Student on the Street: Student Section

Student on the Street: Student Section OSU students give their opinions on the difference in Athletics student seating

By MATTHEW BROOKS Sports Contributor

By CLAIRE NELSON Orange Media Network Photographer

Oregon State Athletics has historically had a difference in student-seating for Men’s and Women’s Basketball home games. The department experimented with a student section for the Women’s home Civil War game. There is a designated students-only section for all home Men’s Basketball games. During Women’s Basketball games, the same section is designated as general admission for the public, though students can sit there too.

According to Zack Lassiter, deputy athletics director for external operations at Oregon State University, OSU Athletics looks at each sport individually before making a decision about seating arrangements for games.

“We look at each of our sports independently to better create a customized experience for the fans and student-athletes in attendance,” Lassiter said via email. “We have a great team that works together to create the best fan experience in the Pac-12.”

Lassiter said the student section allows for community for students attending home games. “Many students enjoy sitting next to their classmates during games as they feed off each other’s energy and enjoy the community feeling of being in the Beaver Dam,” Lassiter said via email. “We are always looking for passionate students that want to help create a great atmosphere for students at all our athletic events.”

More student opinions can be found on the Daily Barometer’s website.

DEEVON CASTANEDA, left, Fourth-year construction engineering management with a minor in business student

“Personally I’ve never really had a position on that. I think it should be open in the aspect that it should be anybody, first come first serve as well. It’s a student base to have to fill in all the seats, not necessarily just the student-based section.”

BRANDON CASTANEDA, Fourth-year construction engineering management student

“I think I like the student section when you’re watching the game on tv, it’s good to see all the students they’re even more excited. I think that’s good, I like that.”

ABBY SCHWARTZ, First-year human and developmental familiy sciences student

“It kind of makes sense to me, but I don’t really understand what the restriction is. It’s a really big gymnasium, I feel like anybody should be able to sit wherever they want. I really don’t think it makes that big of a difference.”

DARWIN NESHEIM, Third-year mathematics student

“I can’t really think of why there would be a reason myself, other than if there was a historical precedent that was set or if the stadiums are different. I haven’t attended a game, so I don’t know...I like the idea of student seating, but I don’t like the idea of having the split between the difference in games. I don’t think that sets a necessarily good precedent.”

JOHN HACKETHORN, Second-year forestry student

“Honestly I don’t think it should be any different. Both teams are good, both teams should have a lot of hype behind them... as long as it’s consistent across both.”

EXCHANGE THE

A FORUM FOR WRITERS, READERS, & NEW PERSPECTIVES

We’re having a baby! It’s a line many families are overjoyed to hear. After the initial excitement has subsided comes the next big question: “Is it a boy or a girl?!” This tiny, brand-new creature must be deemed a boy or a girl while still in utero. Society tells us this is what we need to do, and we follow that lead. My sister has a two-year-old toddler and my brother and his wife are currently expecting their first child. My sister found out the sex of her baby right away, whereas my brother and sister-in-law don’t want to know. They explain that “it doesn’t matter. All that matters is that this tiny human is safe and healthy.” Their stance is that if the baby is a boy and wants to wear dresses and play with dolls, by all means! If it happens to be a girl and she wants to play with monster trucks and wear a suit and tie, she should! If their child wants to do all or none of these, that’s perfectly fine, too. This perspective vexes and upsets my sister. “Why do you need to know the gender?” I ask her. “Because I want it to be a girl so I can buy cute, frilly dresses!” My sister has always been the more conservative one in my family. She believes in traditional family roles—the husband mows the grass and earns the most; the wife takes care of the children while also cooking, cleaning, and doing all of the housework. Her discomfort begs me to ask, “What does it matter? Are you saying that if your son wanted to wear a dress or play with makeup, you wouldn’t let him? Why does their baby have to fit into one gender?” And her only response is, “but my son doesn’t want to do those things.” There is no changing my sister’s mind. She is, out of a family full of stubborn people, the most stubborn of all. The more she’s questioned, the deeper she digs in her heels, refusing to see a different viewpoint. She’s also a closed book, so I may never discover the reasoning behind her views. But I wonder, how can my sister know what her son wants? He barely possesses the vocabulary to tell us his needs, much less his wants. His choices are premade for him based on his perceived gender: pants and button up shirts, toy trucks, and masculine colors fill up his room. He hasn’t been given the opportunity to make his own decisions. by Sarah Phillips A BABY BY ANY OTHER GENDER

