The Looking Glass | Spring 2016

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LOOKING GLASS Spring 2016

An Academic and Creative Publication of the University of Idaho Honors Program

Volume 12, Issue 2

02 The Looking Glass Editor-in-Chief: Amanda Vu Poetry Head Editor: Elizabeth Miller Fiction Head Editor: Mariah Montoya Nonfiction Head Editor: Amanda Vu Photography and Art Head Editor: Lindsey Heflin Content Editors: Alyssa Baugh, Lindsey Heflin, Elizabeth Miller, Mariah Montoya, Ally Simmons Creative Director: Krista Stanley Designers: Krista Stanley, Lindsey Heflin Business Manager: Alyssa Baugh Cover Art: Photo “Under the Eye” by Nicole Moeckli

A Note from the Editor

The Looking Glass is the seminal publication of the University of Idaho’s Honors Program, which showcases students’ literary and artistic talents in a medium that best conveys the program’s dedication to scholarly pursuits. The magazine also allows parents, faculty, and the public to appreciate and admire the hard work and mastery of our Honors members.

As graduation is coming closer, we would like to feature some of our seniors who have been involved in the Honors Program throughout their undergraduate years. Their success is commendable and we wish them the best on the next step of their journey.

The Looking Glass was made possible by the Looking Glass Committee and Honors students who were eager to share their works. I appreciate all of your time and efforts in helping make our multifaceted publication a reality.

—Amanda Vu

The Looking Glass

Volume 12, Issue 2

The Looking Glass is a literary publication of the University of Idaho Honors Program, featuring creative and academic works submitted by students. A digital copy of the publication can be found at: http//issuu.com/honors_lookingglass The works published have been reviewed by the Looking Glass editorial staff and printed primarily in their original, unedited form.

The viewpoints expressed are those of the individual authors and do not necessarily reflect those of The Looking Glass, its editors or the University of Idaho Honors Program.

Every effort has been to reduce errors in this publication. The Looking Glass will not be held responsible for any errors that do exist, from human negligence or otherwise.

Any questions or concerns should be directed to the University of Idaho Honors Leadership Council.

Contact us:

University of Idaho Honors Leadership Council The Looking Glass P.O. Box 442533 Moscow, ID 83844-2533 uhp-hlc@uidaho.edu

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LOOKING GLASS An Academic and Creative Publication of the University of Idaho Honors Program

TABLE OF CONTENTS FICTION

Justified by Emily Blosser ..................................................................................................................... 30

POETRY

Ivan Grozny Speaks by Elizabeth Miller ..........................................................................................

Space by Lauren Orr ...........................................................................................................................

Hope by Chelsey Sullivan ....................................................................................................................

Girl All Alone by Chelsey Sullivan ....................................................................................................

12 22 25 26

NON-FICTION

Strong Jaws, Blunt Claws by Ally Simmons .................................................................................... 04 History by Ty Unruh ............................................................................................................................. 16

PHOTOGRAPHY

The Swarm by Nicole Moeckli ............................................................................................................

Vista View by Ty Unruh ......................................................................................................................

Ready to Soar by Jennifer Hunt ..........................................................................................................

Sunny Day to Foggy Night by Christopher Goes .........................................................................

Life in the Camassia Wetllands by Lindsey Heflin .....................................................................

ART

Catching the Breeze by Chelsa Dredge ...........................................................................................

This is Not Political by Nicole Moeckli .............................................................................................

Color Sol by Hunter Trulock ...............................................................................................................

Wooden Head, Body with Tentacles and Flower Statue by Olivia Comstock ..........................

Ad Similitudinem Omnis Fuimus by Emily Blosser .....................................................................

Sunset in the Mountains by Krista Stanley .....................................................................................

10 19 24 28 36

07 15 23 27 33 34

About the Honors Program ............................................................................................................... 37 Meet the Editors .................................................................................................................................... 37 Graduating Honors Student Spotlight ............................................................................................. 38

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An Analysis of the Predatory Attributes of Tyrannosaurus Rex

STRONG JAWS, BLUNT CLAWS

BY ALLY SIMMONS

Prior to 1986, the average person thought of a dinosaur as a slow, lumbering lizard that was unable to muster the energy to chase after potential food. With the publication of Robert T. Bakker’s book, The Dinosaur Heresies, this notion was challenged in a big way. Inspired by Bakker, dinosaurs were now seen as fast, agile animals. This led to popular novels and movies dealing with the ferocious predators; the science fiction novel Jurassic Park by Michael Crichton included a ravenous Tyrannosaurus rex that actively sought out human prey. However, some scientists, such as Jack Horner, clung to the belief that this large animal survived almost purely on scavenging, a tactic some modern predators use today. However, multiple reasons, including biological advancements and the unlikelihood of an ecosystem to support this lifestyle, point towards this dinosaur surviving mostly based on its abilities to chase down and catch prey. Tyrannosaurus rex was most likely engaged in predatory tactics based on its evolutionary adaptations, such as binocular vision, incredible bite force, and huge size.

