The Lumberjack -- April 7, 2016 by The Lumberjack

T H E L U M BE R JACK

ar t

and

lite rat u r e

Issue

The

APRIL 7 - APRIL 13, 2016

NEWS

Online at JackCentral.org

From the Editor

When I first attended middle school in 2006, I made my way straight to my school’s library. After waiting in line in the swap-cooler chilled room, I finally made my way to the front of the line with one book in mind, To Kill a Mockingbird. After requesting it the librarian with a concealed grimace said, “That’s a little adult for you. You should try The Gossip Girl series instead.” She pointed me toward the corner of the library and returned to her Windows ’95 computer. Instead, made my way to Borders, while it was still open, and just bought the book. It was there my dedication to books and art took flight. In college when I decided to change my major from biology to journalism, I was bombarded by questions from relatives and friends questioning the future of writing and the likelihood I would get job after graduation. The arts are generally not appreciated as well as science. I heard that loud and clear when I changed majors. Books are what inspired me to become a journalist and lead me to become the managing editor of The Lumberjack. I owe books everything. This issue is for every English major, art major, theater major and music major that doesn’t feel validated or is tired of hearing, “But that’s not a real career.” In Culture this week, we are focusing on theater with a couple articles on plays around Flagstaff. We have a beautiful feature on auditioning for a play. Our writer, GRACE FENLASON Niki DeShazo, did an excellent job of exemplifying how stressful and nervous MANAGING auditioning for a play can be, especially if it’s your first time. EDITOR In News, we have an article on the future of art and STEM. This article is very informative when it comes to the supposed animosity between the two. But more importantly, it highlights how art and science should work together, making the next generation well rounded. As I mentioned before, this is an important subject for the future of education. This issue holds a special place in my heart.

Thank you for reading.

T HE LUM BE R JACK VOL 102 ISSUE 25

Creative Director Mitchell Forbes

Managing Editor Grace Fenlason

Faculty Advisors Peter Friederici Jennifer Swanson

Phone: (928) 523-4921 Fax: (928) 523-9313

lumberjack@nau.edu P.O. Box 6000 Flagstaff, AZ 86011

Web Editor Jasmyn Wimbish

News Editor Scott Buffon Assoc. News Editor Amy Owings Sports Editor Zach Ashton Illustration Editor Alanna Secrest

Kiss Me Kate

NAU Lyric Theater presented Kiss Me Kate April 1-3. For more photos and the full story, visit JackCentral.org.

On the cover NAU School of Music students perform in Kiss Me Kate in Ardrey Auditorium April 3. Visit JackCentral.org for more. (Photo by Halie Chavez)

Sales Manager Marsha Simon

Student Media Center Editorial Board Photo Editor Anna Hernandez Assoc. Photo Editor Cory Walters Senior Photographer Zac Velarde Copy Chief Aubrey Magee

photo by halie chavez

Culture Editor Taylor Haynes Assoc. Culture Editor Megan Troutman Features Editor RobinLi Uber Opinion Editor Cheyanne Mumphrey

2 T HE LUMBER JACK | JACKCEN TR AL .ORG

Web Technical Director Nick Humphries Multimedia Editor Keely Damara Sr. Multimedia Producer Alan Viramontes Print Design Chief Matthew Kiewiet

Corrections & Clarifications The Lumberjack is committed to factual correctness and accuracy. If you find an error in our publication, please email gf226@nau.edu.

PoliceBeat March 28 At 11:33 a.m., a staff member from McConnell Hall reported damage to multiple exit signs. One NAUPD officer provided information, because the time and date of this incident were unknown and this is an on-going issue. Student Life will conduct a code of conduct meeting with the students involved. At 2:22 p.m., a staff member from Sechrist Hall called to report damage to exit signs and room signs. One NAUPD officer was dispatched, but the case was closed and there were no available leads. It is not certain if this case is related to the previous case. March 29 At 8:05 a.m., a student called to report two semitrucks blocking the road. One NAUPD officer checked the area but found no traffic problems. At 2:40 p.m., a student reported their heart was racing. Flagstaff Fire Department (FFD), Guardian Medical Transport (GMT) and one NAUPD officer were dispatched to Social and Behavioral Sciences West and the student was transported to Flagstaff Medial Center (FMC) for further evaluation. At 3:13 p.m., a student located in the Communication building called NAUPD to report two subjects in class who were acting strangely. Three NAUPD officers contacted the instructor but the subjects in question were gone upon arrival. March 30 At 1:44 p.m., a student called to report a subject was making gun-like gestures to people driving by. Two NAUPD officers were dispatched to the area and contacted the subject

BY YESENIA DE GARCIA

near the Engineering building. officer reported subjects who The subject was interviewed and were running from him while cleared. he was patrolling the Historic Quad area. The subjects were At 6:56 p.m., a student not located. called to report they had seen dogs without leashes near April 2 the Gammage building. One At 12:45 a.m., NAUPD NAUPD officer searched the filed building violations found area but the dogs were gone. at the Walkup Skydome during their regular building March 31 checks. Officers found the west At 9:17 a.m., a staff concourse door was unlatched. member from Student and Academic Services called to At 10:41 a.m., staff from report another employee was Historic Quad area reported harassing them via email. It an intoxicated male sleeping was determined no harassment on campus. FFD, GMT and or threats were made. The two NAUPD officers were employees were advised to take dispatched to the area and the the matter to Human Resources. non-student subject was warned about trespassing and left the At 11:13 a.m., Flagstaff area. Police Department referred a call to NAUPD for a possible At 12:55 p.m., a parent case of domestic violence and called to report an intoxicated auto theft on campus between male sleeping in the stairwell in two subjects not affiliated with the High Country Conference NAU. Two NAUPD officers Center Garage. FFD, GMT provided information to one and two NAUPD officers subject on how to proceed since assisted the non-student, who the case was determined to be a was transported to FMC. It is civil matter. unknown if this subject is the same subject as the previous At 11:41 a.m., a staff case. member from the Gateway Center reported a student had At 3:34 p.m., a student been scammed on the NAU reported an individual was Jobs for Jacks website. Two asking to take pictures with NAUPD officers investigated other students. Two NAUPD the case and determined no officers were dispatched to Lot crime was committed. The 7A but the subject was gone student was advised to stop all upon arrival. contact with the scammers and NAU Legal Counsel and NAU April 3 Public Affairs were notified At 5:19 p.m., staff from about the ongoing scam cases Cowden Hall reported they had on campus. received a report of a student smoking in the building. Two April 1 NAUPD officers searched for At 1:26 p.m., a subject the suspected student, but they reported a sexual assault that were gone upon arrival. occurred one year ago. This case was originally reported to At 4:20 p.m., a student Flagstaff Police Department. reported two subjects were One NAUPD officer assisted sleeping in the Performing the subject and the case is open and Fine Arts building. Two and pending investigation. NAUPD officers responded and asked the subjects to leave. They At 9:47 p.m., an NAUPD complied.

NEWS

Broken drains, deteriorating architecture plague biology building BY TARSA WEIKERT

he NAU north campus Biological Sciences building has fallen victim to malfunctioning drains and other conditions impeding basic educational functions. While buildings such as the Aquatic and Tennis Complex are newly built around campus, the Biological Science building has not been renovated since its construction in 1967. Some people in the biology department feel this blocks academic and intellectual progress. Senior biology major Zane Holditch is one of the students who has faced problems with the facility. “I work with a cold room up on the fourth floor where I store beetles for a behavioral project I’m currently doing ... there’s a drain in the center of this room that is notoriously leaky,” Holditch said. “When water, usually from the humidifier tank that I have in there, drips down onto the floor, it will go into the drain and eventually accumulate, such that the water will eventually leak out and find its way, sometimes, even to the second floor.” To avoid dealing with the aftermath of a drain that leaks to the floor below, Holditch sometimes takes matters into his own hands. “I’ve clogged it with plastic bags and things like that,” Holditch said. “I’ve had this happen once where my humidifier tank broke and the room flooded, and I had that drain locked off and the water would simply sit there. I would have to wait around, and, of course, get my feet wet.” Alice Gibb, the associate chair of biology, said the building has been on a list to be renovated since the early 2000s. “Biology has been second in line for a new building for quite some time,” Gibb said. Every seven years the Department of Biological Sciences SelfStudy Report is published, which documents the resources available in the biology facilities as well as provides a general overview of the biology program. The fall 2015 report says, “During the last 48 years of heavy use, most furnishings and major pieces of equipment in [the Biology building] have not been replaced. In addition, collections, classes and research programs have grown exponentially. The combination of these factors generates problems that confront students, staff and faculty.” A post-doctorate alumnus who preferred to remain anonymous holds a similar animosity toward the building’s facilities. “I had multiple issues with the building in both a teaching and research capacity,” the alumnus said. “I have walked into the building on the weekend and observed water pouring onto the second floor.” According to the self-study report, the building also has an exposed vertical drop that descends four stories. The only barricade to this drop is an unlocked, non-descript door. Additionally, the stairwell construction is not up to code — the height of the railing in the stairwell is low enough for someone to easily fall over. The rest of the 912-page report documents other alarming things. The emergency eyewash and shower stations are separate from the actual labs and have no drains. The same document states that the heating and cooling system is not efficient and students are doing experiments in un-renovated lab spaces. Some even believe the state of the building is affecting the quality of research that can be conducted.

(Illustration by Neko Doloff) “With live animals that are sensitive to environmental fluctuations … you have to keep things controlled, you have to keep the ambient temperature, humidity, those sorts of things always at a predictable level, such that you can’t attribute any anomalies that you find in your data to those fluctuations,” Holditch said. “But when things are more unpredictable, when things flood and break, you can’t gather the kind of data that would be preferable for the sort of research that we’re doing.” The NAU Department of Biological Sciences website states that students will be able to “access state of the art facilities.” This contradicts the view the alumnus holds of the building. “Look, the entire building needs to be razed … There are incredible faculty in the biology department at NAU doing top-tier research, and this building is a disservice to the work that has been done, is being done and will be done,” the alumnus said. “If NAU wants an outstanding research program, there needs to be world-class facilities to support it.” With the report filed and the building set in line for renovations, only time will tell if the biology building will get the repairs it needs or if another building will appear on campus instead.

4 T HE LUMBER JACK | JACKCEN TR AL .ORG

The drain photographed here was included in an online report that exhibited deficiencies in the Biology building’s interior. (Courtesy of the Biology Space Analysis)

NEWS

The future of art and STEM: Collaboration or confrontation?

BY THALIA ESPAÑA

cience, technology, engineering and math (STEM) have often contrasted with the arts in educational and career settings. Throughout the years, there has been debate about which one is more useful in the real world. Ever since the launch of the Russian satellite Sputnik in 1957, STEM has become more popular and continued to grow nationally. Due to a competitive spirit, the United States government funded more STEM research in an attempt to advance technologically at that time. Since then, it has been popularly regarded as one of the most important aspects of education as the country has shifted into a knowledge-based economy. On the other hand, anything within liberal arts has been regarded by some as unimportant or useless in the continuous debate of STEM versus the arts. Degrees in the arts can include English, history, communication and studio art along with many others. However, due to the growing demand for STEM in the workforce, some people believe the importance of the arts pales in comparison. That same demand allows for STEM programs and research to receive more funding than the arts. Medicine, human health, environmental changes, cars and various technologies are among the continuing advances the country has focused on. This has created a public perception in which many people believe it is those aspects that contribute to today’s necessities for life. Paul Jagodzinski, the dean of the College of Engineering, Forestry and Natural Sciences, believes that a focus on STEM versus Paul Jagodzinski, dean of the College of Engineering, Forestry and Natural Sciences, discusses STEM and art classes March 24 in the the arts depends on the general philosophy of a country and where Engineering building. The classes in his college focus on STEM learning; however, Jagodzinski believes that the arts are just as important in creating a well-rounded individual. (photo by Zheng Liu) their values are. He also believes it depends on the economy of the country. to understand the social sciences, you need to be able to appreciate generating knowledge within both of the fields. For STEM, she stated “When the economy is strong, there is investment in engineering performing arts and creative arts, you need to be able to appreciate it is more of a systematic or objective process, whereas the arts are more and the sciences,” Jagodzinski said. “I believe that in most economies, good reading and writing ... I think these are all of the components that subjective because they are open to explanation and interpretation of engineering and the sciences will be supported because in tough times, make up a well-rounded person.” the human experience or world views. they seem to be a way to obtain good jobs that are well-paying and that In an effort to incorporate both STEM and the arts into the For example, she said the arts are necessary for communicating are contributing to the quality of life, whereas some people believe that education system and economy of the country, there has been a move knowledge generated in a science field. It brings visualization and the arts don’t contribute to the quality of life. In my opinion that’s not to change STEM to STEAM, for Science, Technology, Engineering, understanding to someone who is not in the field so that they may really true.” Art and Math, which was created by the Rhode Island School of relate to it and understand it better. Through this, a diversity of Jagodzinski further explained what could contribute to the Design. This movement hopes to “transform research policy to place viewpoints allows for an intersection of fields which can then raise the different funding procedures between STEM and arts research. He Art and Design at the center of STEM, encourage integration of Art most interesting questions. stated that STEM activities tend to carry higher associated costs, such and Design in K–20 education and influence employers to hire artists “If you’re trying to solve a problem, whether it’s a new technology as laboratories to work in and be maintained, expensive equipment and designers to drive innovation,” according to the STEMtoSTEAM or trying to understand how some protein works in biology, the that needs to be constantly replaced and more people to work with. website. more diverse your viewpoint the most likely you’re going to get an On the other hand, a scholar and historian would require a good Within Flagstaff, there also seems to be a strong support for actual answer,” Stearns said. “The more diversity we have the better library, travel funds and a research assistant. In the end, Jagodzinski both fields. The city holds a strong arts community while also being … In liberal arts [it is encouraged] to have an individual view, an explained, it is the cost of the work that goes into that discipline. recognized as the first STEM city, an honor which it was granted in individual voice, and I think that aspect of the arts is very important However, he stated that those that work in STEM or the arts both 2012. for the sciences. The arts teach empathy, they bring people together by work equally hard in their fields. “I don’t really separate STEM and STEAM in my mind that communication or visualizing a shared experience. They help to answer Though Jagodzinski is the dean of a school that falls under much because I really believe that to be successful in STEM subjects important, fundamental questions.” STEM, he also believes in the importance of the arts, stating that you need to use your creativity and other academic skills like reading, Though the debate for STEM versus the arts continues today, they can go hand-in-hand with one another or to simply make a well- writing, and good communication skills,” said Flagstaff STEM many recognize the importance of each. Universities across the nation, rounded person. Coordinator Mindy Bell. “I say STEAM On! We need well-rounded, including NAU, work to demonstrate a sense of respect for both sides “I think the arts are just as important as STEM,” Jagodzinski well-educated people in all areas.” because they allow students the freedom to study in both fields and said. “I think if you want to be a well-rounded person you need to Like Jagodzinski and Bell, STEAM recognizes the importance of make their own decision in what to pursue. be educated in the arts, you need to be educated in the social sciences combing the aspects of the arts and STEM through a collaboration of “I think there is value in having both of those perspectives,” and you need to be educated in STEM [and] business. I think it’s knowledge between the two. Stearns said. “[They overlap] in every possible way. I think you can’t important to be a functioning citizen that you understand the economy A biochemistry professor and associate vice president of research at really have one without the other … It is applying artistic expertise to of the U.S. that you understand science and engineering … you need NAU, Diane Stearns, believes there are distinctly different processes for scientific questions ... they strengthen each other.”