My brother has informed everyone to buy any gift for the baby that they want—dresses, bow ties, pink, blue, neutral—it’s all fair game. Because, unlike many that want their child to fall into a certain gender, they don’t care. My brother wore pink to his wedding and paints his fingernails. My sister-in-law opts for t-shirts and jeans and doesn’t wear makeup nor paint her nails. She is also the breadwinner and lead decision maker. Together, as partners, they share a relationship that falls outside of traditional gender norms. They want to raise their child to do the same because a boy should be able to express his emotions and a girl should be able to be tough and strong.

Does boxing a child into a certain gender help them by limiting their selfexpression, or by promoting prohibitive standards? Does it benefit the parent, who may watch their child struggle with depression over being confined into a gender they don’t associate with?

I find it hopeful, however, to see so many people today allowing their children to be who they are, letting them experiment and be curious as only the innocence of childhood affords. Gender is a vast spectrum— not a straightforward binary—and it’s time we should all be more understanding and accepting of that.

CONSIDERING CASCADIA

by Milan Donhowe

There are a few characteristics that almost all Oregonians share: a general appreciation for the Oregon wilderness, an affinity for local farmer’s markets, and an existential dread of “The Big One.”

Wait, what’s The Big One?

The Big One refers to a massive earthquake predicted to hit the Pacific Northwest—a region not generally known for having earthquakes, and perhaps consequently, a region that lacks earthquake-resilient buildings.

While knowledge about the earthquake has been around for some time, mainstream awareness erupted after a 2015 New Yorker article by Kathryn Schulz titled, “The Really Big One.” The article detailed aspects of the Cascadia Subduction Zone earthquake (its more formal name), and detailed how OSU researchers (‘sco Beavs!) uncovered geological evidence showing a history of earthquakes in Oregon; how the region had no precautions in place; and how a 8–9.0 Richter-scale earthquake followed by a tsunami would absolutely destroy the Pacific Northwest, with FEMA projecting at least 13,000 deaths.

So basically, we’re all going to die?

sketch chilling scenarious about how terrible things would be if the earthquake hits tomorrow, all making the subject somewhat touchy. Who wants to chat about how their home will be destroyed and how “everything west of Interstate 5 will be toast”?

I remember being asked what my biggest fear was in my tenth-grade health class. My answer? “The Big One.” My teacher quickly responded, “Oh you mean that thing which might happen tomorrow—or in two hundred years?” His reply didn’t really make me feel any better about the impending, cataclysmic quake. I now realize, however, that I missed his underlying point: the earthquake will undoubtedly happen, yes, but the longer it waits, the more time we have to prepare.

Therein lies the bright side—or more accurately, the dim glimmer of some iota of hope. And Oregon has been preparing, albeit at a snail’s pace. As reported by KGW8, critical pieces of infrastructure are currently planned to be rebuilt, like the definitely-notearthquake-proof (and very busy) I-5 bridge connecting Washington and Oregon. Meanwhile, more measures have been taken to secure schools within coastal communities. The town of Seaside, for example, passed a bond measure in 2016 to move schools away from the Tsunami zone. OSU has been doing its part through the Cascadia Lifelines Program, which conducts research in order to “mitigate damage to Pacific Northwest Infrastructure as a result of Cascadia Subduction Zone quakes.” Therein lies the bright side— or more accurately, the dim glimmer of some iota of hope.

Oh, so we’re good then, yeah?