Binocular vision is an important part of any active predatory animal. Binocular vision refers to forward-facing, generally large eyes that allow a predator to pinpoint its prey – reminiscent of a pair of binoculars. Forward-facing eyes allow a predator’s range of vision to increase and overlap. Since the predator has two eyes,

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the field of vision provided by both of them will cause the increased amount of viewable area, and also the overlap in the fields of vision. This will allow the predator to see with a higher degree of depth perception (Bakker 270). A predator must be able to gauge the distance between itself and its potential prey, in order to make the most of an energetic attack. Tyrannosaurus rex possessed rather large eyes, based on “both relative and absolute terms” (Carbone et. al. 1). Kent A. Stevens, a scientist from the University of Oregon, proved that Tyrannosaurus rex would have had impressive vision, even among those predators with binocular vision. By using models, Stevens reconstructed the binocular range of seven predatory dinosaurs, including Tyrannosaurus rex. He discovered that T. rex’s binocular range was about 55°, which was maximized when the predator slightly lowered its head. He also estimated that T. rex could see at a distance of up to six kilometers. Even if it could not, he notes, the impressive vision evident from his experiment shows that T. rex had vision that was too advanced for purely scavenging. A modernday predator is much more likely to make use of advanced binocular vision than a modern-day scavenger, which would more likely require larger olfactory bulbs (Jaffe 3-4).

After using such impressive vision to spot a potential kill, a predator must be able to use its natural adaptations to overcome its prey. Tyrannosaurus rex did not have grasping hands or deadly talons on its feet; instead, it possessed a massive head with huge teeth. These teeth were built to withstand huge impacts (Carbone et. al. 1). Most dinosaur

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predators had these strong teeth, which were serrated and could easily slice through meat and tissue (Meers 1).

Tyrannosaurus rex has even more impressive jaws. By studying the skull morphology one will see that the position of a T. rex’s teeth are aligned slightly differently than in other similar predators. The teeth in the upper and lower jaws do not touch when the dinosaur bites down, and this pressure would allow the animal to inflict massive damage when closing its jaws. The stress caused by the jaws could even crush bones (Meers 2). Since there are many modern day animals that kill by crushing the spinal cord of their prey, it is not illogical to theorize that a T. rex could potentially use its massive jaws to use the same tactic.

The size of these jaws allowed larger adductor muscles, which allowed the T. rex to exert more power in a single bite than Allosaurus fragilis. A. fragilis also had teeth built for a more penetrative bite that would cause more damage to tissue; this allowed the bite to be much weaker than a T. rex’s (Meers 2-3). In his book, Bakker states that “the compartments in the tyrannosaur’s skull … that housed the muscles were larger than any other predator” (Bakker 268). With a larger skull and lower jaw, the T. rex had more available space for larger, powerful muscles.

Bulkier muscles allowed for a much stronger bite, with a greater amount of strain put upon whatever the animal was biting. The jaws were estimated to exert 253,123 Newtons of pressure, with around 6,410 Newtons for one tooth (Meers 1, 4). The bone-crushing force of a Tyrannosaurus rex’s jaws

Tyrannosaurus rex did not hav grasping hands or deadly talons on its feet; instead it possessed a massive head with huge teeth.

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could be used to scavenge the hard gristle left over from an abandoned corpse, but they could just as likely inflict a devastating wound on a large herbivore.

An animal with such a massive bite force would have to be large enough to support the weight of the jaws and head. The average Tyrannosaurus rex weighed around 5,347 kilograms, or around 11,763 pounds (Carbone et. al. 2). A T. rex’s head and neck would have been supported by massive muscles, to allow the jaws to exert enough pressure to bite. Tyrannosaurus rex also had relatively thin legs compared to a slightly smaller, similar theropod, such as Allosaurus fragilis.

The legs were longer in comparison, and while not being extremely muscled, still provided a good base support for the animal. These legs also did not feature heavy or powerful claws, as this would slow the animal down (Bakker 270-272).

With Tyrannosaurus rex’s large size in mind, it has also been proven that, among modern carnivores, scavengers tend to be smaller animals. Feral carnivores, such as wild dogs or hyenas, are the most likely animals to successfully scavenge based on their size and they are not large. Small carnivores do not expend as much energy seeking out carcasses, and, as a result, can travel longer distances while retaining more energy than large predators. The vulture, a scavenging bird, also has the added adaptation of effortless gliding with its large wings, and loses even less energy while soaring above the ground in search of meat (Carbone et. al. 1-2). Not only is Tyrannosaurus rex incapable of flight, it also could not retain as much energy due to its larger size, no matter how wellsupported its body was.

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Despite the initial perception that T. rex must have been a cold-blooded reptile, scientists, such as Robert Bakker, have proved that this animal was warm-blooded. Animals with warm blood are able to create their own heat, and therefore expend more energy in activities such as hunting for prey or digesting their food (Bakker 86-87); however, unlike reptiles, the outside temperature does not affect their actions as drastically. Warm-blooded animals, such as mammals and birds, grow quickly, and there is evidence of this fast growth seen in dinosaur fossils. A thin slice of bone taken from a fossil can be examined to view how the bone changed as the animal matured. Under a microscope, many dinosaur bones appear similar to warm-blooded mammals. Fossils for dinosaurs and mammals both contained tiny openings that allowed blood vessels to flow through the bone. Some dinosaurs also had “woven bones,” in which the fibers of the bone more resemble a jumbled mess than the “neat, parallel rows” of reptiles. Both birds and mammals exhibit this type of fast growth – the bones grow so quickly there is no time for the bone layout to appear in neat layers (Bakker 350-355) . T. rex could have potentially reached adulthood at five years of age like some mammal species today (Bakker 350). Fast growth in dinosaurs was not the only way to support such a large, energetic frame. By comparing the chest cavities of modern day reptiles, modern day mammals, and prehistoric animals, Bakker concluded that most, if not all, dinosaurs had large hearts and lungs. Unlike a reptile’s more compact ribcage and chest cavity, fossils of dinosaurs showed that the chest cavity was much more open. Since there would be no other reason for an animal to evolve a large ribcage, it is logical that

Under a microscope, many dinosaur bones appear similar to warm-blooded mammals.

