crowe, the bill calls upon the Senate Executive Committee to help enforce this policy.
The bill also stipulates that the three ex officio, non-voting SGA members that serve on the Executive Committee who fail to meet the attendance policy should be referred to the SGA Governance Committee.
Crowe said attendance is crucial because this is the only avenue by which students can directly create legislation and enact change.
“If these students aren’t showing up, they shouldn’t be representing the student body,” Crowe said.
Crowe also stated that artificial boundaries to attendance, like class meetings, for example, could be negotiated with professors of each division because instructors have a “responsibility to act in ways that are consistent with the best interest of the University.”
The second component of the bill calls for the establishment of a student caucus for the University Senate that is made up of the 12 members representing the student body.
Crowe said the purpose of a caucus is so that students have “a coherent policy agenda” during University Senate meetings.
A member of the Legislature asked whether the caucus would be formal or informal.
Crowe said it is up to the members of the Senate to determine that, but it could be very informal. He added that it simply required the caucus leader to communicate with other student members and organize an agenda and definitive and coordinated policies.
The purpose of the caucus, Crowe elaborated, is so “these members are actually trying to affect change, and the Senate hears those concerns.”
The Legislature unanimously passed the bill.
Next week, SGA will be discussing and voting on a resolution that calls for the banning of Yik Yak, an anonymous social forum application, from the University’s wireless network.
The Pulse, Emory’s literary and visual arts anthology, teamed up with Alpha Tau Omega fraternity to host an arts showcase. The showcase included live dance, a capella poetry and stand-up. / Photo by Erin Baker, Staff Photographer
Where can you find slam poets, singers, comedians and more displaying their talents on a Friday evening on Eagle Row? College senior and Editor-in-Chief of The Pulse Dana Sokolowski and College senior Oliver Paprin, organized the Symposium at 12 Eagle Row this past Friday to showcase just that.
While The Pulse, one of Emory’s literary magazines, is always working to keep the school’s art beat alive, Paprin, an Alpha Tau Omega (ATO) brother, took his fraternity house, a space some students have said they associate with “a crazy, good ole time,” and reinvented it with The Pulse to create the Symposium.
The event consisted of 20 live acts, from spoken word and freestyle to standup comedy and contemporary dance. Additionally, the improv comedy group Rathskellar made an appearance, alongside guitar melodies and rap performances.
As Sokolowski put it, “people are passionate about art, but don’t always have a space to share it.”
That’s where Paprin and ATO stepped in.
They provided their house as an intimate setting, where more than 200 students crammed together to take part in watching the Symposium. So many students flocked to the event that at least 100 more were turned away for safety issues, according to College senior, The Pulse Publicity Chair and ATO brother Ben Sinvany.
“At one point, when the audience got on its feet to sing along with College sophomore Matt De Lereaux,” Paprin explained, “we were nervous the floor was going to fall through.”
The Symposium brought together people from all parts of campus, College sophomore and The Pulse Events Coordinator Juliana Bonovich explained.
“Our goal was to bring in new faces,” Bonovich said. “People came who had never stepped into a fraternity house, but they’re very involved in the arts.”
While Paprin originally thought the Symposium would just be a small event with a few acts, it turned into a two hour and 20 minute spectacular, he said.
“We used the space we have to open the bubbles, and something really magical happened,” Paprin said. “We’ve always heard that Emory is diverse in numbers, but that there’s not a lot of interaction between different interests and backgrounds.”
Paprin said that having the Interfraternity Council, C.O.R.E Culture Group, WMRE, Emory’s student radio station, the Emory Media Council and the Black Student Alliance as sponsors played a large part in cultivating the interactions.
College senior and Rathskellar member Neel Ghosh agreed, saying that “it was so cool to see students so receptive of this kind of event.”
At one moment the audience was listening to poems about love and race and the next, they were laughing at jokes about grinding.
Sokolowski was impressed with the crowd.
“No one was talking,” she said “[The audience] was so respectful and absorbed in the performaces.”
Paprin and Sokolowski agreed that it was a team effort involving all 300 people who came.
“People sometimes forget that all mediums of art can actually be engaging and fun,” Sokolowski said.
Once the live acts ended, WMRE played music, and guests were able to dance and enjoy Emory’s best visual art as sculptures, paintings, photographs and illustrations hung all around the house.