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 5

3/31

4/13

April 8th

Upcoming from

3/31, 4/1-2

4/7-9 - Prochnow Movies: Dirty Grandpa 4/14-16 - Prochnow Movies: Zoolander 2 4/20 - Open Mic

For more info, check out nau.edu/sun

NEWS

Revolutionary Words: Professors pick most culturally influential books BY AMY OWINGS

ome people view books as a way to escape from their world, while others read them to learn something new. Although books are usually read in an individual setting, they have the ability to reach beyond the individual and impact an entire culture. They can even have a profound influence on societal ideas and transformation — just think of the Bible, Mein Kampf or The Communist Manifesto. The Lumberjack asked six NAU professors to choose the work or novel they felt was most revolutionary in their field of study, whether that be American literature, environmental science, women’s and gender studies or philosophy.

Annette McGivney, senior lecturer in the School of Communication: “I think Silent Spring by Rachel Carson is the most significant environmental book in my lifetime, because her research was articulated in such a way that, even though she was scientist, she was able to explain the impacts of DDT [a hazardous pesticide] to the general population. And the way she explained it … that there would be no more offspring of birds because of DDT, really hit home with the public in a way that it became untenable for politicians to support the chemical industry anymore.” Rachel Carson’s Silent Spring was published in 1962, a time in which the pesticide DDT was being used prolifically to kill insects that were plaguing crops. After hearing from a friend the pesticide seemed to be killing birds, Carson began researching the subject, and Silent Spring was the result. This book was instrumental in regulating the chemical industry and sparking the public’s interest in the environmental movement.

condition: how ought humans flourish in the pursuit of meaningful lives while doing by others.”

Douglass. In addition to being an incredibly brave text to write a full twenty years before abolition, it is simply a beautiful piece of writing.”

Plato’s Republic was written around 380 B.C. and contemplates the ideas of justice both at an individual and societal level. It was studied by early rulers such as Roman emperor Marcus Aurelius and many of its allegories influenced early Christian theology. Republic is considered one of Plato’s most well-known works as well as one of the most influential philosophical and political texts of all times.

Frederick Douglass’s Narrative of the Life of Frederick Douglass was published in 1845 and details the life of its author, who was born into slavery and suffered cruel treatment and harsh working conditions under several different masters until ultimately escaping to the North. Douglass became a respected orator and abolitionist, and the popularity of Narrative of the Life of Frederick Douglass facilitated his ability to fight for the abolitionist movement.

Ben Carver, faculty lecturer in the Department of history: “Patricia Limerick’s Legacy of Conquest is a huge book that’s transformed the field of American history regarding the American West. It created the field of new western history.” Patricia Limerick’s Legacy of Conquest was published in 1987 and debunks common misconceptions about the settling of American West, with a realistic look at the economics of the conquest and the relations between the conquestors and victimized minority groups. Many historians appreciate this book’s honest description of the American West and its avoidance of a romanticized portrait of history.

Karen Renner, literature professor in the English department: “When I was given this question, I immediately thought of Harriet Beecher’s Uncle Tom’s Cabin, but after thinking a moment longer, I would vote for Frederick Douglass’s Narrative of the Life of Frederick

Meredith Heller, faculty lecturer in Women’s and Gender Studies: “[I would choose] The Combahee River Collective Statement. [It] was written by a group of self-identified Black lesbians ... As Black women, they faced both racism and sexism simultaneously, and yet neither group could or would fully address their multilayered experiences. The article’s key lesson is about intersectionality: we all have multiple identities, those identities are interlocking, and it’s the interlocking of those identities that leads to differences in life experiences.” The Combahee River Collective Statement was a short text written in 1977 by the Combahee River Collective, a feminist organization based in Boston during the 1970s. It claimed that Second-Wave Feminism was not largely attentive to racial issues, whereas the African American Civil Rights movement was not largely inclusive to issues of sexism. It demonstrated that these issues are often interrelated and that privilege and oppression act in multifaceted ways.

Ryan Farrar, literature professor in the Department of English: “For me, Hamlet strikes me as a revolutionary play because words generate great causes and effects in terms of human identity, community, and action, even if causes happen to take centuries to show any symptoms of an effect … Hamlet been celebrated for featuring a character of such interior depth and wayward sexual obsession … One aspect of the play remains constantly intriguing and that is its multifarious, fragmented approach to managing revenge, governing the commonwealth, and contemplating the nature of mortality and spiritual destiny.” William Shakespeare’s Hamlet was first published in 1603 and tells the story of a young man who struggles with the moral implications of avenging his father’s death. Hamlet is one of Shakespeare’s most revered plays and is still performed regularly today. Modern audiences often relate to the inconsistency of Hamlet’s desires, his fears of death and his aspirations toward justice.

Christopher Griffin, chair of the Department of Philosophy “Understanding who we are is in large part accomplished by looking to how the challenges of the human condition have been expressed in art and literature and philosophy in our past, and there is no more influential a work than Plato’s Republic for this most essential task … It is a piece of literature mainly studied for its account of the ideal society … but it is, more fundamentally, an account of human psychological nature confronting the basic questions of the human

Photo by Mitchell Forbes

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 7

NEWS

New Runke Drive residence hall to be finished in 2017

BY ADRIAN SKABELUND

n March 29, NAU President Rita Cheng, Mayor Jerry Nabours and CEO of American Campus Communities (ACC), Bill Bayless, donned construction helmets to break ground on the newest on-campus student housing development now called SkyView. Due to adverse weather conditions, the ceremony was held in the International Pavilion. Approximately one half of a cubic yard of dirt lay on a tarp in one corner of the room, representing the construction site. After remarks by Jane Kuhn, the vice president of Enrollment and Student Affairs, Cheng and Bayless, the group was handed chrome-plated shovels with which to enact the ground breaking. In a speech, Cheng addressed these issues and responded to calls by some members of the public who wish for less off-campus student housing and more on-campus housing. “NAU ranks in the top one percent nationally for total on-campus housing capacity,” Cheng said. “So we’re frequently asked why doesn't NAU build housing for all the students in Flagstaff? Students should be able to choose where they live. Each year we carefully assess the demand for on-campus housing and work with our partners to add more housing if Construction workers lay the groundwork for the new Runke Drive residence hall, SkyView, on March 31. The residence hall is planned to be finished in warranted.” The 284,982-square-foot August of next year and will be able to house 626 students. (Photo by Sara Krug) development will be located on Runke “I know this [new on-campus development] was not manage SkyView, meaning that the students living there will Drive between South Knoles Drive and South San Francisco something that was started last month so I know this was not a sign contracts with ACC as opposed to with the university. Street. It is designed to house mainly sophomores, juniors and reaction to anything,” Nabours said. “This is a long, plannedThis is similar to other dormitories owned and managed seniors and when completed, there will be enough beds for out process and it shows NAU’s commitment to housing these by ACC on NAU’s campus, including The Suites and Hilltop 626 individuals. The complex will also include 700 parking students as much as possible. This is going to be an issue that Townhomes. Residents should expect a similar experience spaces in a four-story parking garage. people are not going to understand for some time to come.” for SkyView as in these previous ACC dormitories. The Along with the dormitories themselves, the facility will Cheng also explained the philosophy behind the completion of SkyView will bring the number of beds include a 12,602-square-foot community center that will development’s name, SkyView, adding that for her, the name provided by ACC on campus to over 2,000. house a facility devoted to academic success including private is perfect. At a city council meeting on March 22, Kuhn informed study rooms. The community center will also be home to a “When you look to the south, you look at the Skydome the public that beyond SkyView, the university has no two-story gym and fitness center, a gaming and lounge area which is a structure that is very recognizable for miles and new plans for on-campus student housing though that is a and a community plaza containing a fire pit. miles,” Cheng said. “To the north stands the San Francisco possibility. About 50 people, mostly leaders from NAU, ACC and Peaks…which give our students an opportunity to think “We will be able to house close to 50 percent of the students some city officials, attended the event. about challenges and new heights [they can reach].” attending the Flagstaff campus [after SkyView opens],” Kuhn In recent months, student housing has become a major The new development also marks the fourth partnership said. “We will continue to watch our enrollment growth and issue in city politics. On March 22, in a divisive decision, the between NAU and ACC to bring on-campus housing to our demands for housing and, as we can, we will continue to Flagstaff City Council voted against a rezoning proposal for students. According to Bayless, the partnership has worked build housing on campus to address those needs.” a student housing development in a south-side neighborhood out well for both parties. Kuhn explained that this is mainly because there are and tensions between some members of the public and the Rich Payne, the executive director of Housing and about five different student-focused developments being built university have increased. Residence Life, explained that through the partnership, NAU or under consideration off campus. Nabours also spoke about the student housing issue, leases land to ACC who then builds the development. This Completion of the SkyView complex is slated for August, specifically referencing the council’s recent decision. means that NAU has no upfront costs. ACC will also run and 2017.

8 T HE LUMBER JACK | JACKCEN TR AL .ORG

Join

T HE L U M BE R JACK

for Fall 2016 as we hire editors for next semester! Visit JackCentral.org and click on “Employment”

AP P L I CA TI O N S DUE: FRIDAY, APRIL 15 5 PM IN SCHOOL OF COMMUNICATION OFFICE, ROOM 301 Stop by SMC 101 if you have any questions!

NAU Students………we want YOU! Yes, a job tailored to your needs! Yes you read it right! BE PART OF THE BIG PICTURE! MAKE A MAJOR DIFFERENCE IN SOMEONEʼS LIFE! We pay for training and give you the opportunity to work hands-on as a Care Provider working with adults with Intellectual Disabilities in classroom or in-home settings. Excellent shifts for students. Part and full time, weekday and weekend shifts available. Find out why we are an award winning provider for adults with disabilities. Applications can be obtained at: 2133 N. Walgreen St. Flagstaff, AZ 86004 P: (928) 526-7944 Check us out at: hozhoni.com

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 11

EDI TORIAL & OPINION

Females inspiring ink BY CHEYANNE MUMPHREY AND RACHEL

Dear Diary, You have the power to make a difference and it starts with an idea. That idea is formulated into a well-thought-out plan. The only thing left is action. Every word, every sentence and every book was carefully crafted with the most basic goal of being read and shared with others. In our lives we’ve read books that have made a difference; the most influential, emotion-tugging and mind-provoking words have often come from books and their authors, male and female alike. Female authors, the less common demographic, are especially important to note. A study conducted by Suzanne Grégoire finds “women are found to lead the process of linguistic change.” Yes, women. You have the power to make a difference and you have the ability to change language. With that being said, we’ve looked at who we believe has made an impact on language and has really influenced us throughout our lives thus far. Women be inspired, be original and make change. If nothing else, crack open one of these authors’ books and enjoy the read. Maya Angelou

Political Update Donald Trump yet again put himself in hot water when he addressed the matter of abortion. During a MSNBC town hall with Chris Matthews March 30, he first stated there has to be some form of punishment for women who receive abortions, but not for the men involved. Since then, he has taken five different stances on abortion. His most recent stance is, he will “change the law through his judicial appointments and allow the states to protect the unborn.” Another blow to the Trump campaign were the charges filed against his campaign manager. His campaign manager was charged manager, who was charged with misdemeanor assault after grabbing a reporter. The Wisconsin presidential primary was held on April 5, and Republican Ted Cruz and Democrat Bernie Sanders both came out with victories. Cruz’s win was a setback to the Trump campaign as they battle it out for the Republican Party nomination. Sanders is also gaining momentum against his opponent Hillary Clinton.