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CATCHING THE BREEZE

BY CHELSA DREDGE

08 The Looking Glass

a large heart and large lungs would have been housed there.

An animal would only need those organs to be enlarged if it was expending high amounts of energy, allowing increased blood flow to muscles, tissues, and organs. Bakker also concluded that a dinosaur’s bones were lightweight, and, similarly to birds, and most likely contained air sacs to help spread oxygen around the body (Bakker 363-364). This system of air sacs and large lungs would not be necessary, unless the animal needed to expend a lot of energy in strenuous activity and exercise (Bakker 361-362). As Bakker said, “Tyrannosaurus’s legs were built for speed, vigorous prolonged exercise,” – however, he does note that warm-blooded animals expend a lot of energy in keeping their bodies warm (Bakker 363). A large, warm-blooded animal would not be able to survive purely on scavenging, because too much energy would be lost keeping its internal temperature constant. However, this sacrificed energy would allow the animal to hunt in or out of the sun, with no time lost while lurking in the shadows.

A warm-blooded animal must be able to find enough food to support its survival, while expending the least amount of energy possible. Based on modern day comparisons, animal size ratios were similar in prehistoric times as they are now. Smaller animals, both herbivores and carnivores, will be the most abundant, since they need the least amount of food – and, therefore, energy – to survive. The amount

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of large predators in an ecosystem will be smaller and more spread out. A larger animal, no matter what it consumes, must have enough territory to ensure its survival. It is logical that a Tyrannosaurus rex would consume more meat in a year, and would likely have a larger territory, than the much smaller predator Velociraptor mongoliensis. The amount of food needed is not the only factor for a predator seeking out prey. A predator’s bite force will determine how and what it will hunt; if the teeth of the predator are not able to piece an animal’s tough skin or armor, it might risk injury and starvation. A predator will also generally attempt to hunt prey that is around the same mass as it; some smaller predatory animals, such as modern-day wolves, will team up in packs to take down prey much larger than themselves (Meers 2-3).

Each type of predator will have certain herbivore species that are too large or dangerous to seek out as potential food.

For example, Triceratops horridus, although armed with potentially deadly horns and a formidable neck crest, was within the mass and size class for a predatory T. rex. It is proven that some animals were directly attacked by a T. rex, not just scavenged, in that bite marks were found in the body.

A T. horridus sample had healed over tooth marks in the pelvic region – and only a T. rex’s tooth fit the bites. Since the bone had healed over, the animal had survived the encounter

Tyrannosaurus rex was a huge dinosaur that had the potential to be the top predator of its time.

The multiple predatory adaptations gave stable evidence of an active hunting predator.

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long enough to recuperate from the attack (Carbone et. al. 1). Since T. horridus is within the Tyrannosaurus rex’s possible prey range, it is unlikely that this animal was injured for straying too close to the large carnivore. The Triceratops horridus barely escaped with its life.

Tyrannosaurus rex was a huge dinosaur that had the potential to be the top predator of its time. The multiple predatory adaptations gave stable evidence of an active hunting predator. Large eyes, with advanced stereoscopic binocular vision, provided adequate sight for the T. rex to spot a potential meal, in a mass range that is feasible for it to pursue. Huge jaws, and a large supportive body, allowed the dinosaur to make a powerful biting attack once the target was chosen. High amounts of energy, created by the dinosaur’s ability to warm its own blood, would allow a larger chance for a successful kill. Tyrannosaurus rex, based on its evolutionary advantages, would likely have been an active, top predator in the era it survived in.

Works Cited Bakker, Robert T. The Dinosaur Heresies. New York: Zebra Books, 1986.

Print.

Carbone, Chris; Turvey, Samuel T.; and Bielby, Jon. “Intra-guild competition and its implications for one of the biggest terrestrial predators, Tyrannosaurus rex.” Proceedings of the Royal Society B: Biological Sciences 4 Sept. 2011. LILI. Web. 10 Sept. 2013. <lili.org>.

Jaffe, Eric. “Sight For ‘Saur Eyes.” Science News 170.1 (2006): 3-4. LILI. Web. 6 Dec. 2013.

Meers, Mason B. “Maximum Bite Force and Prey Size of Tyrannosaurus rex and Their Relationships to the Inference of Feeding Behavior.” Historical Biology 2003. LILI. Web. 11 Sept. 2013. <lili.org>.

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THE SWARM

BY NICOLE MOECKLI

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IVAN GROZNY SPEAKS

*

BY ELIZABETH MILLER

You alone know I cried for my mother, the story coaxed one night as summer fought its last against winterâ&#x20AC;&#x2122;s dagger teeth. You stood beside me when those bejeweled spiders knelt, hailing me Tsar.

I remember that first December, my bones threatening to crack every night if not for your smile, wavering candle shaming the stars. Oh, Anastasia, you are too delicate for this hell forsaken place, swarmed by men God should mince into meat.