Additionally, The Pulse, Alloy and Lullwater Review, Emory’s three literary magazines, were all on display.
“Symposium was so amazing because in one event it encompassed a lot of the amazing talent Emory has to offer,” College junior Megan Santoro said.
Paprin expressed a lot of thanks to his ATO brothers and everyone else who helped put on the event.
Sokolowski said that students should keep an eye out for another Symposium in the future and that the partnership is looking to do more events in the coming semesters.
Sokolowski added, “Whatever it’s gonna be, it’s not gonna be the same.”
— By Samantha Goodman, Contributing Writer
Senior Alex Ruderman serves to an opponent at the Intercollegiate Tennis Association (ITA) South Region Championships, held at the Woodruff Physical Education Center (WoodPEC) last weekend. Ruderman finished first in singles play and, paired with senior Ian Wagner, first in doubles play at the tournament. / Photo courtesy of Emory Athletics
The Emory men’s tennis team began its season last weekend, hosting 14 other schools in the Intercollegiate Tennis Association (ITA) South Region Championships. The singles portion of the tournament was won by senior Alex Ruderman and the doubles was won by Ruderman and senior Ian Wagner.
On the line was a trip to the National Small College Championships, which will be held in Sumter, S.C. in October. Emory had three of the top four seeds in the singles event and also had six doubles teams competing.
Emory Head Coach John Browning felt the entirety of the team had a strong offseason, showing that they were “committed to the game and to being better,” he said.
The team has also been hard at work in the last few weeks, preparing for this tournament, Browning said. The Eagles had a successful first day of the tournament, as the singles round of 16 contained nine Emory players. Five of the eight remaining doubles teams were also from Emory.
On the second day, Emory continued to impress. The semifinal matchups were both all Eagles, with Ruderman facing junior Rafe Mosetick and Wagner playing against fellow senior Eric Halpern, the defending champion in the event. In the doubles event, the only remaining teams were the number one pairing of Ruderman and Wagner, who played a team from North Carolina Wesleyan College.
The third day included the semifinals and finals. In one of the semifinal matches, Ruderman narrowly beat Mosetick in two sets, 7-5, 6-4, a match which Browning called “high-level tennis.”
The other match saw Halpern move past Wagner 6-3, 6-4. In the final, Ruderman was able to beat Wagner in another close contest, pulling ahead 7-6, 6-4. Browning praised Ruderman’s win, explaining that Ruderman had been in a similar position two years ago, yet lost in a heartbreaker. To win the event in such a fashion displayed Ruderman’s ability to, “persevere and win it,” and that it was great to see the senior have a, “fitting end in this event,” Browning said.
Ruderman’s success continued in the double’s competition, as he teamed with Wagner to beat the second seeded pair from North Carolina Wesleyan of Robert Kjellberg and Sebastian Sikh. Ruderman and Wagner won 8-3, after pulling out to a 5-0 lead. With their win, both Ruderman and Wagner will advance to the ITA Small College National Championships in early October. Ruderman will also compete in the singles event.
“Ruderman and I played well all weekend and were about to close out,” Wagner said.
Browning took a lot of positives from this tournament, which he expects to be invaluable as the regular season rolls around.
“[The players] became a team and learned to support each other,” he said.
The tournament also displayed the stamina and dedication of this year’s team.
“I think it shows that our fitness is strong since we had some guys play nine or 10 matches,” Wagner said.
The team also competed in a “B” tournament, in which David Omsky defeated fellow freshman March Zheng to be crowned champion.
Aside from the winners of the regional event, who are advancing to Nationals, the team will compete in a local tournament, to be announced, this fall before the season picks up in the spring.
— By Oliver Rockman, Staff Writer
Choreographer Bebe Miller (center) visited Emory this weekend to help with the Emory Dance Company’s reconstruction of her work,
“Prey.” She also appeared at a Creativity Conversation on Friday afternoon, in conversation with Anna Leo (left) and Bridget Roosa (right). | Courtesy of Lori Teague
In the midst of a conversation with the Emory community last Friday, choreographer Bebe Miller stood up and threw her arms up in the air — waving them in a way that defied traditional technique and imitating a movement that she had once observed in a dance performance. She explained, “They just kind of were doing this. So I stole it.”