Political Cartoon of the Week CARTOON BY NEKO

Marguerite Johnson, better known as Maya Angelou, was born on April 4, 1928, and passed away in May 2014 at 86. As a proclaimed poet, educator, historian and passionate civil rights activist, she has influenced women of all ages all over the world. With more than two dozen written works and many other accolades, we have probably been witness to the best African-American female mind to ever incite change. One of her most popular novels is I Know Why The Caged Bird Sings (1969) which details what it meant to be a young black female in the United States. Mary Shelley Mary Shelley, born in 1797, was an English novelist, poet and is best known for her novel Frankenstein (1818). Shelley’s novel was published anonymously, with a preface by her husband Percy. This led many to believe he wrote it, considering writing was not a woman’s profession. It wasn’t until 1822, when she released a second edition and announced herself as the author, that she gained recognition for her work. She was a phenomenal author who paved the way for many more women to write science fiction and share their work publicly. Shelley is widely considered the mother of science fiction. Her novel Frankenstein is the first that used what we would now consider science fiction. Shelley passed away in February 1851. Jane Austen Jane Austen, born in 1775, was an English novelist best known for her novels, Pride and Prejudice (1813), Sense and Sensibility (1811) and Emma (1815). If nothing else her novels addressed the issue of female status and challenged the norm of female behavior in the Romanticism era. For once a woman in this time could be independent and stand up for who she loved. Aside from being the classic model of a love story, her novels reflected her class. Austen died in 1817, but her influence is still seen today within novels and films. Sincerely, The Opinion Editors

12 T HE LUMBER JACK | JACKCEN TR AL .ORG

Want to write a letter?

The Lumberjack encourages an open forum on approporiate public issues. All letters must include the author’s name, major or profession, and email or phone number. The Lumberjack reserves the right to correct inaccuracies, grammatical errors or cut for length. To post letter online please e-mail them to OpEd Editor Cheyanne Mumphrey at clm473@ nau.edu. To have letters printed please email them to OpEd Assistant Editor Rachel Dexter at rld277@nau.edu.

EDI TOR IAL & OPINION

Read pages, not screens

CARTOON BY ROBBIE

Creativity in the classroom BY MAX COHEN

uch like a first kiss or a first date, everyone remembers their first TED Talk. Or maybe not — I might be the one weirdo on planet Earth who remembers and cherishes that particular experience. But in my defense, as far as TED Talks go, this one was pretty memorable. Maybe you’ve seen it. The speaker was Sir Ken Robinson, who happens to be an expert when it comes to education. Back in 2006, he stood on a small stage before a live audience, and for 20 mesmerizing minutes expounded his theory about how our public school system butchers creativity. When I watched it, I found myself feeling a profound and giddy sort of amazement. He had put into words something I had noticed in my own experiences. There’s no doubt that schools have a tendency to kill creativity — or rather, if not to kill it, than to leave it battered, beaten and with a serious limp. And why should we expect anything different? Our schools, intentional or not, are designed to instruct students with the same sort of efficiency, consistency and wide-scale uniformity that fast food restaurants employ to streamline their hamburger output. Every student, like every burger, is subjected to the same standardized process that leaves them nearly identical to others of their kind. This sort of McEducation, if you’ll excuse the term, ignores the rich variety of differences between each student, in terms of their aptitudes, their passions, their unique personalities and distinct learning styles. A class of 20 students is taught as though it were one organic and individual mind, with the consequence that many of the students, if not all of them, have to fold and contort themselves into an ill-suited and unnatural routine. It seems likely that what works for me may not always work as well for you. And yet our schools tend to apply this one-sizefits-all approach to education. Children are fed on a steady diet of standardized tests, which typically measure their ability to memorize and regurgitate information, without having to use that information in new and imaginative ways. Instead of undertaking creative projects, they’re made to repeatedly pound out academic essays, following a set formula and conforming to the strict requirements of a rubric. Should they deviate in any way, they lose points for it.

In such an environment, students are penalized for saying something truly original. They have no opportunity to exercise their creative capacities without receiving a figurative slap on the wrist. The result is that over time, their imagination begins to atrophy like an unused muscle. My criticism is not, of course, against teachers; they simply happen to be enmeshed in a system that, in certain respects, is dysfunctional. Many teachers, in fact, are extremely supportive when it comes to encouraging their students’ creativity. But in these cases they seem to be working against the system, not with it. I’d also be remiss if I failed to mention I’m very grateful, and even very proud of the education I received growing up. But that certainly doesn’t change the fact that there are real, fundamental problems I noticed along the way. Some of these problems have been gaining more attention in recent years. Certain studies have shown, for instance, that since 1990 the scores that American school children receive on Torrance tests — which are like IQ tests, except that they measure creativity — have been consistently declining. These are worrisome findings, and ones that we should certainly take very seriously. A lack of creativity in the workforce will lead to economic stagnation, while other countries, more innovative than our own, will pioneer the next major breakthroughs and invent the technologies of the future. According to Newsweek, an “IBM poll of 1,500 CEOs identified creativity as the No. 1 ‘leadership competency’ of the future.” In other words, this trait is a big deal even when it comes to business. But of course, the value of creativity should not be measured in GDP. Having the ability to make unusual connections, to arrive at fresh and novel insights, and of course, to express oneself in the most unique and offbeat ways has its own personal merit that can hardly be overstated. We have to start valuing creativity in the classroom if we wish to cultivate not only successful professionals, but successful people in general. The challenge requires us to rethink the way we approach education, and to implement the right changes in a manner that’s feasible. The task is certainly not beyond our reach — it only requires a little imagination.

BY THEODORE JEMMING

anually flipping through pages and reading words that are printed on the page are a few of the little things that make reading special. There is a sense of entering another world while focusing on the text within the cover of the book. When reading off a tablet, it’s just not the same. In the digital age, it makes sense to ditch the medieval technology of books. They take up space, they are prone to destruction and cost money to buy. There is something, however, that makes having a hard copy of a book special. The feeling of opening up a book and turning its pages is a motion that cannot be replaced with tapping a dim screen. Old books smell slightly fragrant while e-readers are just another device. Don’t people have enough devices already? I do admit, ebooks are technologically better because thousands of books can be placed in a single reader. This is convenient, but makes getting a physical copy of a novel is all that more special. This is not about convenience — it’s about the symbolic nature of a physical copy of a book. In order to buy a real book, you may either order it online or travel to a bookstore. Getting books in person is more meaningful than just clicking a button online and getting it delivered. It is easier to know if you want a book when you go preview it at a bookstore. There is a sense of accomplishment when you walk out of a bookstore after finding fresh material to explore. The very nature of venturing out to find a book makes it more of a special moment in your life when finally sitting down to read it. Then after you have finished, you have a physical copy to proudly display in your home. This display is not only a great conversation starter when people notice it, but is like an old friend — always there for you. Think about the pride in handing down a book that meant so much to you to a friend or relative. Wouldn’t letting someone borrow your page-worn 30-year-old book have a deeper impact on them in contrast to just sending them a digital download? Something about a physical book just makes it seem more important. It’s really there; it isn’t just code in a computing device where many books are kept. The idea can be applied in analyzing those who are constantly using social media, but have low personal interaction. They may think they are getting the full experience of human interaction, but weighed up against those who have physical interaction with people, those stuck in the digital world are getting sold short of the best experience. If you only use digital tools to communicate with others, you receive a lower level of authenticity from people than if you were communicating face-to-face. Nondigital, personal interactions are important for a healthy social life, and having a personal relationship with a real book is important in the same way. Digital books have an obvious practicality to them and are like the MP3 file compared to a vinyl record. Do vinyl records actually sound better? Maybe not. But there is just something more grand about owning the record as opposed to downloading the MP3. In the exact same way, books are slowly becoming replaced by files and code on devices. Perhaps the love of real books is slowly but surely becoming a nostalgic hobby for the last generations that had access to them. Maybe, in the future, friends will brag to one another about their paper book collections and scoff at those who prefer to read electronically. It’s all a matter of time.

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 13

EDI TORIAL & OPINION PHOTOS BY ASHLEY NULL

Art, Lit and a bit about The Lumberjack staff Anna Hernandez PHOTO EDITOR

“I take photos for a multitude of reasons, the first being because I love being behind the camera, it simultaneously poses as a safety blanket and a demanding challenge,” said junior Anna Hernandez. Hernandez, 21, is double majoring in photography and creative media and film with a public relations minor. As a photographer, she has a strong eye for capturing life as it is and explained how she uses “the camera to give people a look into the unique lives and captivating places [she has] been fortunate enough to experience.” Hernandez was first handed a camera her senior year of high school. “The moment I realized what a camera was capable of doing I was hooked. I was able to tell stories from an angle and advantage I had never known possible. I’ll never be able to thank my teacher enough for giving me a way to capture my world,” Hernandez said. She recalled attending the National Scholastic Press Association convention her senior year as well and being introduced to professional photographers. “I was crushed looking at some of their work — these people were phenomenal. It wasn’t until a portrait shot I took in my first photo class in college that I truly thought I could possibly compete. But that photo hasn’t stuck with me because it made me competitive; it’s stuck with me because it made me feel capable. I don’t need to be the best, but finding a passion that makes me feel like I have something positive to contribute, that’s a damn good feeling,” Hernandez said. Hernandez is constantly inspired in new ways and directions, “whether it’s through someone else’s motivation, photographs that have made an emotional impact on communities or the sounds and scenes I experience in my daily life.” “When it comes to photography I aim to take photos that challenge people to think and feel whether that be through experimenting with out of the box ideas or simply shooting my world in a way others might not see it,” Hernandez said.

Sarah Magee COPY CHIEF

“I first discovered I enjoyed weddings when I went to a wedding as a flower girl at a very young age,” said senior Sarah Magee. Love is in the air for Magee, 21, who is in the process of planning her summer wedding. She explained how wedding planning has changed her and her spouse’s relationship. “It’s confirmed the fact that communication is key. And even though something is not important to you, but important to your future spouse, it is now important to you. It has brought us closer together and more excited than ever to be married,” Magee said. Magee is not alone in planning her wedding; with her fiancé, sister (maid of honor) and bridesmaids supporting her every step of the way, she explained how exciting the process is in getting married. “My fiancé has been the biggest help planning our wedding. He is so patient and full of good ideas when Pinterest falls short. I go to him for everything,” Magee said. “The most exciting and beautiful thing about getting married is that I get to spend every day with my best friend.” Along with her newly found talent, Magee is a published writer with a book titled It’s Just Funny. “Publishing a book is very exciting. The writing process is the longest, the design process is the most fun and once it is published you have a very accomplished feeling. I would recommend to anyone trying to publish to not limit yourself, to send your manuscript everywhere you can and to never lose confidence in your writing or talent no matter what people say,” Magee said.

14 T HE LUMBER JACK | JACKCEN TR AL .ORG

Scott Buffon NEWS EDITOR

“As a 23 year-old English major with a minor in Journalism, I would say my passion is pretty evident. If my position as a news editor does not give you another massive hint, I’ll finally get you up to speed: my name is Scott Buffon and I love to write,” said Scott Buffon. Buffon is approaching what seems to him as an inevitable end — none other than commencement — and is questioning the means to his work. “Do I write safely as a journalist or passionately as an author? The first time I ever wrote, it was some melodramatic, sky-is-falling poem on a series of found sticky notes about a girl I liked. The feeling was so potent I knew in that moment I’d want it for the rest of my life. Working through words, connecting them together into momentous engines pushing myself or my experiences is one of the best highs I have found,” Buffon said. Buffon’s profound love for writing extends far beyond a hobby. “In this age when everything vies for my attention, poetry and writing is the only one that need not ask for it. I find myself writing on random sheets of paper, notes in class and documents on my phone. I do it so spontaneously because I am inspired by life—from you, my Lumberjack peers, to the assignments I receive in class. Most strongly, I have been influenced by writers like Truman Capote, Oscar Wilde, James Baldwin and Aimé Césaire; that is not to say that I haven’t tasted entrapment through Maya Angelou, the pounding brevity of Hemingway or one of my favorite plays: Translations by Brian Friel,” Buffon said. “But, at the expense of your appreciation, it is to say that you will likely never catch me reading Shakespeare or the Harry Potter series. Did you hear that? It’s the sound of my friends from past English classes un-friending me.” Buffon hopes to find some clarity in his future through his passion, but has yet to find the connection. “Luckily for me, and anyone else searching for their future selves, only our past is defined by a moment; thoughts, emotions and actions decide our future,” Buffon said.