Sobaki.

Poison. Like my mother.

Too young, too strong, too close to me. That day when the sun made the bitter sky sweet, if I had not chosen youâ&#x20AC;&#x201D;

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what if?

Would you still breathe?

Krestyane.

I want to pray but my knees won’t bend.

I want God to beg my forgiveness. I want your hands, the smell of you to leech my fury away You are—were—so much more than me.

Boyars.

Too long have they kept death as their hound.

I will drench his fangs in arsenic and mercury.

I will sharpen his claws with ice, burnish them in fire.

I will unleash him where their children sleep.

I will drive him to their land to breathe devouring frost.

I will make him mine.

Do svidanya, krasivaya.

One day our son will wear the name Tsar Ivan.

If God does love me, that will be the day I see you again.

I will tell you how by sword and by crown, I stripped my pain away.

*Otherwise known as Ivan the Terrible. Grozny actually translates more to ‘awe-inspiring’. There are arguments that Ivan was actually a very effective ruler, especially in the first part of his reign. After the death of his first wife, Anastasia (Ivan believed that she had been poisoned by rival noble (boyar) families), Ivan became much more tyrannical and, some argue, quite mad. Regardless of whether or not he was truly mad (or if he was truly a tyrant when compared to other monarchs of the time), there was a definite change in him after Anastasia’s death.

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THIS IS NOT POLITICAL

BY NICOLE MOECKLI

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16 The Looking Glass

A Thing of the Past

HISTORY

BY TY UNRUH

Students and parents have had changing opinions on the necessity of history class for many years. Some have argued that the past is irrelevant and that students should focus instead on planning for the future. Others contend that history induces too much stress on pupils studying for more “important” classes. These points of view neglect the significance that history plays in one’s life. Learning about the past is just as crucial as contemplating the coming times. History gives the individual an identity, helps one better understand the human condition, demonstrates the patterns of change, and contributes to moral understanding (Stearns). What could be gained by losing such a valuable resource?

History tells the stories of civilizations, nations, and peoples. Without history it would be impossible to know where one came from or who they truly are. A New York Times article, published in 2011, pointed out that American students are “less proficient in their nation’s history than in any other subject” (Dillon). Linda K. Salvucci, a history professor from San Antonio, Texas commented that “History is very much being shortchanged” (Dillon). One of the United States’ most valuable resources is being relegated to a status of insubstantiality. History’s importance as an identity-building experience has, itself, been forgotten.

An individual’s identity is composed of a collection of factors including personality, emotions, behavior, physical traits, and history. Of these components, history has the most influence. It is a collection of past experiences that makes one who they are. The past shaped their behavior in more ways than one. Not only are lessons learned as one grows older but they also have a role to fill in society that was brought about by another series of events.

The United States is one of a few countries that was forged in the ideals of

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personal liberty. It is this sense of ‘inalienable’ freedom that helps free citizens recognize injustice and sets Western civilization apart from other cultures. It has become the very cornerstone on which lives are built. It has allowed society, family, and the individual to grow and adapt into the roles which they now play. Unfortunately, historical studies are not a priority for American students.

“Without individual memory, a person literally loses his or her identity, and would not know how to act in encounters with others. Imagine waking up one morning unable to tell total strangers from family and friends! Collective memory is similar, though its loss does not immediately paralyze everyday private activity. But ignorance of history-that is, absent or defective collective memory-does deprive us of the best available guide for public action, especially in encounters with outsiders, whether the outsiders are another nation, another civilization, or some special group within national borders.” (Stearns) Individuals of different genders and ages have far different niches than they did in the past. Women, for example, were once expected to be housewives. Now women with children under eighteen are making more money than their spouses in forty percent of households (Rampell). Children are no longer forced to work in textile mills due to their family’s bad financial situation.

Instead more than ninety-nine percent of teenagers over the age of fifteen are literate (“United States”). Life is far more uninhibited and opportunistic in the United States than it was. Many people fought to change American society because they felt morally obligated to accomplish an important task.

From where did these reformers derive their sense of right

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and wrong?

Good ethics are one of many rewards history can bestow upon those who study it. Mr. Richard Taylor, a history teacher of over twenty years’ experience describes history simply as “stories with lessons”. One would do well to study these lessons and develop opinions independent to those around them.

“History also provides a terrain for moral contemplation.

Studying the stories of individuals and situations in the past allows a student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in difficult settings. People who have weathered adversity not just in some work of fiction, but in real, historical circumstances can provide inspiration.” (Stearns) This quote by Peter N. Stearns is perhaps the best summary of how history leads one to a better moral understanding of the human race. Not only does studying history provide “moral contemplation” but is also a way for students to become more independent. If a person is given two sides of a story, both with their own attributes and faults, will a person not merge them together into one viewpoint they believe is right?

This new vantage may be different than those of others but this is when independence of thought becomes crucial.

An individual who holds fast to their own interpretation of good principles is more independent. They no longer feel the need to conform to the standard of their peers when they make a decision, no matter how large or small. These decisions and their consequences should always be compared with a historical precedence to fully comprehend their ethical implications. It appears to be part of human nature to search

Good ethics are one of many rewards history can bestow upon those who study it.

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for right and wrong. History is one of the best ways to explore this avenue of the human condition.