Miller is just one of several distinguished guests who have been introduced to the Emory community through the Center for Creativity and Arts’ Creativity Conversations. Emory students and faculty members are provided the opportunity to gain insight into many artistic processes through Creativity Conversations, which begins with a discussion guided by the respective department’s faculty and concludes with an open question-and-answer session.
Creativity Conversation guests have all learned from borrowing from and sharing with other artists, a practice well-exemplified through Miller’s simultaneously sarcastic and dead serious “so I stole it” remark. Friday’s conversation opened as Emory Dance Professor Anna Leo introduced Miller, followed by Miller’s own modest introduction of herself.
Leo, who previously danced with the Bebe Miller Company, spoke about Miller’s four New York Dance Performance Awards (“Bessies”) and multitude of grants and fellowships. She also reminded the audience that one of Miller’s pieces, “Prey,” is being reconstructed and set on a combined group of student dancers from Emory and Agnes Scott College this semester.
Meanwhile, while the audience finished applauding her many accomplishments, Miller humbly tapped into childhood memories of improvisation and early choreography exploration. Her favorite recollection pertaining to dance involved improvising while thinking of “clouds, trees and chocolate bars,” a typical start to a professional dance career.
Miller is undoubtedly one for generous collaboration; she claimed during the Creativity Conversation that her choreographed pieces belong to her dancers as much as they belong to herself. Perhaps, she admits, this generosity is only due to her aging, but when asked if she prefers solo or group work, Bebe responded with the latter, because the environment allows for more valuable, shared observation — and “more jokes.”
Miller has traveled near and far to work with the world’s most unique, creative dancers. In 1999, she spent three weeks in northeastern Africa; struggling with disputes over the Ethiopian border, many people in the surrounding regions felt lost and leaderless. A small group of dancers from northeastern Africa, however, joined in on one of Miller’s choreographic projects.
The dancers seemed altogether happy and grateful to be dancing in a supportive group environment, and as Miller noted, “they were all in a circle around me, doing what I was doing.”
The floors in the African dance studio were made of marble, and the dancers’ contemporary technique was limited. Nevertheless, Miller recalls that the dancers always carried positive attitudes. They always waited in a straight line shoulder-to-shoulder, suggesting that they all concurrently wanted to dance first when moving across the floor, and why not? As Miller asked, “Who wants to be second?”
Miller’s experience in Africa has likely played a part in her inspiration for “Prey,” the piece to be presented this November during the Emory Dance Company performance. The choreography of this reconstruction will be notated using Labanotation, a movement recording technique used to preserve choreography.
Miller and her notator Rochelle agreed that choreography can oftentimes become distorted when recorded on film or through other forms of modern media. Someone could easily trip in a performance that is recorded on video; when future generations watch the video in order to study the dance, they may assume that the original choreography called for a tombé (fall) and perform the dance as they had seen it.
Meanwhile, the fall was really an unintended dancer error and portrays inaccurately the original choreographic intentions. The utilization of Labanotation will thus make it possible for “Prey” choreography to be forever available in its original form, hopefully free of accidental falls.
Additionally this semester, in order for the Emory and Agnes Scott student dancers to truly convey Miller’s original ideas, the dancers have been provided “Bebe Notes.” Miller has her own company in Columbus, Ohio and therefore cannot spend the bulk of her time communicating her ideas directly to the “Prey” dancers. But these notes will prove useful in her place, as they not only bring Miller’s motives into the rehearsal space but also help the dancers to discover their own individual purposes in the piece.
Although she is not currently in the midst of a new choreographic project, Miller has announced that she does have plans to start one. She announced at the Creativity Conversation that also in the near future she will be performing a solo of her own, choreographed by Leo.
Regardless of whether or not she is currently working on a project, Miller will share and steal for as long as possible. She plans to continue exploring human nature and to continue exploring through improvisation marked by “clouds, trees and chocolate bars.”
—By Emily Sullivan
Rosemarie Garland-Thomson is known around campus as a spirited and particularly friendly professor in the English and Women’s, Gender and Sexuality Studies departments. She is also a published author and a student in Emory’s Master of Arts in Bioethics program.