The elevator doors cracked open to a room filled with sharp yells and scowling faces. As soon as my sneaker hit the faded blue carpet, one of my friends shoved past me with the look of rage painted in her eyes and the corners of her mouth. Confused as to what caused this angry spurt, I steered myself into the lounge of my dorm room floor through the mass of people. I had to stand there in disbelief to both admire and ridicule what one of my dorm-mates had drawn on the whiteboard. The board displayed a graph that read difficulty of majors on the x-axis, and on the y-axis, importance of majors. All of the engineering and other STEM majors were clustered in the first quadrant—the most important and rigorous majors—while all liberal arts majors were corralled in the third quadrant: the least important, “easy” majors. Our floor was pretty evenly divided into liberal arts and STEM majors. For the most part, everyone melded together and did not seem to segregate others based on their major. But that said, no one had yet blatantly stated that STEM majors were superior. I was in a state of bewilderment. I knew this sort of discriminatory divide between the arts and STEM often lurked in colleges, but now I was experiencing it first-hand. As a biochemistry major pursuing a career in medicine, I encounter engineering majors in many of my classes. We congregate in the same lecture halls to indulge in math, chemistry, physics, or biology. With our schedules jampacked with science courses, many feel fortunate to not be burdened with any history or writing classes, which are seen as futile. It seems embedded in many engineering students’ minds that engineering classes are the only ones worth pursuing, and the engineering major is the only one that guarantees success.

It’s true that OSU is in many ways an engineering school, as it enrolls far more undergraduate engineering majors than liberal arts majors—almost twice as many, in fact. Any major in the college of engineering is indeed a coveted title. OSU’s disproportionate amount of STEM to liberal arts majors, however, creates discrepancies in the perceived value and prestige of each major. This has adverse effects on those who favor the humanities, and a malevolent environment has been fostered for those with the intent to pursue them. And this atmopshere may help answer the real question at hand: why are so many of the STEM majors at OSU opposed to adding even just one humanities class? ENGINEERING OR BUST by Grace Scuderi Even though OSU offers a wide variety of classes in the humanities, it needs to implore students to become more involved in the same volume of events that are provided for STEM majors, and it must offer the same quality of internships and opportunities they receive.

Something I have observed in all of my STEM classes is that the engineering and science majors seem to feel like they have all of their puzzle pieces in the correct spots. They have the internships. They have the leadership positions. They have the fancy research positions. And believe me, I have met some truly remarkable and brilliant engineering students here.

Yet, I have also observed many of these students struggling to know how to talk to other people or show empathy. Despite their robust knowledge of the world at a particle level, they cannot see beyond their microscopic view and attempt to understand hardships and viewpoints of other individuals. It’s true that a creative writing course or philosophy class may not satisfy their prerequisites, but would it not make them a more well-rounded individual? The mindset that only engineering majors are important is an insular and a ludicrous notion. It cultivates a dangerous culture that allows us to forget what genuinely makes us human: the arts. It is seldom that a differential equations class will cover the ethics of humanity or explore the ways in which humans empathize with each other.

The university, however, is failing in its efforts to persuade STEM students on the value of a liberal arts education, regardless of one’s major. Even though OSU offers a wide variety of classes in the humanities, it needs to implore students to become more involved in the same volume of events that are provided for STEM majors, and it must offer the same quality of internships and opportunities they receive. Requirements of Bacc Core classes are not sufficient enough to fully comprehend and appreciate the liberal arts.

Of course, not everyone prefers the liberal arts. For some, it is simply not their passion

continued on page 10

OSU’s required health class, HHS 231, provides information on how to stay healthy and fit. But it’s missing something: sex.

For many people, college is the first time they are living alone and able to make decisions regarding their health without any parental presence. This means that for some, college is the first time they can freely experiment with sex. For sex to be safe and healthy, education is key. And HHS 231 is a good candidate for teaching sexual health.

I just finished taking HHS 231, and yes, I understand that the topic of the class is “lifetime fitness for health,” into which sex education doesn’t exactly fit at first glance. But as a required course and one that discusses physical health in a broad sense, HHS 231 could include essential elements of sex education, such as STIs, birth control, and consent. If done well, students will become more comfortable discussing sex in a respectful way, better prepared to avoid STIs and unwanted pregnancy, more aware of consent and its importance, and generally more confident in making decisions about their sexual health. HHS 231 IS MISSING SOMETHING

by Allison Thompson

Information and Education Council of the United States, only “16 states require instruction on condoms or contraception when sex education or HIV/STI instruction is provided.” OSU students who are not from Oregon may not have been educated on contraceptives and STIs at all—information that is vital to having safer sex. Even students who have already been educated about contraceptives and STIs would benefit from a refresher, particularly in a class that emphasizes holistic health from a long-term perspective.