Throughout history the people of the world have searched their souls for answers to life’s toughest questions. The question of purpose is perhaps the foremost of these queries that man searches for. It is human nature to desire more in life than merely living and dying. Why this appears so frequently is a mystery. What is intriguing are the many ideas that have been spawned in the attempt to solve this puzzle.

John Adams, the second President of the United States, is a prime example of an independent person. As a young man Adams wrote an article for the Boston Gazette, encouraging the readers to think for themselves because it was their right as free citizens.

Later, during his presidency, Adams faced criticism from both his own Federalist peers and the opposing party, the Anti-Federalists, for seeking peace with France in 1800.

Still, he held fast to his belief that the United States should avoid war as long as possible. (McCullough). Much can be learned from men and women like Adams who, in the face of adversity, did not back down or surrender. So much would be lost if the stories of courageous men and women were not told.

The lives of men and women who paved the way for their descendants should act as a reminder of hardships that were

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endured so that one may enjoy life to its fullest. The good piece of advice one can glean from history is that a person should cherish every moment life has to offer. This concept seems rather profound for history, which has been labeled by many as dull. There are periods in history, however, that are fast paced and invigorating. There were times at which the world was moving forward at such an incredible rate that it is hard for one to imagine.

The Industrial Revolution swept through the late eighteenth century like a tornado. Products could suddenly be mass produced at an unprecedented scale. Home-made items became a memory and factories began appearing all along the East Coast.

This great leap was not the last of its kind, however.

Since the 1700’s there have been multiple leaps in technology and innovation.

The Information Age happening at this moment is experiencing the same type of growth as those that came before it. More complex and efficient products are fueled by innovations made by individuals such as Bill Gates and Steve Jobs. Like the first water wheel to turn machinery, the possibilities are truly limitless.

Examples of past events that are used every day can be as simple as a financial report. Strangely enough, these instances of past events are not often considered “history”, but rather a series of transactions and net values. However, the purpose remains the same. Whenever a stockbroker observes a line graph of a stock’s monetary value they are using past

The question of purpose is perhaps the foremost of these queries that man searches for. It is human nature to desire more in life than merely living and dying.

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VISTA VIEW

BY TY UNRUH

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experience with that stock to plan ahead. That alone is enough reason to study history. Imagine if students could read past events like the stockbroker’s line graph. If they could be taught what a future decrease looks like in respect to the ‘big picture’ will they not be more prepared than if they sat on their hands waiting for something to happen?

Visualize a society in which three-quarters of the population knew what prospects would lead to the next crash of the stock market.

Better yet, what if they knew that bank runs and withdrawals only fed the flames of a so-called ‘bear’ market? They could, given the facts, actually evade the impending disaster. The study of historic economic trends that the school deems irrelevant has suddenly become a matter of substance. On a much smaller scale, students could learn good spending habits and not become victims of consumer debt such as that which helped fuel the loss of capital during the Great Depression. (Danzer).

History has more far-reaching consequences than personal finances. It has the power to move countries and, despite what one may think, the politics of the new century are no different than those of previous times. The electorate may have been able to prevent hindrances, such as the government shutdown, in October of 2013, had they been better informed before voting. If Congress had looked back as recently as 1996, they would realize that an uncompromising legislature does not work (“Government Shutdown”). Ironically, the future is much less foggy to those

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who are enlightened by studying the past. Each disaster that plagues society has great potential to be a lesson to the next generation.

The best lesson we can learn from the singlemindedness of our leaders is that we should be wary of past mistakes so that we can avoid them. Mr. Richard Taylor is of the view that society is predestined to repeat its various faults and oversights. “It’s important that we learn where we came from so that we know where we’re going. Look at the economy, you could see contention and wars; it’s about the same stuff as it was one to two hundred years ago (Taylor).” How can the people of a free society avert making past mistakes such as slavery, genocide, and war? The answer seems obvious: know the signs.

Clearly the inhabitants of this world have not paid attention to history’s warnings. It was thought that the United States would want to avoid another prolonged foreign conflict like Vietnam, but this is apparently not the case. Less than thirty years later the US would find itself embroiled in another conflict thousands of miles from its borders. In Afghanistan, Allied forces have been fighting with insurgents for more than twelve years (“History- The War in Afghanistan). Not only are the Allies fighting the enemy in their own country, but their adversaries also have a large, sympathetic population with which they can replenish their ranks (“Vietnam War”). This same description could also be used in conjunction with the Vietnam War. Viet Cong

Visualize a society in which three-quarters of the population knew what prospects would lead to the next crash of the stock market.

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guerillas also drew extensively from the population to renew their numbers (“Battlefield”). With the exception of how these wars began and the purposes for which they are fought, they are analogous to one another. These wars have cost the United States hundreds of billions (History). One can now put a number to the cost of not learning by experience.

So much more than mere money is lost when people refuse to remember. The detriment cannot be measured in dollars but only in the lives that were sacrificed for nothing.

The damage is so widespread that it has started the world on a downward spiral. How difficult is it to devote one hour of a school day to studying the events that shaped modern society? It would appear that it is next to impossible with the amount of complaints both students and their parents have about history class. Mr. Taylor had another point when he stated that, “we need to know where we came from so that we can know where we are going”.

Society is almost definitely “going” somewhere. The world seems destined to repeat its mistakes no matter how vigorous the attempt to avoid them. Too few people know the value of remembering the past. This is due, in no small part, to the little stock put into it. History is too often categorized as a collection of stories that have no bearing in modern times.