What many people may not know about Garland-Thomson is that she helped usher in a new academic field, now called Disability Studies. She and Benjamin Reiss serve as the co-directors of the Disability Studies Initiative here at Emory. In the words of Lindsey Grubbs, a Ph.D student in the English program and one of Garland-Thomson’s students, Garland-Thomson is a “big deal.”
In August 2013, Garland-Thomson gave the Emory College Faculty Convocation Address.
In her address, she encouraged freshmen to “recognize and appreciate how the ways that we have built this shared world determine who is included and who is excluded from our communities.”
Garland-Thomson’s speech focused on the success of past disability-related policies and highlighted the importance of continuing and enhancing the legacy of inclusion in the United States and throughout the Emory community.
In her address, Garland-Thomson noted that, because of legislation, enacted in the mid to late 1900s, ”It’s quite possible that people like you, born in the mid-1990s, may not real- ize the ease with which we all now use a community such as Emory University.”
The address coincided with the creation of the Disability Studies Initiative at Emory in early fall 2013.
Since then, Garland-Thomson has continued her work to build a new type of infrastructure to support disability services: an intellectual network through the creation of the Disability Studies Initiative at Emory.
Garland-Thomson majored in English at the University of Nevada, eventually earning her Ph.D in the subject at Brandeis University in Boston.
After teaching at Howard University, Garland-Thomson came to Emory in 2002 to work in what is now the Women’s, Gender and Sexuality Studies Department.
Garland-Thomson was born with one arm shorter than the other, and she remembers when schools were segregated on the basis of disability.
According to Garland-Thomson, before the disability civil rights movement, people with disabilities had to go to separate schools because mainstream schools were not accessible.
“Disabled people couldn’t get in, but they also weren’t allowed,” Garland-Thomson said.
She recalls that it was “remarkable that [she] got to go to a regular or mainstream school.”
Later in life, Garland-Thomson found that feminism and the study of women and women’s culture gave her the opportunity to “think through what it meant to be a disabled person in the United States and in the world.”
She was able to take her work on women’s contributions to and positions in culture and apply it to thinking about people with disabilities and the challenges they face today.
Garland-Thomson began working with colleagues to develop “what [she and her colleagues] imagined as an interdisciplinary new field that [they] were calling, or that was called, Disabilities Studies.” She has devoted substantial efforts in her career to develop this field, which she notes is quite robust here at Emory.
According to Reiss, Disability Studies didn’t really exist as a scholarly enterprise in the humanities until the mid-90s and Garland-Thomson “was one of the two or three scholars that was really putting out an agenda that people could see have broad application to [the] humanities field.”
Reiss also said that Garland-Thomson’s presence here was a huge draw for him to come to Emory. Calling her one of the most influential people in his career, he said it was her work that initially got him interested in the field of Disability Studies.
Garland-Thomson’s most recent book titled “Staring: How We Look” was published in 2009, and she is currently working on “Habitable Worlds: Eugenic Spaces and Democratic Spaces.”
Now, due to much of Garland- Thomson’s work, Emory has its own Disability Studies Initiative. Garland-Thomson said that this initiative is distinct from a degree program.
“What it does instead of earning students degrees in a field called Disability Studies, it actually provides an understanding of disability and how disability works in culture and society and relationships,” she said.
Reiss and Grubbs both noted the sense of community Garland-Thomson has brought to the field. Mentioning that work done in the humanities can often be very solitary, Reiss said that this sense of community is the most inspiring thing about working and getting to know Garland-Thomson.
He said that she “collects” people and helps them to see how what they are working on is related to Disability Studies.
“She had that effect on me, and I’ve seen it on dozens of people,” he said. “And it really transforms the way you look at your work when you see that this project I’m working on is something that is much larger than me and can put me in connection with a whole network of people way outside of my field of training. It’s very exciting and very moving.”
Disability Studies is unique in that it is truly an interdisciplinary field. Teachers, researchers and graduate students from all sorts of different academic backgrounds are involved in the Disability Studies Initiative.
Another characteristic that makes Disability Studies unique is that it applies, almost universally.
Garland-Thomson noted that “disability is a particularly porous category in the sense that anyone can move into this category, literally, in a minute and everyone, if they live long enough, will move into this category.”
In short, disability can be simply thought of as another stage of our lives.