by Hunter Calvert FINANCIAL CRISIS FORCES FLUSHING TAX A brand-new term will soon be upon us, and with it, a new cost for students. In Spring 2020, the Board of Trustees will put into effect “Fee #2,” a universal flushing tax for all on-campus undergraduates. Students utilizing university lavatories will be charged ten cents every time they flush the toilet. The 2018 Oregon State University Annual Financial Report shows the university spent 141 million dollars on the financial categories detailed as “Institutional Support” and “Other Expenses.” The small flushing tax will supplement increasing and unspecified college operations expenses, according to the Office of Finance and Administration. The fee was given its name as a reminder that “students and their education are always our number one priority, and their money is number two,” Chief Financial Officer Michael J. Green wrote in an official statement. President Ray stated that increasing expenses are what drove the administration to enact Fee #2, which will exist as his final economic legacy, given his impending retirement. “We pride ourselves on our economic transparency here at Oregon State,” President Ray said. “As I say farewell, I urge students to realize that we are really in the midst of a financial crisis and that their contribution is essential to the continuation of this democratic institution.” The Board of Trustees sees Fee #2 as a necessary last resort in providing quality education to students. “We sat on this issue for a long time, but it wasn’t a problem that could be wiped away easily,” President Ray said. “After pushing for a more solid solution, we were forced to squeeze out Fee #2, for the betterment of student health and education on campus.” Students can conveniently pay the flushing tax with Finance and Administration’s brand new “Brown Cash” account, the color choice inspired by the appearance of OSU’s beloved Benny the Beaver mascot. Students’ Brown Cash Card automatically connects by Bluetooth to brand new “Beaver Smart Toilets,” a highlyadvanced technological installation, the cost of which is included in student tuition. Beaver Smart Toilets are free to use for all students, excluding the tax. Regarding the cost of the toilet technology, The Office of Finance and Administration promises that student dollars are not simply going down the drain. “This type of innovation defines Oregon State University and greatly enhances the education of our students,” Associate Vice President for Finance Heidi Sann said. Professors, instructors, and graduate teaching assistants, however, are wary of Fee #2’s effects on their undergraduate students. “Ever since the administration started charging for Fee #Two, my students have seemed anxious,” chemistry professor Dr. Mike Wazowski said. “They’re always shifting around in their chairs, and won’t focus on a single word that comes out of my big mouth.” A new student organization labeled the “Freedom of Nature” club has begun scheduling daily field trips to the McDonald–Dunn forests. Unlike most student organizations that hold meetings indoors, the club members pride themselves on doing their business in nature. Some students, however, feel marginally constricted by the fees put in place by Finance and Administration, especially regarding Fee #2. “It makes just as much sense as a matriculation fee, except it’s worse,” undergraduate student Conner Mowery said. “It’s like a fee for a subway that you have to ride every day to survive, except the tunnels are my bowels, and the subway is—well, you know.”

“Considering Cascadia,” continued

Big One—in fact, we could easily make things worse. As reported by Andrew Selsky with the Associated Press, in 2018 Oregon’s legislature repealed a construction ban in Tsunami zones, “allowing fire stations, police stations and schools to be built in the potential path of a tsunami.”

To paraphrase the opening of The Oregon Resilience Plan, published in 2013: we have a choice between preparing ourselves, through voting in favor of ballot initiatives to retrofit our infrastructure and stockpiling supplies in anticipation for the disaster, or abdicating our responsibility, choosing to live in ignorance or despair of an earthquake that’s imminent, yet whose damage could be significantly mitigated?

So, which future do you choose?

“Engineering or Bust,” continued “HHS 231,” continued

and they find artistry in other disciplines, like math and science. That is perfectly acceptable! I am not asking that students immediately switch their majors to literature—rather, I’m challenging them to extend themselves and see the value of the arts. This is the one time in our lives when we can learn anything we want from experts and professionals, so take that Russian literature class, learn more about the American Civil War, make art! College is a place to delve deeper into one’s intellectual vitality, to stretch your mind in multiple ways, and not just learn about the complexity of particles or DNA. Science can teach you about DNA, but the humanities force what you to discover what makes you unique. To neglect any opportunity to learn more about the human experience is a disservice to evernyone. The humanities are vital to survive. online course on consent before coming to OSU, we don’t need another class that covers topics about sex. But why not teach consent twice, given how incredibly important it is? A one-time, online introduction isn’t enough. We need to discuss consent in the context of safe, healthy sex, and we need to discuss sex in the context of lifelong health.