Those who believe this are making a generalization that insults their forefathers. If value is not placed on the life of individuals in the past why should one expect their life to matter in the future?

In truth history is a priceless commodity that is ignored more often than not. It is a wonder that the term “history class” is assigned such negative connotations. Terms such as “boring”, “hard”, and “waste-of-time” come to mind. This is a sad ordeal that today’s generation faces. One truly does not know what they have until it is gone because without history there is no moral compass. Without history the unexpected is just around the corner. Without history there

is no identity. Without history there is no road map. Without history mankind is slated to repeat its greatest errors. One should consider all that the study of history has to offer. The very essence of the human existence is based upon history. To deny such an important personal foundation its attention an individual condemns himself to stumble forward instead of rushing to meet what lies ahead.

Works Cited “Battlefield: Vietnam.” PBS. PBS, n.d. Web. 22 October 2013.

Danzer, Gerald A., Et Al. The Americans. Evanston, IL: McDougal Littell/ Houghton Mifflin, 1998. Print.

Dillon, Sam. “U.S. Students Remain Poor at History, Tests Show.” Nytimes. com. The New York Times, 14 June 2011. Web. 19 October 2013.

“Government Shutdown 2013: Timeline of America’s First Shutdown since 1996.” WJLA. Associated Press, 16 October 2013. Web. 17 October 2013.

“History- The War in Afghanistan.” BBC News. BBC, n.d. Web. 22 October 2013.

McCullough, David G. John Adams. New York City: Simon & Schuster, 2008.

Print.

Rampell, Catherine. “U.S. Women on the Rise as Family Breadwinner.”

Nytimes.com. The New York Times, 29 May 2013. Web. 9 October 2013.

Stearns, Peter N. “Why Study History? (1985).” Why Study History? (1985).

American Historical Association, 17 October 2013. Web. 17 October 2013.

“United States.” The World Factbook. Central Intelligence Agency, 4 September 2013. Web. 23 Oct. 2013.

“Vietnam War.” History.com. A&E Television Networks, n.d. Web. 22 October 2013.

Taylor, Richard. History Teacher. Personal Interview. 16 October 2013.

22 The Looking Glass

SPACE

BY LAUREN ORR

For the breath of love was as the stars glimmering in hot mad brightness but too far and dim for the heart to touch for the heart is restricted by its cage of human ribs and the flesh of the hand cannot reach far enough in the skies.

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COLOR SOL

BY HUNTER TRULOCK

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READY TO SOAR

BY JENNIFER HUNT

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HOPE

BY CHELSEY SULLIVAN

Hope falls off the sharp-edged tongue as we say selfish prayers.

Hope seeps from the small arms of starving children as they beg on the streets.

Hope soars through the air as the geese return for the start of spring.

Hope pours from the young mother, hot and sticky, as her baby enters the world.

Hope emanates through the room as the soldier steps from the plane.

Hope springs forth in the form of pink and yellow flowers dancing in the sun.

Hope sprinkles from the sky as it replenishes the parched throat of the desert.

Hope floats through the world as people enjoy their lives.

One day, hope will become an old saying and reality will be hope itself.

26 The Looking Glass

GIRL ALL ALONE

BY CHELSEY SULLIVAN

The graveyard sat in stillness, quiet to the world It matched the gray of winter.

The hills whispered about the sky, its dark unforgiving ways.

The girl all alone listened, She always listened.

All alone in the world, not able to be saved, Perhaps not worth saving.

She listened, She always listened.

She sat as the hills whispered about the sky.

She listened, She always listened.

For she is the girl all alone.

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WOODEN HEAD

BY OLIVIA COMSTOCK

BODY WITH TENTACLES FLOWER STATUE

28 The Looking Glass

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SUNNY DAY TO FOGGY NIGHT

BY CHRISTOPHER GOES

30 The Looking Glass

JUSTIFIED

BY EMILY BLOSSER (The lights come up slowly on the empty ocean floor, or perhaps purgatory. Wait, not quite empty: at extreme downstage center sits an Olympia SM7 manual typewriter with a page already inserted. A neat stack of cream-colored paper sits next to it.

RYNN, a girl young in years only, awakens at center, along with SILVIE, whose head is in her lap. Silvie is a dog. It doesn’t particularly matter what breed, but a Weimaraner would be preferable. Rynn takes in her surroundings, or lack thereof. She sighs.)

RYNN I’ve been dreaming of this for years. Hmm. Maybe “dreaming” is a poor word. I wasn’t expecting this. …but I guess I wasn’t not expecting this. (noticing Silvie) Hey. I was wondering if you’d be with me. It’s neat that you are. I mean, I’m glad you are. (pause, she considers) It was longer than I thought it’d be…maybe it just seemed long. (she smiles, somewhat sardonically) In reality, it was probably pretty quick. I made sure of that.

(Silvie abruptly gets up and pads downstage) Do you have to go now?

RYNN (Silvie noses the typewriter)

RYNN Oh. This isn’t the last stop, then. (eyeing the typewriter) I guess that makes sense.

(Silvie watches as Rynn makes her way downstage to the typewriter. Rynn reads from the inserted page.)

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RYNN “Justify. Take as much time and space as you need but do not take forever.” (she tries out the word) Justify? Juuuuustify…justify. –oh. Justify. Okay, um…okay. I was…sad. Lonely.