According to Garland-Thomson, since we may all be disabled at some point in our lives, the field of Disability Studies can help both individually prepare us and prepare society to receive us as we transition into another category.
As an example, Garland-Thompson mentioned the prospect of getting the education system to invest in making sign-language part of the standard school curriculum. That way, when people become late-life deafened, they would imagine themselves simply as transitioning into another form of communication, instead of being hindered by their inability to hear.
Families could bring their grandparents into any setting, even loud ones, and still be able to incorporate them into the conversation.
Garland-Thomson said that this system would “be a way of signaling to the world that disability is not an otherness that we will never enter into but rather disability is actually, us.”
— By Annie McGrew, Contributing Writer
Photo by Steve Shan, Staff Photographer
The men’s soccer team extended their winning streak to eight on Wednesday night with a 2-0 win on the road against the Birmingham-Southern College (Ala.) Panthers. Emory entered the game ranked seventh in Division III, and the Panthers are ranked fourth in the region.
The game was the Eagles’ fourth consecutive road contest, a stretch that initially had Head Coach Sonny Travis feeling somewhat anxious.
“I was worried about this four game road stretch, but our guys have adjusted very well,” Travis said.
The Panthers, who Travis called “the best team of theirs I’ve played against at Emory,” kept the game close for the first 75 minutes.
Sophomore forward Jason Andrejchak also praised the Panthers. “It was a rough and physical game against a team who is probably the best we have played all year,” he said. “[The score didn’t show] how close the game actually was. It came down to the last 15 minutes.”
The first goal would come for Emory in the 76th minute, off a run from Andrejchak and a fin- ish from junior forward Sebastian Hardington. Andrejchak, playing as the center forward, beat the opposing left-back before pulling a pass towards Hardington, who finished with his first touch in what Travis called an “awesome” goal.
The assist was Andrejchak’s sixth of the season, which is the team lead, and the third goal for Hardington. All three of Hardington’s goals have impressively been game winners. The next goal came only five minutes later. Freshman midfielder Jason McCartney was fouled in the box, and senior Dylan Price stepped up and made the penalty kick with composure. The goal was also Price’s third in the campaign.
“It was a huge win on the road, which is always very important for power rankings,” Travis said. “Our team stepped up in a hostile situation and did an awesome job, especially defensively.”
The shutout was the third in a row for the Eagles, a feat that Travis attributed to a combination of “team play, the consistency of our defenders and outstanding goal-keeping from Abe Hannigan and Alex Herbets.” A shutout requires a huge team effort, as “everyone has to work from top to bottom, put pressure on the opposition and win the ball back,” he said.
Travis credited the depth of the team as a huge factor in the Eagles’ early success. “Different guys have stepped up in different games and played outstandingly,” he said.
Travis also has been pleased with the development of his defensive unit, and he felt that junior defender Derek Chan had one of his best performances Wednesday on the left side of the defense. Travis additionally said that senior defender Carl Credle had one of his best games, and that the Emory center backs were extremely consistent.
As the season moves forward, Travis wants the team to “continue to raise the level of play.”
The Eagles return home this Saturday, Sept. 27 and face Sewanee University (Tenn.), at 2 p.m.
— By Oliver Rockman, Staff Writer
A few weeks ago, I read an article titled, “What the Best Education Systems are Doing Right.” As I was reading, I couldn’t help but notice what the key messages of the article were. In short, South Korea and Finland have created systems of education that we should all consider as examples for the future. Before I go any further, I want people to know why I am interested in the American education system. My family immigrated to the United States from Pakistan when I was seven years old. Leaving their country, my parents decide to come to the United States. Why? For better educational opportunities for me and my sisters. Because education has been very important to my parents, and it’s been important to me as well.
Going back to the article, what are Finland and South Korea doing right? Essentially, the Korean model focuses on hard work. Students are in school year-round, and the educational culture promotes diligence, leaving no room for failure. Finland has a different model that believes in intrinsic motivation and activities outside the classroom. The culture is one of low stress, and learning from a wide variety of experiences outside the classroom is encouraged. Two different models that promote different ways of learning are both succeeding. What’s the secret? Finland and South Korea share one key educational ideology: “a deep respect for both the teacher and the student’s academic accomplishments.” Not everyone can become a teacher in Finland. One in 10 applicants is accepted to teaching programs. In South Korea, a teacher is respected and viewed with high-esteem. We are also fortunate to have dedicated teachers who prepare students to become engaged citizens of the world. These individuals should be held with the highest esteem in our society.