WINGS. Cheyanne Mumphrey OPINION EDITOR

“When I learned how to write, I learned how to draw: it was that simple,” said senior Cheyanne Mumphrey. Mumphrey, 21, is a journalism major and Spanish minor and considers art a talent very few know she has. Mumphrey explained what art means to her. “Art is a way to truly express myself. I can manipulate the color, texture, size and appeal to express my deepest thoughts and emotions. It is something that is hardly understood — that’s the power of art — perspective. To me, my work will always be something more than the work itself, it will mean something only I will know. It’s clever in that I can hide in my work,” Mumphrey said. When she was younger she drew on everything. “I never really played with toys. If I did it was an Etch-a-Sketch or Play-Doh, some form of an artistic activity,” Mumphrey said. She explained that as an artist, she pulls her inspiration from everything and everyone. “In reality, anyone who can inspire me or make my think is an inspiration in my work. Any thought, emotion, event and the like, are easily transformed into my next work of art. It just depends how much of an urge this idea gives me. Sometimes ideas can consume my thoughts until they are created, that’s part of the reason I carry my artbook around everywhere I go,” Mumphrey said. One day Mumphrey wants to write her own children’s book and incorporate her love of art with her love of writing and poetry as well. “Art can be anything — that’s the beauty of it — it’s everywhere,” Mumphrey said.

Amy Owings ASSISTANT NEWS EDITOR

“I love creative writing because it allows me to escape to a world in which I have complete control over everything that happens,” said junior Amy Owings. Owings, 20, is the assistant news editor and is pursuing a bachelor’s degree in English. She has an incredible talent for writing. Aside from her informative news pieces, Owings enjoys taking a more creative approach to writing. “I know exactly what each character is going to say and how everything is going to turn out, and that’s something you just can’t say about real life. Writing gives me stability when I feel like I’m losing control of everything else,” Owings said. Owings first discovered she had a talent and interest for writing at a much younger age. “When I was about seven I wrote a story called ‘My family’s garage sale – it is a true story,’ and from there I was writing about everything that happened in my life,” Owings said. She hasn’t stopped writing since. Owings is an intelligent journalist who enjoys reading and pulls from authors to inspire her own writing. “Sometimes I’ll gain inspiration from the way an author uses descriptive imagery, and at other times I’ll notice the dialogue style or the characterization. I try to pick out the best traits of each book and emulate them in my own writing,” Owings said. Her career goal is to become a novelist and see her name in the New York Times Bestsellers list. She explains the struggle of being published, but says “no matter what happens, I know I’ll be happy if I’m writing.”

BEER. SPORTS. Isn’t that what college is all about anyway? NAU STUDENT SPECIAL

10% OFF (Entire Food Order)

Flagstaff • Prescott Valley Valid at participating locations only. Dine in only. Not valid with any other coupon, offer or discount. Excludes alcohol. Limit one coupon per person, per visit. Excludes Tax. No Cash Value. Expires June 30, 2016.

928-774-3550 2700 S. Woodlands Village Blvd.Suite 550, Flagstaff, AZ 86001

Kansas

105

Austin Peay

Colorado

Connecticut

Maryland

S Dakota State

California

Hawaii

Arizona

Wichita State Miami (Fla.)

65 79

Buffalo

Iowa

Temple

Villanova

UNC Asheville

Oregon

Holy Cross

Saint Joseph’s

Cincinnati

Baylor

Yale

Duke

UNCW

Texas

UNI

Texas A&M

Green Bay

Oregon State

VCU

Oklahoma

CSU Bakersfield

Kansas

73 Kansas

Connecticut

Kansas Maryland

73 Maryland

Hawaii

Wichita State

57 Miami

Miami (Fla.)

Iowa

Villanova

Oregon

Saint Joseph’s

Yale

Duke

UNI

88 92

VCU

Oregon

Villanova

101 S B Flagsta (938) 7

82 Oregon

Duke

68 Oregon (512) 732-1000

63 Oklahoma

Oklahoma 85

5 S San Francisco St, Flagstaff, AZ 86001 (928) 779-2739

(928) 523-5638

Texas A&M Texas A&M

Villanova

Oklahoma

1118 His Flagstaff (928) 77

Virginia

Butler

1900 S Milton Rd, Flagstaff, AZ 86001 (928) 774-0260

Little Rock Iowa State

71 Iowa State

Syracuse Gonzaga

Beaver St, aff, AZ 86001 779-2691

storic Rte 66, ff, AZ 86001 74-2794

Virginia

Syracuse

218 S Milton Rd, Flagstaff, AZ 86001 (928) 774-8331

North Carolina

Utah

Syracuse

Middle Tenn.

North Carolina

Providence

Indiana

Kentucky

Syracuse

Gonzaga

101

North Carolina 88

Indiana North Carolina

1529 S Milton Rd, Flagstaff, AZ 86001 (928) 779-3686

Notre Dame

Notre Dame 61

Notre Dame 74

Wisconsin

Steph. F. Austin

Wisconsin

Xavier

Virginia

Hampton

Texas Tech

Butler

Purdue

Little Rock

Iowa State

Iona

Seton Hall

Gonzaga

Utah

Fresno State

Dayton

Syracuse

Michigan State

Middle Tenn. North Carolina

90 83

FGCU

USC

Providence

Indiana

Chattanooga Kentucky

74 85

Stony Brook

Notre Dame

Michigan

West Virginia

Steph. F. Austin

Wisconsin

Pittsburgh

Xavier

Weber State

CULTURE

Actors Michael Rulon, Nichole Garrison, Emily Vandvier, Josh Heredia, Rob Peters, John Labarbera, Amelia Swann and Richard Gaughan act in The Mousetrap at the Doris Harper-White Playhouse. The play is running until April 17 and was originally written by Agatha Christie. (Photo Courtesy of Mickey Mercer)

Murder, mystery and intrigue: The Mousetrap comes to Flagstaff BY CHRISTINA LEWIS

he longest-running play in history, The Mousetrap mystery production, has brought audiences to the edges of their seats for over 60 years. This production includes an intriguing plot line of a group of strangers stranded in a boarding home during a snowstorm. The characters and audience soon realize that a murderer is among them. Originally written by Agatha Christie, The Mousetrap was first shown in the West End of London in 1952. Since then, the production has not stopped running, with over 25,000 shows since 2012. The renowned play has now come to Flagstaff, performed by the local Theatrikos Theatre Company. “Due to a stipulation in Agatha Christie’s original contract, a movie has never been made and it hasn’t even been on Broadway,” said actor John Labarbera, the actor playing Christopher Wren. “So the only place stateside audiences can see this play is at their local community theatre. It’s a fantastic feeling, and I’m having a wonderful time.” The Mousetrap is known for its twisted ending, drawing more curious theater fans to come and watch. After everyone experiences the play for themselves, they are generally asked not to reveal what they have seen, which has kept the play new and exciting for future viewers. Amelia Swann took on the character of Mollie Ralston, one of the leading roles. Mollie Ralston is the owner of the guest house along with her husband Giles, where the play takes place. Her character is kind and considerate to others, and wants nothing more than the opening of their guest house to be perfect. The young couple are in for a surprise. “The Mousetrap is very much a ‘who-done-it’ murder mystery — anyone who is familiar with Agatha Christie will know what to expect,” Swann said. “However, there are a few twists and hopefully some surprises.” The Mousetrap is authentic — since its first run, directors and actors have tried to keep it as close

18 T HE LUMBER JACK | JACKCEN TR AL .ORG

to the original production as possible. They have had at least one remaining cast member make all the cast changes since its opening night. Additionally, you can still hear the original radio recording of a news bulletin included in the play to this day. Over the years, the set has been changed and props have been switched out, but one prop has remained in use since the first opening of the show: the clock that sits on the mantelpiece of the fireplace in the main hall. All of these aspects contribute to the overall atmosphere in the play. “Murder mysteries are a lot of fun to witness, trying to figure out who the killer is before the big reveal,” Swann said. “It’s also got a lot of humor, so it’s not too serious even though we’re dealing with murder. It’s also a great opportunity to get off campus and see or get involved with what’s going on in the community at large.” Characters in the play include the newlyweds who run the guest house, a spinster, an architect, a retired army major, a strange man who claims his car has overturned in a drift and a jurist with a negative attitude. Later in the production, a policeman arrives to investigate the backgrounds of everyone involved. The policeman’s appearance changes everything and creates some drama for the show. Michael Rulon, who also teaches French at NAU, portrays Paravicini, a secretive man who shows up at the guest house out of the blue. He is mysterious and foreign, managing to make other characters uncomfortable. He is perceived as one of the primary suspects of the murder. “It’s classic Agatha Christie — a group of people stuck in a country guest house in the middle of a snowstorm, each of whom is hiding something and each of whom has a particular set of quirks,” Rulon said. “Needless to say, somebody ends up dead, and the end is a great surprise.” The Mousetrap is full of suspense, comedy and mystery, keeping all eyes on stage through the whole production. The play will be showing at the Doris-Harper White Playhouse until April 17. With the unexpected ending, The Mousetrap is an experience that can only be fully appreciated by seeing it in person.

CULTUR E

Imani Barnet • 21 • Junior • Theater major What gives artists, musicians & poets their inspiration to create? The Lumberjack interviews Flagstaff creatives of all types and finds out what makes their imaginations spark. BY JACQUELINE CASTILLO

|Describe yourself in three words? Optimistic, enthusiastic and passionate. |How did you first get involved in theater? I actually got into theater when I was younger. I did a few musicals locally at my high school and they were really fun. I was a choir student and I had never taken a theater class before, but I switched my major to theater two weeks before I started school. It was random, but it actually turned out to be the best decision of my life. |How many plays have you been in at NAU or overall? Here at NAU I think that I’ve done six if you count smaller plays, not the main stages. I’ve been in three main stages; in total I have been in nine shows. |Which has been your favorite character? My favorite character until this day is actually a character from high school. We did Hairspray and I was Motormouth Mabel, the role that Queen Latifah played [in the 2007 movie version]. It was a fun show — it was my senior year of high school and it made me realize I want to do theater.

(Photo by Anna Marisa Hernandez)

|What roles to do you prefer to play? I prefer playing roles that are specific to gender, so women. I don’t like to play black women; I don’t like race-specific ethnic shows because I don’t consider myself a race-specific person. I don’t go about the world as a black woman — typically, I just go about the world as a woman. So I like to play roles that any women can play and just make it my own. I also don’t like playing old people — it is really hard to play an old person and it is also really hard to play a really young person, I found out.

So somewhere around my age, more modern roles that have to do with women in the 21st century — those are the roles I like to do. |Professionally, where do you hope to take your career in acting? I am probably going to do what every actor does and go to Los Angeles or New York and audition for some schools to see how that goes. Obviously the point of doing theatre is to have fun with it — it is a passion, it is not to get famous or anything; just to actively pursue it and see where it goes from there. Doors open all the time so I just have to figure out which door I want to go through. |Where do you think creativity comes from? I think creativity comes from many different things. I think it comes from your mind — experiences like what you have seen and what you have been exposed to. I think it comes from your actual creative ability: if you can draw or can dance. Also, imagination is huge. That speaks for any role, any kind of theater that has ever been created. Someone thought one day, “let’s have a flying green witch come from the sky,” and someone probably was like, “I don’t know about that,” but now we have Wicked and it is an amazing show. I think that a combination of taking a chance, using things that you have already seen, imagination, and not being afraid leads to creativity. When people are creative they are putting themselves out there and they are exposing their inner thoughts for the world to see. If you are afraid to do that, then no one will get to see the cool things you have running around in there. The ability to be vulnerable and expose yourself to create something new — that is creativity.