Lonely? “Felt alone.” …angry. I felt: betrayed. (to Silvie) They probably want something a little more creative than that. (pause) That’s the thing, though, I’m not creative. And, at the end of the day, I’m an attention-whore. That’s what they’ll say about me…No, they wouldn’t. But they’ll think it. They’ll think it and say something different, because they’re pathological liars. (she considers) I wonder if I could get away with blaming it all on them. Probably not. They probably want me to “take responsibility” or “repent” or some shit—especially for you. I’m not sorry about that, by the way…maybe a little, but I doubt you even care.

Plus, here you are! The Pope was right! God Bless Doctrine!

(Rynn returns to the paper) RYNN “…but do not take forever.” “Take as much time as you need” but “do not take forever.” So which is it? Is there a time limit or not? Jesus. –oh, shit, can I say that here?

(Rynn waits for—something. To be immediately cast into hell, perhaps. When nothing happens, she returns to her task.)

RYNN Hmm. Wow. If this is a test—and it probably is—I’m failing it. Which is a real shame, ‘cause I was always good at tests; I was good at knowing what people wanted. (she considers) “Justify.” Justify what I wanted, you mean? What I wanted…was a family. Ugh, that sounds corny; everybody wants a family. But I wanted…a family…and I felt like the only place where I had one…was here. (to Silvie) You excepting, of course. That’s why I brought you along, so to speak. You aren’t mad about that, are you? I figured you wouldn’t be, but just to make sure.

32 The Looking Glass

(Rynn legitimately waits for an answer, as if Silvie wasn’t busy being a dog. She seems to realize her own foolishness and turns away.)

RYNN Right. Okay.

(Rynn searches for something to say, but finding nothing, decides to remain silent. She paces the space, trying to discern where its limits are, if it has any.)

RYNN Do you think I could just start walking, walking away? Like, what do you think would happen? I don’t believe in hell, but that doesn’t mean it’s not there. Could I physically find it? (she laughs without irony) As close to physical as one could in this form. What even am I? (Rynn continues laughing. There’s an edge to her laughter that suggests she doesn’t find the situation as humorous as she would have herself believe. Rynn notices this.)

RYNN (to Silvie) Have you ever had an existential crisis, Sil? Pro tip: it’s shit.

(Rynn deteriorates. It’s hard to tell if she’s laughing or sobbing.)

RYNN Jesus. Shit, sorry.

(Silvie calmly pads her way over to Rynn, as dogs do. She does not act as a source of pity, but is simply there, as dogs are. Rynn grips her and sobs into her, the only familiar touchstone in this void.)

RYNN People always told me I was strong, but I wasn’t strong enough. For that, I am sorry.

(Silvie forgives her.)

(Rynn composes herself before slowly walking over to the typewriter. She sits crosslegged in front of it. She begins to type. As the lights fade, the sound of typing continues in the darkness.)

(End of play.)

Spring 2016 33

AD SIMILITUDINEM OMNIS FUIMUS

BY EMILY BLOSSER

34 The Looking Glass

SUNSET IN THE MOUNTAINS

BY KRISTA STANLEY

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36 The Looking Glass

LIFE IN THE CAMASSIA WETLANDS

BY LINDSEY HEFLIN

ABOUT THE HONORS PROGRAM

Spring 2016 37

The University of Idaho Honors Program (UHP) offers a range of enriching course study and activities. Active since 1983, events such as concerts, plays, films, leadership retreats, service trips during Spring Break, and “Fireside Chats” with professors have been well-loved by students. These, on top of honors exclusive seminars and lectures, are great ways to meet like-minded students across both colleges and majors. Want more information?Visit the UHP website at http://www.uidaho.edu/honors.

HONORS LEADERSHIP COUNCIL (HLC) Jennifer Downen, Co-President Krista Stanley, Co-President Lauren Kees, Vice President Nicole Carter, Treasurer Sam Roberts, Secretary Emily Gehlken, Public Relations Officer Serena Porter, Historian

Amanda Vu, Looking Glass Liaison Erik Eyre Zachary Lien Miranda Lybyer Calvin Miller David Vail

DR. ALTON CAMPBELL PROGRAM DIRECTOR Dr. Alton Campbell is the University of Idaho Honors Program Director and he oversees all classes and events within the Honors Program. Alton is a role model and mentor to many students. Without him, there would not be a wide array of classes or social and service events for honors students. He not only leads the Honors Program, but he also works to engage students through leadership development, club activities, service programs, living groups, undergrad research, study abroad, and national student exchange. Alton is always available to lend an ear or give advice to anyone that walks into his office. The Honors Program continues to progress because Dr. Alton Campbell has new and innovative ideas to make our Honors Program unique and interesting.

MEET THE EDITORS Elizabeth Miller English and Psychology “I have measured out my life with coffee spoons” -T.S. Eliot

Krista Stanley Advertising and Math “We cannot solve our problems with the same thinking we used when we created them.”

–Albert Einstein

Alyssa Baugh Microbiology, Molecular Biology and Biotechnology

Lindsey Heflin Advertising and Gtaphic Design

“Sometimes I wish my dad could look down from heaven and watch over me proudly. But he can’t, because he’s still alive.”

– Creed Bratton, The Office

“Whenever you find yourself on the side of the majority, it is time to pause and reflect” – Mark Twain.