The American education system has many values that students should be proud of. Students learn to live in a pluralistic society and have coined the term diversity as one of the most talked about qualities of the American educational system. Most students have engaged in dialogue with peers who come from different countries, ethnicities and racial backgrounds. Education is compulsory in all states and free for all students. The government funds public education and promotes literacy for everyone. Why, then, is this not considered one of the best education systems in the world?
There are a few faults in our system that can be changed. The first and most important is the way teachers are viewed in society. I am disheartened when I hear the phrase “those who can, do; those who can’t, teach.” Why create such a culture where the ones who impart knowledge are the ones whom you don’t value? The profession of teaching should not be looked down upon. It is teachers who play a large role in shaping the leaders of tomorrow. It is the teacher who models hard work, creativity, caring and perseverance. It is the teacher who thinks about teaching and takes on the task of making sure all of his/her students succeed. While I agree that many have encountered bad teachers, I would encourage you to think about the majority of the teachers, who have actually empowered you.
Another fault in the system is the idea of labeling and tracking. Labeling students begins at a very young age. Students are tested and immediately classified as gifted, slower learners, smart, lazy or unmotivated. While this can be beneficial to those who are labeled as bright students, it is a disadvantage to those who are labeled as slower learners or learners who are below average. “Gifted” students are sent to”special classes” to help them move up the ladder quickly. On the other hand, many “slower learners” are not given attention because of larger class sizes or less adequate resources.
Often, adults presume that young students don’t comprehend the meaning of these labels because they are children. Director of Educational Equity and Scholarship at the Ford Foundation Jeannie Oakes shows in her work “Keeping Track: How Schools Structure Inequality” that children who are assigned the low track courses have lower self-esteem in general. Also, the notion that students learn better with those most similar to them is detrimental to the children’s needs. While this might help those who are gifted and talented, it hinders the performances of those at lower levels. The low-tracked students have unequal opportunities and generally are racially stratified. Schools limit the opportunities of students in low track levels. High and low track teachers are allocated different resources and curriculum.
Oakes also shows that low tracked students are not given the same opportunities outside of class with activities such as field trips and tournaments. Students on the low track level are presented with the path towards vocational training. The goals of vocational education are so it increases the economic opportunities for the poor and minority groups by providing them with specific, marketable occupational skills.
Tracking students for the benefit of society is one of the most detrimental problems of the system. This is a capitalistic society and essentially structured like a pyramid in which there needs to be a bottom, middle and top. Therefore, tracking is essential for society to have people to take on vocational jobs in the future. Where is the upward mobility then? The answer is there is no upward mobility, with a few exceptions. While tracking cannot be taken away completely, because the assumption is that different students do require different pathways to learn, the assumptions people make can be turned around. The assumption that we need to create classrooms with homogeneity so that it will be helpful for both the teachers and students is not true. Rather, it hinders the opportunities available for both of them.
The question then becomes what is the other option? Our system has diverse students that Finland and South Korea do not have to respond to. However, I think we can change the culture of education in the United States. All students should be taught how society functions, the issues that we face in this world as well as given a chance to use their skills to succeed. We should make schools the center of each community. Teachers should be given the upmost respect in American society with resources and time. This could be made into one of the most sought out professions but only if the culture allows it. Phrases such as “those who can, do; those who can’t, teach” should not be a part of this culture. The culture creates the system, and we can create the new system together.
I have studied in the United States for most of my life. The education that I received here will always be valued in my heart. But as a student, there were a few faults that I observed while growing up. I was put in the high track while my sister was not. We had a different education path. However, she was blessed with committed teachers that kept her going to prepare her for the real world.
As a student at this University, I urge you to value your teachers, a few of which have played a part in getting you to Emory University or have shaped your career path. We, as a student body, can change the culture at Emory and challenge others to value their educators too. This will lead to a change in our children’s minds and may lead to a change in American society overall.
Falak Mawani is a College senior from Memphis, Tennessee.