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 19

CULTURE

Where

art meets

TECHNOLOGY BY BRIANNA FIELDS

ne question has always been asked: what is art? When the camera was invented, the question was asked. When Andy Warhol produced his Campbell’s soup cans without touching the canvas, the question was, once again, pondered. Now the art world is wondering the same thing about 3-D printing, laser scanning and digital technology. The new art exhibit at the NAU Art Museum, titled Mind2Machine2Material: Technology and Sculpture Today opens April 19. The theme of this exhibit is new media, including everything from 3-D printing to laser scanning. “It’s a strange time — we are moving away from STEM to STEAM, and for me art is just the applied sciences in many ways,” said co-curator and art professor David Van Ness. “It’s still art because ... in the end it is visual expression.” For this exhibit, Van Ness acted mostly as co-curator, though he does have a piece in the exhibit and has shown his art at the faculty art exhibition before. Most of his art is made by using a 3-D printer and focuses on animal forms altered through technology. Many of the artists featured in this upcoming exhibition are friends of Van Ness and are Arizona locals as well as professors from ASU. The NAU Art Museum has never done a show like this before and finding artists willing to participate was difficult, mostly because NAU is small or the artists wanted to be paid to show their art. Those that remained are the best technology-based sculptors Arizona has to offer. One of those sculptors is Mary Neubauer, a sculpture professor at ASU who has shown her art in Paris, New Delhi and parts of England. Her work is data driven, created by numbers and code translated into visual sculpture. Some of the concepts that inspire Neubauer’s sculptures include tree rings, sunspots and weather data, which look like flowers made from crumpled tissue paper. The materials she uses vary from ceramic to bronze to iron. Making each sculpture is a complicated process, involving streams of data taken from different websites. From there the data goes through a series of translations so it can be read by the computer, manipulated by Neubauer, projected as texture and rendered as a print or sculpture. “I think you can get the emotions or facts about what’s driving the numbers if you can feel the object in your hand,” Neubauer said. “[People] might be bored by just a long stream of numbers, but if they can see these grander cycles of nature and hold them in their hand, it can give them a feeling of cycles that are outside their lifespan.” Another professor of art from ASU who will be showing work at the NAU Art Museum is Daniel Collins. He has been working with digital sculpture since the early ’90s, before most people had even heard of a 3-D printer. His area of interest is the human form and he uses 3-D laser scanning to capture it. “What I’m interested in the current show are the physiological relationships between people,” Collins said. One of the pieces he will be showing is a small sculpture of a mother and her daughter. They stand with their backs to each other. The mother is talking on her cell phone while the daughter, who is perceived to be caught up in her own troubles, glares out at the audience. “The narrative that is coming out of this is that even though these two individuals are occupying the same space, they are in their own separate world and are kind of disconnected,”

20 T HE LUMBER JACK | JACKCEN TR AL .ORG

David Van Ness, art professor at NAU and co-curator of the Mind2Machine2Material exhibition, displays an example of the artwork created by one of the 3-D printers he will use for the upcoming exhibit, which will be the first of its kind at the NAU Art Museum. (Photo by Andrew Holt Frazier)

Collins said. Viewed separately, the audience would see a moody closed-off girl and a woman on her phone, but together the story changes and creates a new meaning. Van Ness said that for him, this exhibition it is a collaboration between him, the computer and the code. Visit the NAU Art Museum between April 19 and June 10 to see this convergence between two previously separate realms: technology and art.

CULTUR E

TOP10

books for any bibliophile

BY ARIEL CIANFARANO

Whether it is romance, mysteries or books that take you to different parts of the world, 2016 has it all. Even the busiest student can find a book to read this year.

The Hopeless Romantics:

10. The Coincidence of Coconut Cake by Amy E. Reichert 9. Unseen Messages by Pepper Winters The Wannabe Detectives:

8. Try Not to Breathe by Holly Seddon 7. Where I Lost Her by T. Greenwood The Busy Student:

6. Kindred Spirits by Rainbow Rowell 5. The Lie by Karina Halle The Travelers:

4. Up to This Pointe by Jennifer Longo 3. No Baggage: A Minimalist Tale of Love and Wandering by Clara Bensen

The Fantasy Lovers: 2. All the Birds in the Sky by Charlie Jane Anders 1. Truthwitch by Susan Dennard

Change through poetry BY RICARDO OROZCO

rizona Humanities is celebrating the 20th anniversary of Poetry Month with free workshops and guest speakers all across Arizona. This month-long series of events will be hitting Flagstaff with a workshop led by nationally recognized poet J Mase III at Firecreek Coffee Company April 25. The workshop, titled “Even My Poems Are Revolutionary,” explores the topic of social movements through writing and performing poetry, both as solo and group projects. It invites poets of all backgrounds, novice to veteran, to attend. “The community writing workshops are all designed with the poet and are made to engage all audiences at every level,” said Arizona Humanities programs manager Ellie Hutchison. “No one is ever an expert poet, or at least I hope not, then what have we learned?” A poetry reading by J Mase III and a question and answer panel will follow the workshop. “I’m excited for the workshop at Firecreek,” said Flagstaff resident Kaetlyn Jonescu. “There’s so much depth in poetry. I’ve never thought of it as a tool for social movements, so I’m intrigued by what he might say.” Hutchison says there is one important factor she wants participants to keep in mind while attending the event. “My wish is always for the programs to be viewed as a space where people feel safe in discovering, whatever that means to them,” Hutchinson said. Earlier that day, J Mase III will be performing on campus to kick off NAU’s Third Annual Hip Hop Week. J Mase III is a New York City-based, black, trans and queer poet who has been featured in New York Times and blogs for The Huffington Post. He works with community leaders all over the United States, Canada and United Kingdom, tending to the LGBTQIA community’s needs in educational and faithbased settings. “[J Mase III] seems like an interesting speaker,” Jonescu said. “He sounds like an expert in social movements and the perfect person to host an event like this.” Hutchison also had kind words to share about J Mase III. “I have had an opportunity to witness his growth over the years from back in the Philly and NYC days to now being West Coast based,” Hutchinson said. “The growth wasn’t just through poems, but in developing a brand — a brand of giving and [providing] new opportunities for the LGBTQ community [throughout] the country.” “Even My Poems Are Revolutionary” will take place at Firecreek Coffee Company on April 25 from 5 p.m. to 6:30 p.m. and will be followed by a performance and panel starting at 7 p.m. Participants are encouraged to RSVP for the workshop by emailing ehutchison@azhumanities.org.

Author immerses himself in the culture of Ivy League schools BY ARIEL CIANFARANO

o some people, the Ivy League schools seem untouchable, but author Sean-Michael Green goes on a journey for one academic year to all the Ivy League schools: Brown, Yale, Harvard, Columbia, Dartmouth, Cornell, University of Pennsylvania and Princeton. While I am not a fan of nonfiction, Green’s book, The Things I Learned in College: My Year in the Ivy League, was engaging simply because it broke stereotypes and explored the academics, location and social life within these universities. The typical image of students at the Ivies might include nerds, people with no social life and pretentious academics. Based on observation and making friends at all of these schools, Green was able to show that Ivy League students are really just regular students. They like to party, wear fashionable clothes and are social. Exploring the Ivy League schools for an academic year can be daunting. But Green gladly packed up his bags and left home to

hold witness to the nature of Ivy League schools. “I really am super passionate about higher education,” Green said. “My life led me to a point where I had the flexibility to embark on a big adventure, and I could imagine no adventure greater than pursuing my passion.” Each chapter opens with the same humorous question and an answer that was unique to an Ivy League school’s personality. These questions before each chapter helped the book stay refreshing and gave a much-needed break between bulks of information. During Green’s stay at each university, he went to classes, explored the food at dining halls and even went to fraternity parties. Although he was invited to some social events hosted by students, it was still strange to read about an older man going to fraternity parties and engaging in the social lives of people at the universities.

Throughout the book, Green included intriguing myths and legends from some Ivy League schools; he also had some of his own anecdotes involving old friends or his observations around the schools. Moving from school to school, gaining and losing friends, was one of the biggest challenges Green had to face. “The hardest part was leaving each school and starting over at the next — as soon as I made contacts and began to get comfortable, it was time to move on and start from scratch,” Green said. “It was a year of too many goodbyes.” The Things I Learned in College: My Year in the Ivy League will be released April 12. Green’s adventures and observations would be a good read for someone considering going to an Ivy League school and wanting to know what the atmosphere is truly like.

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 21

CULTURE

Breaking the fourth wall: all sides of an audition

(Illustration by Alanna secrest) BY NIKI DESHAZO

ake a breath. No need to be nervous. Walk into the room. Don’t let them see that you’re nervous — that makes you look inexperienced. Perform two monologues, a song, maybe a short dance and be prepared to show them any special skills you have, if they ask. For example, can you pole dance? Can you juggle? Can you speak Arabic? Can you do a back flip? Can you touch your toes? Do you have any other special talents? Be prepared for any unique talent, but don’t dwell on it. As you do so, try not to think about how they are judging the work you have spent months or possibly years on. They are looking at your hair, your body type, your boob size, your attractiveness, how straight or crooked you stand, the sound of your voice, etc., to judge if you are fit for the part. Then they will judge your talent. You messed up? Don’t show it. Don’t say sorry. Say thank you and walk out with pride. Wait an indefinite amount of time to find out what you will be doing with your life for the next few months to a few years, and either be confirmed or denied that your career choice is not a mistake. But relax, it is just an audition. A million thoughts race through the mind of an auditioner. Performing art of any kind is 75 percent auditioning, 80 percent rejection, 90 percent working, studying and improving, 10 percent rehearsing and 5 percent performing. Therefore, as a performer, you must constantly give 300 percent every day, and all of that work is tested with each audition.

But relax, it is just an audition. For those who have never experienced an audition, freshman education major Hannah Sweet describes what an audition is like, emphasizing the widespread fear of rejection, judgment and not being good enough. “It’s kind of like asking someone out every time you want to perform and after you set up this whole intricate way of asking them they say: ‘I’ll think about it.’” Then the auditioner may or may not get a callback where they must fight to death for the role they want against another actor that the director also believes has the talent to do it. In other words, your crush invites you to dinner and a movie with ten other people he/ she is considering dating. Face to face, you must fight to show that you are more worthy than the talented and attractive person sitting beside you. After callbacks, the pressure intensifies. The auditioner must now wait an unpredictable, gruelling, agonizing period of time for the director to announce the results of the audition. Or, you must wait several days to weeks or even a month to find out which date your crush picked to be in a relationship with. And when they finally make their decision, they post it on the wall in front of everyone. Performers are used to this process, but it can be intimidating. That is why auditions can be scary — every performer has a different level of auditioning stress. For many, auditioning can make the performer physically ill. “I start to shake, I have to constantly pee, I feel nauseous, get a

22 T HE LUMBER JACK | JACKCEN TR AL .ORG

headache, sweats... it’s not pretty,” Sweet said. Many performers feel that audition stress comes from a fear of rejection or a concern that they will mess up. The problem is these fears and concerns can become a reality in the two-minute auditions where performers have one shot to impress the people watching them. “Probably the worst audition I had was my first community theater audition,” said freshman theater major Calvin Witmer. “The pianist began playing my music, and it sounded so different than what I had practiced with and was used to hearing. I tried to sing my song, but ended up changing the entire tune and it was pretty awful.” Sometimes the performer can have a solid audition, but end up running into an unfortunate circumstance outside of the control of the actual performance. During an audition for Footloose, freshman theater major Hadley Singer experienced such a circumstance while he was in the dressing room. His shoelaces were knotted to a point he could not untie them, and he only had two minutes to change into his black pants and be onstage, but because they were high tops he could not simply slide his shoes off. He picked up a pair of scissors and cut his shoelaces. Even so, he could not find his pants or shoes in time. He proceeded to run out onstage with no shoes, khaki pants and a long black sleeve shirt. Singer looks back on this audition with humor, and ended up getting the role of Willard Hewitt. There is a difference between an audition not going well, and completely cracking under pressure. A director must be able to trust that if they cast someone, they will be able to perform onstage. If that person has a disaster, then a director will not trust them in a show.