Mariah Montoya English “The words of a man’s mouth are deep waters.” – Proverbs 18:4

Amanda Vu Chemical Engineering and Chemistry “The best thing to hold onto in life is each other.” – Audrey Hepburn

Ally Simmons Biology “Clever girl.” - Jurassic Park

38 The Looking Glass

GRADUATING HONORS TIMOTHY SLIPPY MAJOR: Computer Science

“

From tickets to musical events, to challenging classes, to forming friendships that will last the rest of our lives, the Honors program has it all. If you want to make a difference in your life and the lives of others then the University of Idaho’s Honors Program is right for you!

—Melissa Damele

SAVANNAH KOLLASCH MAJOR: Mathematics MINOR: Natural Resources and Fishery Resources

CAREER GOALS: Software engineering in aviation

CAREER GOALS: Academia and ecological modeling research HONORS PROGRAM INVOLVEMENT: Savannah is completing the first ever honor thesis

HONORS PROGRAM INVOLVEMENT: Things That Matter (TTM) Discussion Group HONORS: UI engineering junior of the year, 2015

HOW HAS THE HONORS PROGRAM INFLUENCED YOUR COLLEGE EXPERIENCE? I’m more connected with others who value academics. I have a deeper appreciation for those who go above and beyond the basic requirements because I know what it’s like.

WORDS OF ADVICE: Procrastination loves company.

Be sure that company is a positive influence and encourages hard work and integrity.

WHAT PROFESSORS HAVE HAD AN INFLUENCE ON YOU? I’d say three stand out to me. Mark Nielsen was my advisor and my Honors math course professor. He really helped me to realize some long-term goals and to tailor my course load to my specific trajectory.

Tom Drake was an instructor I had for an Honor’s course outside my major. As a math major, not many of my classes really led me to consider the more intricate parts of the human experience. Drake was an incredibly engaging lecturer, and he exposed me to ideas and ways of thinking that I never would have encountered otherwise, and I’m incredibly grateful for that. Ryan Long is a professor in the College of Natural Resources, and he has been my mentor for my Honors Senior Thesis. He’s included me in an incredible research project that took me to the savannas of Mozambique, and he’s really opened my eyes to the possibilities in the field of ecological modeling.

Spring 2016 39

STUDENT SPOTLIGHT PAUL HANNA

MELISSA DAMELE

MAJOR: Chemistry with an emphasis in Pre-Med

MAJOR: Excercise Science & Health

CAREER GOALS: To practice family medicine in a rural community

FUTURE PLANS: Graduate school in Physical Therapy at the University of Nevada

CHRISTOPHER GOES

MAJOR: Computer Science

MINOR: Pre-Health Projessions CAREER GOALS: Cybersecurity (specializing in Network security)

HONORS: UI Outstanding Freshman and Outstanding Sophomore awards, Hill Fellowship recipient, Alumni Award for Excellence

HONORS: Recipient of the ISC2 foundation’s Cybersecurity Undergrad and Harold F. Tipton scholarships, accepted into Scholarship for Service

HONORS PROGRAM INVOLVEMENT: McCoy Hall RA and co-founder of the honors mentoring program

HONORS PROGRAM INVOLVEMENT: Honors Student Advisory Board, Food for Though Lunches, Fireside Chats

WORDS TO LEAVE THE READER WITH: The Honors program provides so much more to its students than what meets the eye. When I’ve been asked by parents why their child should apply for the honors program, I tell them about the small classes and amazingly smart peers, but there is so much more than that that the UI Honor’s Program provides. After going through the schematics of the program with all of the activities, I tell them that the Honor’s Program will force its students to think beyond themselves, which is something that is not taught outside of the program. The honors chemistry course is an excellent example of this, where a sizable chunk of the first semester is spent on things that people do not think of as chemistry. However, Doc has purposefully included the history of chemistry into the curriculum because it shows effort and thought that went into the very foundations of chemistry and physics that we take for granted today. That knowledge is not taught in any textbook.

HONORS PROGRAM INVOLVEMENT: McCoy Hall RA and co-founder of the honors mentoring program

HOW HAVE YOU CHANGED SINCE FRESHMAN YEAR? When I first came to the university I was extremely introverted. It was difficult for me to talk to new people and I really didn’t like social situations very much. Now, after three years, I have opened my box and now kind of enjoy social situations, I like meeting new people and learning about them and I find that I can adapt to new situations instead of running away from them.

I have made more friends than I can count and met countless people that have made a positive impact on my life.

I have also done many things that three years ago I would never have imagined myself doing. This is in part from being in the Honors Program, from being a Resident Assistant, and from pushing myself. Overall, I would not have rather done my undergraduate work in any other place.

HOW HAS A PROFESSOR OR ADVISOR INFLUENCED YOU? Starting out as a skittish homeschooled freshman, I had no school experience to relate back to, and honestly, lacked direction. Until I met Alton Campbell, the most personable man in the world.

Ok, maybe not the entire world, but definitely my world. It’s hard to open up about struggles to find purpose and direction with your major advisor.

With Alton, it was easy, and without his wisdom, honest, and genuine caring, I would not be where I am today.

WHAT WILL YOU MISS ABOUT THE HONORS PROGRAM? The community. We’re all intellectuals, nerds, and geeks who genuinely care for learning and knowledge, and proud of it.

It’s been a fantastic four years, and while I’ll miss being a part of it, the memories and friendships I’ve made will stay with me for a lifetime.