I’m grateful that HHS 231 activly takes recommendations on what material to teach. Let’s tell them that this course can help OSU students make healthy decisions in every area of their lives— from food to working out to sex.

The Exchange is a student-driven publication that features writing by WR 121 students on issues they determine relevant to the OSU community. Students not only author the articles, they also act as reviewers for one another, providing and receiving quality feedback. Near the end of each term, students become editors, ultimately deciding which pieces advance toward publication. At each stage, the goal remains the same: to develop compelling arguments that invite new perspectives and facilitate the kinds of change students want to see realized.

Corvallis Police Log: Feb. 14-17

CYNTHIA DE LA TORRE, Fourth-year psychology and human and developmental family sciences student

“I actually didn’t know that, I haven’t been to a women’s basketball game. I guess maybe because it’s not advertised enough… the hype isn’t there, although I have heard Women’s basketball plays better than Men’s.”

COLLIN VOGT, Second-year public health student

“To be honest, we’re all there watching the game so it doesn’t really impact me at all.” TOM ORR, Third-year kinesiology student “I think it’s kind of weird that women’s doesn’t have a student section, I didn’t realize that was a thing. If you’re going to have a sporting event like that you should have student sections, and I feel like that would bring out more people.”

Use Snapchat or a QR code reader to read The Daily Barometer’s previous article about OSU Athletics’ student section for the Women’s Basketball home Civil War.

Feb. 14 By MICHAEL EUBANKS Crime Beat Reporter

Criminal Trespass 2/Disorderly Conduct 2

An officer was dispatched to The Green Room marijuana dispensary in central Corvallis for a report of harassment. A female had reported that a male had been coming to the store the past several days after being told not to come back. The female also stated that the male told her that he was going to kill her. Upon investigation, the male was arrested for Disorderly Conduct 2 and Criminal Trespass 2 and transported to the Benton County Jail. He was released later in the day.

DUII - BAC Test Refused

An officer was on patrol in downtown Corvallis when he noticed a white pickup truck pull out of the parking lot of the McDonald’s on NW Third Street and pulling out onto NW Van Buren Avenue.

As the truck pulled onto the roadway, the officer noticed the traffic light controlling eastbound traffic on the road turn yellow. Instead of stopping for the light, the truck accelerated quickly enough that the engine revved loudly and it quickly sped through the yellow light which appeared to turn red while the truck was still in the intersection.

The officer conducted a traffic stop on the vehicle and the driver exhibited signs of impairment and consented to a standard field sobriety test. The tests showed a number of clues of impairment and the driver was arrested for a DUII.

The driver refused a breath test and ultimately a telephonic search warrant was granted for a blood draw. After getting his blood drawn at Good Samaritan Regional Medical Center, the driver was taken to The Benton County Jail and released to the jail staff.

Feb. 15

Criminal Trespass 2

An officer was dispatched to the Havana Club in downtown Corvallis for a trespass. Upon arrival, the officer located the male employees wanted trespassed and gave him a trespass notice.

The male subsequently attempted to go into the club again and was arrested for trespassing. Due to the jail not having room, he was cited in lieu of custody.

Feb. 17

Escape 2/Interference with a Peace Officer/ Resisting Arrest/Possession

Officers located a male riding his bicycle westbound on NW Van Buren Avenue. One of the officers knew there was probable cause to arrest the male from a previous case.

The male initially began to flee from the officer on his bicycle but was later located by another officer in the area of SW 11th Street and SW Jackson Avenue.

The other officer attempted to take the male into custody when he again ran away, this time on foot. The three officers then chased him, yelling at him to stop and that he was under arrest. After jumping a fence, the male was found a short time later hiding under a car. He was taken into custody and resisted officers by pulling away and attempting to kick. After being taken to the ground and placed into leg restraints, the male was put into a patrol car.

He was booked into the Benton County Jail on the probable cause affidavit as well as for interfering with a peace officer, resisting arrest and possession of methamphetamine after a white powdery substance was located on his person in jail.

The jail informed one of the officers that they would be releasing the male, so the officer wrote him a citation for the charges.

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