CULTUR E

“Clearly if they can’t function at all and they can’t remember There are many instances where one may want to give up after a lines and they can’t breathe… I’m not going to cast [them],” said horrible audition or rejection — but this reaction should be avoided NAU instructor Darby Lofstrand. “I think that there has to be at all costs. some ramifications to not being able to function in an audition. The Singer shared the disappointment he felt after his first rejection ramification is: come back next time. If they can’t get up in front of in the theater world. He auditioned for Into the Woods, and had his 1. Be brave. Make bold choices. Don’t be four of us or maybe just me and a stage manager, I don’t expect them heart set on playing Jack. When Singer did not get the role, he cried stupid, but be brave and go for it. to get up in front of 300 people.” and told his mother he did not want to do theater anymore. Now Practically every performer in the world has had some kind of Singer knows that rejection is a part of theater, and you cannot act 2. Be prepared. Know your stuff. audition horror, or at the very least, a rejection — even celebrities. this way. Do your research. Actress Judi Dench described a particularly memorable rejection Singer expressed that it is important to remember even if you are 3. Take time to get acquainted and in an interview with The Tonight Show. not cast, the director might still remember you. And in this particular comfortable with the space. Show up early. “He said to me, ‘Well, it has been very nice meeting you, but not case, the director Hadley auditioned for called him about a week later Let yourself relax. this film. And probably,’ he said, ‘not any film, as you have every single and asked him to be the cow. 4. Have a routine: do your warm-ups thing wrong with your face,’” Dench said. “I was never more happy to play an animal in a full-length play Despite this brutal comment, Dench became a successful in my entire life,” Singer said. and stretches before an audition. actress and celebrity. Some of her popular movies and television It is also important to keep in mind that every director is 5. Know what you can and cannot eat before shows include: The Best Exotic Marigold Hotel, A Room With A View, different. an audition. For some, eating before an Shakespeare in Love, Angelina Ballerina, As Time Goes By, and Behaving Dugan uses all of the information he can based on the actor’s audition can make you sick. For others, not Badly. resume, audition and personality. When casting a show, he keeps eating can lead to dizziness. Know what Rejection can be hard and painful. Casting directors, especially the long-term goals in mind. He considers where an actor’s skills in the real world, can judge you for your looks and will often tell you are during the audition and works to help them improve by the end foods to eat or avoid, how much you should to your face. As a matter of fact, actress Meryl Streep was told she was of the show. He looks for flexibility and an actor’s ability to show eat, and how long before the audition you too ugly for the movie King Kong. variation in a performance. should eat. Comedian John Oliver was asked to take off his shirt at an Dugan must also consider the way an actor looks, for many 6. Know yourself. Know what works for you. audition and when he did, they told him he did not need to read for characters need to match certain physical qualities. He believes an Know your capabilities. the part because he was not in shape enough to get the role. Oliver actor must be more than just a person who can show up and read 7. Reputation is important for everyone in the also went on to become a successful actor. His popular works include: lines from a play. Dugan looks for something different, special and John Oliver’s New York Stand-Up Show, Last Week Tonight with John unique. He looks for an actor who can put his or her own personal theater world. Be kind, personable, humble, Oliver, The Daily Show, Important Things with Demetri Martin, and touch on the piece. Overall, Dugan values an auditioner’s personality. and gracious. Mock the Week. “I don’t think the most important part is the performance; I 8. Learn from your mistakes. There are many other famous actors who were told they were think it’s the interaction with the director and the production team,” 9. Remind yourself of your end goals: why ugly or untalented. Instead of letting the criticism destroy them, Dugan said. “You have to be affable. You have to make people want are you doing this? What inspired you to though, they persevered and many went on to have successful acting to collaborate with you. And the quality of your conversations with careers. these people gives them an impression of how easy it’ll be to work become a performer? Picture your dream. For anyone, rejection is impossible to avoid completely. The best with you.” 10. Give yourself affirmation. You are talented you can do is show what you have, be prepared and do not allow Casting is not a simple task. In general, directors have an idea and you deserve this role. But if you don’t criticism to crush you. of what they want in mind and base their decisions on what the get it, it is not a reflection of you, and this will On the other hand, things can go wrong during an audition for a auditioners give them. From there, they make decisions on what only make you grow as a performer. multitude of other reasons. To avoid catastrophe, the best strategy for performer fits best. 11. Audition again. an auditioner is to be prepared. For Lofstrand, her goal is to find the person that fits her concept. “Know your stuff. You have to know those monologues. Inside She expresses she must remain open-minded, because she may find out, upside down and backwards. You have to know it so that you can an actor who does not fit her original expectation, but can do just as keep going if, you know, a fire starts,” Lofstrand said. “If the table collapses. If the lights go out. You just good a job. For example, Lofstrand wrote a play called Landscapes, and one of the characters was based off have to know it.” of her sister. She was originally searching for an actor who matched the physical description of her sister: 95 A casting director looks for someone who can face an obstacle gracefully in a show and still keep the pounds, blonde, Indo-European looking and fair-skinned. audience unaware of the mishap that occurred. If an actor or actress knows his or her material, nothing “I never found that person. But what showed up was a really large black woman, who found all the disastrous should happen. qualities that I wanted in that best friend,” Lofstrand said. “And actually that was a better actor for it. As If the person messes up and covers well, it might please the director, because they know they would someone who’s casting you’ve got to be open. You have to know what you want, but at the same time be be able to cover during a performance. Also, it is a powerful tool for an auditioner to remember that the open, and allow people to show you what they have.” person in the audience will probably not know the material, and even if they do, they might not notice a The process of casting, auditioning, rehearsing and performing a show is strenuous and tough. Theater slight alteration in the text. practitioners are not often appreciated for the amount of work, fear and stress they endure. As a performer, if you do not show that you messed up, it is doubtful anyone will notice. However, “The world of theater is harsh and cruel. That’s the truth. It’s not for everyone,” Singer said. “But to the second you lose it, stop, apologize, ask to start over, or show you messed up, everyone notices — and at anyone who wants to give it a shot, I do sincerely suggest it, just once. Just to understand the suffering actors that point, you have probably ruined any chance of being cast. endure before an audition so I don’t have to hear, ‘Oh for Christ’s sake, it’s no big deal. It’s not like it’s a job If you do find yourself in a position where you completely mess up an audition and do not get cast, do interview,’ When that’s the only job interview I know about.” not treat it like the end of the world. Every audition is a learning experience, both good and bad. In the end, the hard work on both sides of the table pays off. Some may ask why performers and “I don’t think it’s healthy to sit around ruminating about crappy auditions,” said James Dugan, a theater practitioners repeatedly volunteer for such torture and stress. That moment when the lights come second-year EdD in curriculum and instruction. “I try to laugh off the pain that terrible auditions cause, up and the show you envisioned as a director finally comes together, or that moment you see your name on and instead of making a memory. I just try to learn a lesson about what to do differently in the future.” the cast list, is worth everything to some. Dugan is also an instructor at NAU’s Program in Intensive English (PIE), as well as a director at Rejection can lead to improvements in the future, which may be when you get your next chance. If Theatrikos Theatre Company in downtown Flagstaff. you had not been rejected, you would not know how to improve for future auditions.

Audition advice

APRIL 7 - APRIL 13, 2016 | T HE LUMBER JACK 23

INDIA PALACE

BRUNCH SPECIAL

Cuisines of India, Nepal, & Tibet.

Brunch includes champagne on Saturdays and Sundays. Check out our menu online: indiapalaceflagstaff.com.

Tibe t N epa l India

For details, login to indiapalaceflagstaff.com 103 W Birch Ave Flagstaff, AZ 86001 Ph: 928-774-0081

25% Off

India Palace Lunch Buffet, Dinner & Take-Out

For details, login to indiapalaceflagstaff.com 103 W Birch Ave, Flagstaff, AZ 86001 Call ahead for Pick-Up orders Ph: 928-774-0081 Valid thru March 31st, 2016

To Advertise, Contact Marsha.Simon@nau.edu

We can do catering for big parties, weddings, & conferences We guarantee the quality of food & taste

Dinner & Take-Out

Want to quit smoking? Be a part of a text-message study to quit smoking. Participants must be American Indian, smoke, and currently enrolled at NAU. Recieve up to $100 for participating. Contact (928) 707-4658 for more details about â&#x20AC;&#x153;AI STOMP Study.â&#x20AC;?

Buffet: 11AM - 3PM Dinner: 5PM - 10PM Tuesdays: Closed

25% Off

YOUR AD COULD BE HERE

Phone: (928) 774-0081 Fax: (928) 774-0143 E-mail: indiapalace2016@yahoo.com 103 W Birch Ave, Flagstaff, AZ 86001

India Palace Lunch Buffet,

NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign PhotoComicsLifeA&ECopyEditing NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign PhotoComicsLifeA&ECopyEditing NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign PhotoComicsLifeA&ECopyEditing Finding Relevant Stories NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign FOR YOU PhotoComicsLifeA&ECopyEditing NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign PhotoComicsLifeA&ECopyEditing NewsOpEdDesignPhotoComicsLife A&ECopyEditingNewsOpEdDesign

F o o d &Guide drink

Grand Opening Under New Management

TRIVIA NITE

COUNTRY WEEKENDS B i n G o THURSDAYS!!

$2 Topless Cans & $6.95 Yard Jars

FREE DANCE LESSONS - 9PM FREE ADMISSION- 21 AND OVER

LUNCH - DINNER - LATE NIGHT

MICROBREWERY TOURS AVAILABLE

STAY CONNECTED

DRINK SPECIALS STARTS @ 9PM DANCE FLOOR OPENS @ 10

FRIDAY: $5.95 32OZ YARD JARS

SATURDAY: $2.99 PINTS OF

DOUBLE WELLS & LY BREWS

Every Wednesday at 10pm Come play for your chance to win prizes... Including the Grand Prize for the Blackout!

Happiness is Yelling

BINGO!

Drink Specials

$5 Shot and Beer $6.95 Yard Jars

www.lumberyardbrewingcompany.com 5 S SAN FRANCISCO ST | 928.779.2739

Everyday Happy Hour Nightly Specials 7pm - Last Call 11am-7pm

$3.50 22oz Imperial Pints $3 Well Drinks $4 Long Islands BS Margaritas, & Bloody Maryâ&#x20AC;&#x2122;s $5 Grapefruit Shandys $1 OFF 1/2 Liter of Sangria $2 OFF Liter of Sangria

Full Size Pool Tables Board Games

Margarita Monday $3 BS Margaritas

Pint Night Tuesday $3 Imperial Pints

Thursday

$5 Beertails

Friday

$4 BS Moscow Mules

Sunday - Wednesday 11am - 1am Thursday - Saturday 11am - 2am Food Until Midnight

www.beaverstreetbrewery.com 3 S Beaver St | Flagstaff, Az | 928.779.0079

STAY CONNECTED

MONDAY - FRIDAY 10AM - 9PM SUNDAY 10 AM - 8PM (928)779-0296

TACO TUESDAY

9 T 9Â˘ aco

4:00 PM UNTIL

CLOSE! Dine in Only

FRIDAY & SATURDAY NIGHT

HAPPY HOUR $ 2 H o u s e M a r g a r i t a s 4:00 PM - Close

Be sure to find us on Facebook, Twitter, and LaFondaFlg.com. Become a fan for specials!

We now have draft beer & great lunch specials everday!

News streamed live to naztoday.com

Featuring Lee Born, Staff Meteorologist

Northern Arizona’s only Local TV News, Sports, and Weather Monday – Friday 6:00pm & 10:00pm Suddenlink Cable • Channel HD 104

I Can Drive at Night! Dr. robert Koppany,

Flagstaff Sedona Camp Verde Cottonwood Payson

optometrist

U C B E R K E L E Y G R A D U AT E

Examinations for Glasses and Soft Contact Lens. Treatment for Eye Injuries and Emergencies. JC Penney Optical – Flagstaff Mall: 928.526.2580 Exam Hours • Tuesday 11:00 – 6:00 • Wednesday 10:00 – 6:00 • Friday 10:00 – 6:00 • Saturday 10:00 – 5:00 Eyemed and other insurances accepted. Same day walk-ins possible but appointments are advised.

www.naztoday.com • facebook.com/NAZToday • twitter@NAZToday 16007vF Koppany_FebAd_Three_BW.indd 1

2/2/16 2:07 PM

Baseball is back √ Check in Flagstaff housing off your A list! BY ZACH ASHTON

pril is the time of year when baseball blooms once again and every team in the MLB shares hopes of making the World Series. While the Arizona Diamondbacks did not play up to the extraordinary preseason hype in their season opener April 4, losing to the Colorado Rockies 10–5, the NAU club baseball team has been playing great baseball so far this season, going 11-4 overall and 5-1 in conference play so far this season. The Jacks are playing their first home games of the season April 9 and April 10 against the ASU Sun Devils at Sinagua Middle School. Two games will be played April 9 at 10 a.m. and 1 p.m. and the series will wrap up at 10 a.m. April 10. NAU is coming off a series sweep of the University of Arizona where they scored 31 runs in three games. “It definitely helps out a lot [heading into this series],” said senior pitcher and co-captain Dan Riggs. “A lot of the guys are swinging the bat really hard right now and we like our chances against ASU, who are one of the top teams in the nation. We already played them this season and gave them their only loss so far.” The Jacks are a part of the National Club Baseball Association [NCBA] and play in the Southern Conference in the Southern Pacific section. NAU is second in the conference behind ASU and opened their season against ASU and split their first two games, redeeming a 3–2 season opening loss with a 10–5 thrashing Feb. 13. “[Our last win over ASU] gave us the confidence that we know we can beat them,” Riggs said. “They are ranked high up there but we think we should be up there as well and we are looking to prove that this weekend. We should have taken both of those games last time and we are looking for revenge.” In the first 15 games the Jacks have hit 15 home runs and batted in 117 runs. Nine players on the team have at least 20 at-bats and an average over .300. Senior infielder Chris Poirier is leading the team in plate appearances with 52 while batting .481. Senior outfielder Jack Leahy is leading the team in home runs with four and also has 22 RBIs, second most on the team. Only junior first baseman Daniel Casey has more RBIs with

Senior pitcher Dan Riggs uses a fungo bat to conduct fielding drills April 5 at the South Campus Recreation Complex. Riggs is one of three pitchers on the team with three wins so far this season. (Photo by Zach Ashton)

23 so far this season. “I have been pretty aggressive at the plate,” Leahy said. “I have been waiting for my pitch and hitting it pretty hard. It’s been working really well since there has always been runners on base so that is one of the keys to our success so far.” NAU has also been keeping runs off the scoreboard while putting up almost eight runs a game. The pitching staff as a whole has only let up 45 earned runs and has three pitchers with at least 15 innings pitched, three wins and an ERA under 4.00. Freshman pitcher David Lucia is leading the team in innings pitches at 26, has pitched two complete games and has an ERA a smidge over 3.80. Riggs is second in innings pitched and has a ERA under 3.20. Along with their impressive win over the Sun Devils almost a couple of months ago, the Jacks also took two of three games in their series against #19 Texas Tech March 27. The Jacks will play two more series at Sinagua Middle School before the regional playoffs start May 6.