Emory startup social networking company Campus Bubble launched its official version of Emory Bubble, the University’s branch of the network, on Aug. 15 according to Campus Bubble CEO Spencer Barkoff.
This final version of Emory Bubble, Barkoff said, can support up to 64,000 site visitors simultaneously — in other words, if every student and faculty member at Emory University and Oxford College logged on at once, it would not crash. A year ago, its beta version could support only 200.
“We’ve reengineered the whole thing since last year’s debacle,” Barkoff said, referencing the numerous glitches associated with its site and app last year.
The company has even expanded to Morehouse College, where a red-colored version of Emory’s site serves students and is endorsed by Morehouse’s own office of Campus Life. Emory’s Campus Life endorsed Campus Bubble last fall.
Barkoff said Campus Bubble has been working with student leaders at 10 other campuses to launch other university-specific bubbles this fall, though he did not disclose the schools’ names.
Still, Barkoff and students agree that Campus Bubble’s newest version of its Emory network needs polishing.
Oxford College sophomore Ali Rashid said that when using the site, he had to check on different groups since he had not received any push notifications.
He added that making the switch from Facebook would be difficult, as he would have to seek out his notifications rather than seeing Facebook’s hard-to-miss red flag.
“I do think that people will want to use it, but it just feels a little primitive right now, like you have to put a lot of work into it yourself,” Rashid said.
Barkoff said the Campus Bubble team planned on improving the notification system this fall to resemble the now-defunct student network LearnLink’s red flags, which appeared alongside each group a student belonged to, rather than an aggregated notification for all groups combined. Another improvement, the site’s weekly calendar, will be expanded to a monthly one, he said.
Using student and faculty focus groups while working with Campus Life, Campus Bubble also found that many students were confused by the site’s setup. Unlike Facebook, the “like” button, represented by a heart rather than a thumbs-up, sits opposite the comment button, represented by a speech bubble, on a post.
Matt Cone, the interactive communications developer at Emory’s Campus Life who has worked with the Campus Bubble team for the past year, said many students could not figure out how to comment on a post and thought the “report a post” button was a “like” button.
“We’ve received about nine reports and every flagged post has been from someone who thinks they’re liking something,” Cone said, adding that Campus Life would handle any problems related to flagged posts.
Along with rearranging the structure of the site’s “feed,” which currently resembles Facebook’s home page, Barkoff said the company plans to restructure the feed itself into a grid-like design, similar to that of Pinterest.
Students’ profiles, Barkoff added, will be more personalized as the group continues to polish the site.
“It needs to do more to express what you’re like as a student, who you are in an academic context,” Barkoff said, adding that Emory Bubble would serve as a sort of academic version of LinkedIn for students.
Rashid said that he believes that the site’s “explore” section, which allows users to search for bubbles to join, needs work.
“The groups could be better organized — right now they’re really hard to find,” he said.
Barkoff, however, said that reorganizing the “explore” section, specifically by breaking bubbles into categories to narrow down the user’s search, is among the company’s many planned improvements.
The app has not yet been perfected either, Barkoff said.
“We received feedback that people had concerns with scrolling and receiving notifications,” he said, adding that the team planned to fix these issues “in a couple of weeks.”
Despite the number of needed fixes, the site has gained traction with some students. The site saw 7,065 log-ins in the past month, about 1,100 site visitors returned to Emory Bubble weekly and 353 new “bubbles,” or online groups, have been created so far, according to Barkoff.
College junior Mackenzie Wyatt said she liked having the Emory Bubble as an option to keep her from procrastinating on Facebook, while staying in touch with students from her classes and other groups for academic purposes.
“I just really want to get off Facebook — I want to compartmentalize social and academic networking,” Wyatt said, adding that, as president and founder of Emory’s chapter of the charity Worldwide Orphanage Relief Coalition (WORC), she planned to use Emory Bubble as WORC’s main method of communication.
Her only concerns were the number of Oxford students using the site relative to Emory College users, as well as the Atlanta events listed on the site’s calendar.
“I think it’d be nice to have just Emory-related things” on the Emory Bubble site, she said. “There’s always the chance that the Atlanta events could turn into advertisements.”
Cone said that as a replacement for LearnLink, which advertised events in Atlanta, the Emory Bubble needed to do so as well, as “an Emory-centric network.”