HILLTOP TOWNHOMES THE SUITES

College communities to fit your lifestyle, & your budget. All just steps to campus. ∙ ∙ ∙ ∙ ∙ ∙ ∙

Great locations — walk or bike to class Private bedrooms & bathrooms available Fully furnished suites & townhomes Amenities for a fit & healthy lifestyle Academically-oriented environments Individual liability leases Roommate matching available

Apply online today at

AMERICANCAMPUS.COM FORMALLY STUDENTHOUSINGNAU.COM

PROUD SPONSOR OF NAU ATHLETICS

Where students love living. ®

Amenities subject to change. While supplies last. See office for details.

SPORT S

Comeback falls short in only spring home game

BY MATTHEW KIEWIET

he NAU soccer team lost its first and only home game of the spring season 3–2 to the Dixie State Storm April 2 at Lumberjack Stadium. Although it was an exhibition game, it was very physical as both teams were out there to make a statement. “I think both teams, physically, kind of went after it,” said head coach Andre Luciano. “I think people have a misconception that in spring everyone is just laid back. People are playing to win, they’re playing to showcase themselves and so it was just a good college game for us.” In just their second game following a fourmonth layoff, the Lumberjacks appeared a bit rusty as they found themselves in a 2–0 deficit early in the first half before they were able to get things going offensively. With about 20 minutes to play in the half, sophomore midfielder Missy Kettelkamp received the ball from sophomore goalkeeper Meghan Dickmann on the far sideline as sophomore forward Adrian Nixt found a gap between two defenders. Kettelkamp was able to slip Nixt the ball and Nixt chipped it over the goalkeeper for NAU’s first goal. “I thought attacking-wise we did a great job of getting forward and getting a lot of numbers,” Luciano said. “We created a lot of chances. We just gave up a couple silly goals and that’s it.” The Storm’s relentless front line stayed aggressive, however. Sophomore forward Gina Tedrow added another goal for Dixie State in the last minute of the first half. The Jacks had plenty of opportunities in the second half, including six corner kicks, which resulted in zero goals. Freshman forward Haleigh Van Allen scored the only point by crushing the ball into the top left corner from about 20 yards out. “They’re heading in the right direction right now,” Luciano said. “The number one thing we wanted to do was assert ourselves offensively and we did that. We graduated two seniors in the back so we need to continue working on that. But we’re heading in a great direction.” The loss drops NAU to 1-1 so far this spring, but the Jacks are in good spirits about the upcoming 2016 regular season. “No one on the field gave up and we played whistle to whistle,” Nixt said. “That’s one thing that we’ve always worked on — not getting our heads down and finishing what we started.” The Jacks went on to win their match up against Grand Canyone University 1–0 April 3.

TOP LEFT: Junior defender Morgan Rooney, junior midfielder Mattie Wojcik, freshman midfielder Chantal Deroos and freshman defender Amber Measley finish their warm-up before the game against Dixie State April 2. TOP RIGHT: Sophomore defender Riley Porter dribbles toward a Dixie State defender with junior midfielder Mattie Wojcik looking on in anticipation. BOTTOM: Freshman forward Emma Bushell, like many of the Lumberjacks, sees a scoring opportunity denied by Dixie State’s aggressive back line. (Photos by Holt Frazier)

28 T HE LUMBER JACK | JACKCEN TR AL .ORG

Online at JackCentral.org In print every Thursday TheNAULumberjack

@jackcentral

SPORT S

Singles play propels Jacks to fourth straight win

BY MATTHEW KIEWIET

he NAU men’s tennis team defeated the University of Northern Colorado Bears 5–2 April 3 at the Aquatic and Tennis Complex and appear to have hit their stride as they approach the final three regular season matches. In what would be their sixth Big Sky Conference win and 10th victory overall, it looked as though the Lumberjacks had their work cut out for them after they lost the doubles point. Sophomore Eden Peleg and freshman Tim Handel took care of business on court one 6–3 only to see the team of sophomore Adi Zilberstein and freshman Lucas Taylor along with the sophomore pair of Felix Schumann and Jackson Lee both lose 7–5 on courts two and three, respectively. The Jacks bounced back immediately in singles play, rattling off five straight points in straight sets. “In singles we’re kind of gelling together and playing really good tennis,” said head coach Ki Kroll. “I was pretty happy. The doubles — [Northern Colorado] is always tough in doubles. There’s a few teams in the Big Sky that are just really good. Certain teams play

doubles at a really high level, but for us, we’re just trying to get a little better each time. We haven’t really had everybody playing with everyone quite so much, but in singles things are really starting to come together for us.” First to finish was Schumann — 6–2, 6–1 — on court three to tie the match at one. Freshman Thomas Fisher then gave NAU the lead with his victory on court six 6–4, 6–2. Taylor, Handel and freshman Ruben Montano all finished their matches within the span of about 15 minutes—each victorious—to put the finishing touches on the Jacks’ fourth consecutive win. “It’s of great importance,” Taylor said regarding the dominance NAU showed. “We got off to a bad start in conference, but now we’re on a roll. We had two good wins this weekend and today topped it off. Everyone did good, they were good wins.” NAU’s next two matches will be on the road Sophomore Felix Schumann lunges for the ball April 2 at the Aquatics and Tennis with the first being against Southern Utah April 9 Complex. Despite losing his doubles match, Schumann was able to regroup and win his singles match 5–7, 6–0 (10–5). (Photo by: Kelsey McHugh) at 10 a.m.

Jacks emerge victorious in clash of Big Sky titans

BY ZACH ASHTON

he NAU women's tennis ranked first in the Big Sky Conference in their match against the Weber State on April 3. Weber State was second, only a half game behind. The Lumberjacks defeated the Weber State Wildcats 5–2 in Ogden, Utah. It was the third straight match that the Jacks started off by winning the doubles point. Senior Jordan Denesik and junior Marta Lewandowska got the ball rolling for the Jacks with their 6–2 doubles win over sophomore Dominique Beauvais and freshman Morgan Dickason. The Jacks secured the doubles point with a 6–4 win from freshman Hannekke Lodewijks and sophomore Blanka Szavay over the pairing of senior Kristi Elmer and freshman Sara Parker. "We have been struggling with doubles all year," said head coach Kim Bruno. "It has kind of been an ongoing joke that we are still winning matches without winning the doubles point. We have made some adjustments with our lineup and have kept sticking with high energy and attacking aggressively. It is finally clicking with the girls at the perfect time." Dickason evened up the scoreboard for the Wildcats with their 6–1, 6–1 win over freshman Eirene Granville. With the score knotted up at 1,

all the Jacks turned the intensity up, winning their next three singles matches and clinching the victory. After Lewandowska defeated Parker 6–3, 6–3 and Lodewijks defeated senior Agata Bachanek 6–2, 6–4, Szavay crushed all hopes of a comeback for Weber State with her 6–4, 6–1 win over Elmer. With the match already in the books, junior Hailey Rochin lost to Beauvais 6–4, 3–6, 2–10 before Denesik closed out the weekend for the Jacks with her third-straight singles victory. She defeated sophomore Devi Hasan 6–7(4), 6–4, 10–4. The win gives NAU an 8-1 record in the Big Sky and a two-and-a-half game lead over Weber State for first place. The Jacks took all three of their matches this weekend, including two against conference opponents. “It is a step closer to winning the regular season [title]," Bruno said. "It was an overall great performance for the girls this weekend. They were determined and wanted it more than the other teams. I could not be more proud of how we came out ready to play on the road." The Jacks will host their final regular season match of the season April 9 against the University of North Dakota.

30 T HE LUMBER JACK | JACKCEN TR AL .ORG

Junior Hailey Rochin gets ready to return a shot during a singles match against Sacramento State. The Jacks defeated the Wildcats 5–2. (Photo by Holt Frazier)

The easiest thing to see? A doctor.

“Caring for Arizona’s Eyes for 30 Years”

NAU STUDENT DISCOUNT

20 Off 10 Off %

OPTICAL FRAMES 1

DISPOSABLE CONTACT LENSES 2

LOWEST PRICES ON ALL MAJOR BRANDS OF CONTACT LENSES!

Doctors in Every Office*

Schedule your appointment at: 800-EYE-CARE or nationwidevision.com FLAGSTAFF | 801 S. MILTON | 86001 | (928) 213-1400 Offers cannot be combined with any other coupon, special offer or insurance plan unless otherwise noted. Certain Restrictions Apply, See Store for Details. *All Exams performed by Doctors of Nationwide Optometry P.C. (1) Current NAU Students Only. Must present current NAU School ID. Discount on frames of $159 and above. (2) Contact lens fitting fee and exam additional. Contact Lens discount on 6 months supply or more. (3) VSP® is a registered trademark of Vision Service Plan and is not affiliated with Nationwide Vision.

Vision Benefits go further at nationwide.

WE ACCEPT MOST MAJOR VISION CARE PLANS INCLUDING MEDICARE VSP®3 (GENERALLY APPROVED PROVIDER) • SPECTERA / OPTUM HEALTH • AVESIS • ALL AHCCCS PLANS DAVIS VISION BLUE CROSS • UNITED HEALTHCARE • HUMANA • CIGNA VISION AND MANY MORE!

Join us to explore the tension between

SERMON SERIES Every Saturday and Sunday from

April 2-May 1 COMMUNITY DISCUSSIONS 6:30 pm at CCoF

April 13 & May 1 3475 E Soliere Ave, Flagstaff, AZ 86004 928.522.0462 | ccof.net

School of Communication School ofand Communication College School of Social Behavioral Sciences of Communication School of Communication CollegeSchool of Social and Behavioral Sciences Schoolof ofCommunication Communication School of Communication College of Social and Behavioral Sciences School of Communication School of Communication College of Social and Behavioral Sciences School ofand Communication School of Communication College of Social and Behavioral Sciences College of Social Behavioral Sciences College of Social and Behavioral Sciences School ofand Communication College of Social Behavioral Sciences College of Social and Behavioral Sciences College of Social and Behavioral Sciences College of Social and Behavioral Sciences College of Social and Behavioral Sciences

Advertising Advertising ADV 207 INTRO TO ADVERTISING Advertising Advertising INTRO TO ADVERTISING MEDIA SELECTION ADV 310 207 ADVERTISING Advertising Advertising INTRO TO ADVERTISING Advertising ADV 207 Advertising INTRO TO ADVERTISING COOPERATIVE EDUCATION ADVERTISING MEDIA SELECTION ADV 207 389 310 INTRO TO ADVERTISING ADV 207 Advertising INTROTO TOADVERTISING ADVERTISING ADV207 207 INTRO Advertising ADV ADVERTISING MEDIA SELECTION 310 INTRO TO ADVERTISING ADV ADV 207 FIELDWORK EXPERIENCE COOPERATIVE EDUCATION ADVERTISING MEDIA SELECTION ADV 408 389 310 ADVERTISING MEDIA SELECTION ADV 310 TO INTRO TO ADVERTISING Advertising ADV ADV 207 ADVERTISING MEDIA SELECTION ADV207 310 INTRO INTRO TO ADVERTISING ADVERTISING ADV 207 ADVERTISING MEDIA SELECTION COOPERATIVE EDUCATION ADV 310 389 INTRO TO ADVERTISING 207 ADV ADVERTISING MEDIA SELECTION ADV 310 FIELDWORK EXPERIENCE COOPERATIVE EDUCATION ADV 408 389 COOPERATIVE EDUCATION Communication ADV 389 ADVERTISING MEDIA SELECTION ADVERTISING MEDIA SELECTION ADV 310 ADV 310 COOPERATIVE EDUCATION INTRO TO ADVERTISING ADV 389 207 ADVERTISING MEDIA SELECTION COOPERATIVE EDUCATION ADV 310 FIELDWORK EXPERIENCE ADV 389 408 ADVERTISING MEDIA SELECTION ADV COOPERATIVE EDUCATION 310 ADV 389 FIELDWORK EXPERIENCE ADV 408 FIELDWORK EXPERIENCE Communication ADV 408 EDUCATION COOPERATIVE EDUCATION COMMUNICATION ANALYSIS ADV ADV 389 FIELDWORKEXPERIENCE EXPERIENCE COM 101 COOPERATIVE Advertising ADV389 408 ADVERTISING MEDIA SELECTION COOPERATIVE EDUCATION FIELDWORK ADV 310 ADV 389 408 COOPERATIVE EDUCATION FIELDWORK EXPERIENCE Communication 389 ADV 408 FIELDWORK EXPERIENCE Communication COMMUNICATION ANALYSIS ADV 408 ADV 408 COM 101 Advertising INTRO TO ADVERTISING COOPERATIVE EDUCATION FIELDWORK EXPERIENCE ADV 207 WRITING FOREXPERIENCE COMM CHANNELS ADV 408 Communication COM389 131 FIELDWORK Communication ADV 408 COMMUNICATION ANALYSIS Communication COM 101 COMMUNICATION ANALYSIS ADVERTISING MEDIA SELECTION COM 101 310 FIELDWORK EXPERIENCE INTRO TOFOR ADVERTISING Communication Communication COMMUNICATION ANALYSIS ADV 207 WRITING COMM CHANNELS 408 COM 101 COM 131 BASIC COMMUNICATION THEORY Communication COMMUNICATION ANALYSIS COM 200 COM 101 COMMUNICATION ANALYSIS Communication COM 101 COMMUNICATION ANALYSIS WRITING FOR COMM CHANNELS COM 101 131 COOPERATIVE EDUCATION 389 COM ADVERTISING MEDIA SELECTION ADV 310 COMMUNICATION ANALYSIS WRITING FOR COMM CHANNELS 131 Communication BASIC COMMUNICATION THEORY WRITING FOR COMM CHANNELS COM 101 COM 101 200 COM 131 MASS MEDIA & SOCIETY COMMUNICATION ANALYSIS COM 101 WRITINGFOR FORCOMM COMM CHANNELS COM 212 131 Environmental COM 150 Communication COMMUNICATION ANALYSIS WRITING CHANNELS