Cone also expressed the importance of the site’s continued inclusion of and connection with Oxford. The main challenge, he said, would be getting more Emory College students to log on and balance out the site’s number of users to better represent the two schools’ populations.
“Something we’re going to start focusing on is preloading each student, department and faculty organization, so that every organization has a presence there,” he said. “Hopefully that’ll drive up activity beyond handing out free t-shirts, putting up fliers and having a table at Wonderful Wednesday.”
Barkoff said his primary goal for the fall, on top of fixing the site’s structural and design-related issues, is to encourage students to join, but not to “shove this down people’s throats.”
“Step one was to make sure it works,” he said. “Now we need to get people to use it.”
— By Lydia O’Neal, Senior Staff Writer
Correction 9/129 5:01 p.m.: This article was updated to correct the comment that claimed, “the site saw 700,065 log-ins in the past month.” The correct number was 7,065 log-ins.
Photo by Kaitlyn Posa, Contributing Writer
Name: Panita Thai Kitchen
Overall Rating: 4.5 stars
Location: 1043 Greenwood Ave. NE Atlanta
Neighborhood: Virginia Highlands
Phone: (404) 888-9228
Hours: 12 p.m. — 10 p.m.
Alcohol Availability: Yes
The restaurant’s entrance is an arch covered with ivy. As you enter, you can’t help but notice the various trinkets and knick-knacks covering the walls and ceilings which are reminiscent of an antique shop. Several Buddhas sit atop a shelf, and curtains made of shells hang near the screen windows. The main seating area has the feel of a café, as the screen windows allow for fresh air. However, there is a small, fully-indoor section where bigger parties can be served. Overall, the restaurant has a free-spirited and quirky ambiance (this place is for you, hipsters). The shell curtains and Buddha statues were judged authentic by Panyachote Ketyungyoenwong, a native of Bangkok, but that is where the authenticity of the atmosphere ends. The French music playing softly in the background also adds a certain idiosyncratic flair to the place. The two owners, natives of Thailand, double as the chefs and servers and have run the restaurant for 17 years. The food is presented wonderfully in cleverly carved pineapples and watermelons with garnish (such as a whole apple soaked in red curry). The service was very prompt and helpful, although the restaurant was not busy at the time.
Our first restaurant choice was a success! All of the food served was delicious and flavorful. The average rating for the food was 4.4 out of 5 stars. Our Emory native food reviewer is a freshman from Bangkok, Thailand, named Panyachote Ketyungyoenwong. The food was judged to be authentic overall. The only difference was the presentation of the food, which he enjoyed nevertheless. The Pad See Ew and Massaman Chicken were delectable and completely authentic. The Lad Nah was fairly authentic and intensely flavorful, however, the sauce had a different flavor than traditional Thai Lad Na. In Honor of the King was a complete surprise to us, as it is not specifically a Thai dish but seems to be a mixture of Thai and Indian flavors. Everyone was incredibly satisfied with their meals. An overall favorite was the incredible Ginger Thai Iced Tea. The main portions were a good size and allowed for some leftovers.
Drinks: Thai Ginger Iced Tea: A cool, sweet Thai tea with milk.
Chicken Satay: Two strips of marinated grilled chicken served in a sweet and sour peanut sesame sauce.
Thai Fish Cakes: Ground fish mixed with light spices and red curry paste, deep-fried and served with a sweet and sour sauce.
Pad See Ew: Sautéed rice noodles topped with broccoli, egg and a choice of beef, pork, chicken or shrimp.
Lad Nah: Sautéed rice noodles topped with broccoli, sweet and spicy gravy and a choice of beef, pork, chicken or shrimp.
Massaman Chicken: A signature Thai curry. Cut chicken cooked with authentic Massaman curry paste, Bermuda onion, coconut milk, pineapple chunks, peanuts and Thai herbs, garnished with a golden potato.
In Honor of the King: Marinated and tender boneless chicken breast, pan-fried. The chicken is doused in red curry, fresh Thai herbs, Julienne lime leaves, coriander leaves, cucumber sauce and several peppers. Served with garnishes of tomato and lemon.
— By Kaitlyn Posa, Contributing Writer
Thai Authenticity Judge: Panyachote Ketyungyoenwong
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