Lei, R. 1239 Lei, R. 1239 1240 Lei, R. 1239 Lei, R. Mitchell, 1239 1241 1240 Lei, R. 1239 1682 Lei, R. K. 1239 Lei, R. Lei, R 1239 1240 Lei, R. Lei, R. 1239 Mitchell, K. Lei, R. 1242 1241 1240 Lei, R. 1240 Lei, R. 1239 1239 1683 Lei, R. K. School of Communication 1240 Lei, R. 1239 Lei, R. Lei,Lei, R R. Mitchell, 1240 1241 1239 Lei, R. 1240 Mitchell, K. 1242 1241 Mitchell, K. 1241 Lei, R. 1240 1240 Mitchell, K. 1241 of and Communication 1239 Lei, R. K. 1755 Mitchell, 1240 1241 Lei,Lei, R R. 1242 CollegeSchool of Social Behavioral Sciences Mitchell, K. Lei, R. Mitchell, K. 1240 1241 Mitchell, K. 1242 Mitchell, K. 1242 Mitchell, K. Mitchell, K. Staff 1241 1241 Mitchell, K. 1414 1242 Mitchell, K. Mitchell, 1240 1241 1242 College of Social and Behavioral Sciences 1757 Lei,Lei, R R. K. Mitchell, K. 1241 1242 Mitchell, K. Staff 1242 1242 1414 Lei, R. Mitchell, K. Mitchell, K. Faust, R. K. 1239 1241 1242 1428 Mitchell, 1242 Staff 1414 Staff 1414 1240 Mitchell, Lei, R. R.MK. A. / Schutten, J. Staff Faust, 1239 1242 1414 1428 Deterding, Neumann, Staff 1415/1416 1414 Staff 1414 1692 Staff Faust, R. 1414 1428 Mitchell, K. 1241 Lei, 1240 Staff Faust, R. 1428 Deterding, A. /M. Schutten, J. Faust, R. 1414 1414 1415/1416 1428 Faust, RR. R. Sommerness, Staff 1418 1414 Faust, R. K. A. 1428 Staff Faust, FIELDWORK EXPERIENCE Mitchell, 101 1414 WRITING FOR COMM CHANNELS 1694 COM 131 1428 ADV 408 1242 COOPERATIVE EDUCATION 389 1241 Deterding, // Schutten, J. BASIC COMMUNICATION THEORY Faust, R. WRITING FOR COMM CHANNELS 200 1415/1416 COM 131 1428 COM Deterding, A. Schutten, J. BASIC COMMUNICATION THEORY 200 1415/1416 Burford, C Staff COMMUNICATION ANALYSIS Sommerness, M. MASS MEDIA & SOCIETY Faust, R. WRITING FOR COMM CHANNELS Faust, R. WRITING FOR COMM CHANNELS Deterding, A. / Schutten, BASIC COMMUNICATION THEORY 101 1414 212 1418 COM 131 1428 COM 131 1428 COM 200 1415/1416 Foster, RACE, GENDER & MEDIA 301 1419 Faust, R.D.K. A. WRITING FOREXPERIENCE COMM CHANNELS Deterding, A./M. /Schutten, Schutten,J.J. J. BASICCOMMUNICATION COMMUNICATION THEORY FIELDWORK Mitchell, COM 131 1428 COM408 200 BASIC 1415/1416 ADV 1242 Communication Deterding, THEORY Faust, R. WRITING FOR COMM CHANNELS 1693 COM 200 1415/1416 131 1428 Sommerness, MASS MEDIA & SOCIETY Deterding, A. / Schutten, J. BASIC COMMUNICATION THEORY 212 1418 COM 200 1415/1416 COM Deterding, A Deterding, A. / Schutten, J. BASIC COMMUNICATION THEORY Sommerness, M. MASS MEDIA & SOCIETY COM 200 1415/1416 COM 212 1418 Foster, D. RACE, GENDER & MEDIA Sommerness, M. MASS MEDIA & SOCIETY Faust, R. WRITING FOR COMM CHANNELS 301 1419 COM 212 1418 COM 131 1428 Torn, J. / Sommerness, M. Communication MASS COMM REGULATION/RESPONSIBILITY Staff COMMUNICATION ANALYSIS COM 400 1420/1421 Deterding, A. / Schutten, J. BASIC COMMUNICATION THEORY Sommerness, M. MASS MEDIA & SOCIETY 101 1414 200 1415/1416 COM212 212 MASS 1418 Sommerness, & SOCIETY Deterding, A. /M. BASIC MEDIA COMMUNICATION THEORY 1696 COM 1418 200 1415/1416 Foster, RACE, GENDER MEDIA Sommerness, M.Schutten, J. MASS MEDIA && SOCIETY 301 1419 COM 212 1418 Schuffen, JD. COM Foster, D. RACE, GENDER & MEDIA COM 301 1419 Torn, J.R. /D.Sommerness, M.J. Sommerness, MASS MEDIA SOCIETY Sommerness, M. MASS MEDIA & SOCIETY Foster, D. RACE, GENDER & MEDIA Deterding, A.A./M. Schutten, BASIC COMMUNICATION THEORY COMM REGULATION/RESPONSIBILITY Staff COMMUNICATION ANALYSIS 400 1420/1421 COM 1418 212 1418 COM 301 1419 200 1415/1416 COM 101 1414 Faust, WRITING FOR& COMM CHANNELS Anderfuren, 131 1428 SOCIAL MEDIA STRATEGY 402 1429 Sommerness, M. MASS MEDIA & SOCIETY Foster, RACE, GENDER & MEDIA COM 212 1418 COM212 301 1419 Foster, D. RACE, GENDER & MEDIA Sommerness, M. MASS MEDIA & SOCIETY 1697 COM 301 1419 212 1418 Torn, // Sommerness, M. DuMity, AJ. Foster, D. RACE, GENDER & MEDIA MASS COMM REGULATION/RESPONSIBILITY 400 1420/1421 COM 301 1419 COM Torn, J. Sommerness, M. MASS COMM REGULATION/RESPONSIBILITY COM 301 1419 COM 400 1420/1421 Faust, R. WRITING FOR COMM CHANNELS Anderfuren, A. Foster, D. Deterding, A. / Schutten, RACE, GENDER & MEDIA BASIC COMMUNICATION THEORY Foster, D. RACE, GENDER & MEDIA Torn, J. / Sommerness, M. COM 131 1428 Sommerness, M. MASS MEDIA & SOCIETY SOCIAL MEDIA STRATEGY 200 1415/1416 402 1429 MASS COMM REGULATION/RESPONSIBILITY COM 400 1420/1421 1418 Neumann, M. SEMINAR IN COMM THEORY COM 698 2123 Foster, D. RACE, GENDER & MEDIA MEDIA Torn,J. Sommerness, M.J. 301 1419 MASSCOMM COMM REGULATION/RESPONSIBILITY COM212 400 MASS 1420/1421 Krueger, Torn, ///Sommerness, M. Foster, RACE, GENDER & 1698 REGULATION/RESPONSIBILITY COM 400 1420/1421 BJ.D. 301 1419 Anderfuren, A. Torn, J. Sommerness, M. SOCIAL MEDIA STRATEGY COM 402 1429 MASS COMM REGULATION/RESPONSIBILITY 400 1420/1421 COM Deterding, A. / Schutten, J. BASIC COMMUNICATION THEORY Torn, J. / Sommerness, M. Anderfuren, A. Sommerness, M. MASS MEDIA & SOCIETY COM 200 1415/1416 SOCIAL MEDIA 212 1418 402 1429 Neumann, M.A. Anderfuren, Foster, RACE, GENDER &STRATEGY MEDIA SEMINAR IN COMM THEORY 698 2123 COMM REGULATION/RESPONSIBILITY MASS COMM REGULATION/RESPONSIBILITY COM 1420/1421 SOCIAL MEDIA STRATEGY COM 400 1420/1421 COM 402 1429 301 1419 Torn, J.D. Sommerness, M. Anderfuren, A. Communication Studies MASS COMM REGULATION/RESPONSIBILITY COM 400 1420/1421 SOCIAL MEDIA STRATEGY COM400 402 MASS 1429 Sommerness, M Anderfuren, A. Torn, J. // Sommerness, M. 1699 SOCIAL MEDIA STRATEGY COM 402 1429 MASS COMM REGULATION/RESPONSIBILITY 400 1420/1421 Neumann, M. Anderfuren, A. SEMINAR IN COMM THEORY 698 2123 SOCIAL MEDIA STRATEGY COM 402 1429 COM Sommerness, M. MASS MEDIA & SOCIETY Foster, D. RACE, GENDER & MEDIA COM 212 1418 301 1419 Neumann, M. SEMINAR IN COMM THEORY 698 2123 Neumann, M. Anderfuren, A. Anderfuren, A. Torn, J. / Sommerness, M. SEMINAR IN COMM THEORY COM 698 2123 MEDIA STRATEGY SOCIAL MEDIA STRATEGY COM 402 1429 COM 402 1429 MASS COMM REGULATION/RESPONSIBILITY 400 1420/1421 Communication Studies Anderfuren, A. Anderfuren, AM. Neumann, M. Staff FUNDAMENTALS OFTHEORY PUBLIC SOCIAL MEDIA STRATEGY COM 402 1429 SEMINAR INCOMM COMM THEORYSPEAKING COM111 698 SOCIAL 2123 CST 1488 Neumann, Anderfuren, IN COM 698 2123 1700 SOCIAL MEDIA STRATEGY 402 1429 Neumann, M.A. Foster, RACE, GENDER & MEDIA SEMINAR IN COMM THEORY COM 698 2123 Torn, J. D. / Sommerness, M. Communication Studies 301 1419 MASS COMM REGULATION/RESPONSIBILITY 400 SEMINAR 1420/1421 SEMINAR IN COMM THEORY COM 698 2123 Communication Studies Neumann, M. Neumann, M. Anderfuren, MEDIA STRATEGY COM 402 1429 Staff FUNDAMENTALS OFTHEORY PUBLIC SPEAKING CST 315 111 1488 Neumann, M.A. SEMINAR IN COMM COMM THEORY Umphrey, L.M. BUS & COMM PROFESSIONAL SPEAKING COM 698 SOCIAL 2123 CST 1422 Communication Studies Neumann, SEMINAR IN COM 698 2123 Communication Studies Torn, J. / Sommerness, M. Anderfuren, A. MASS REGULATION/RESPONSIBILITY COM 400 1420/1421 SOCIAL MEDIA STRATEGY 402 1429 Staff FUNDAMENTALS OF PUBLIC SPEAKING Communication StudiesIN COMM CST 111 1488 Garcia Rodriguez, Staff FUNDAMENTALS OF PUBLIC SPEAKING Neumann, M. M CST 111 1488 COM 698 SEMINAR 2123 Communication Studies Umphrey, L. Communication Studies BUS & PROFESSIONAL SPEAKING Staff FUNDAMENTALS OF PUBLIC SPEAKING 315 1422 CST 111 1488 Mahaffey, J. NONVERBAL COMMUNICATION CST 321 1423 Communication Studies 1794 Staff FUNDAMENTALS OFTHEORY PUBLIC SPEAKING CST111 111 1488 Anderfuren, Neumann, M.A. SOCIAL MEDIA STRATEGY COM 402 1429 SEMINAR IN COMM THEORY 698 FUNDAMENTALS 2123 Staff OF PUBLIC SPEAKING Communication Studies CST 1488 Umphrey, L. BUS & PROFESSIONAL SPEAKING Staff FUNDAMENTALS OF PUBLIC SPEAKING 315 1422 Deterding, A CST 111 1488 CST Staff FUNDAMENTALS OF PUBLIC SPEAKING Umphrey, L. BUS & PROFESSIONAL SPEAKING CST 111 1488 CST 315 1422 Mahaffey, J. NONVERBAL COMMUNICATION Umphrey, L. BUS & PROFESSIONAL SPEAKING Communication Studies 321 1423 CST 315 1422 1727 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Neumann, M. 472 1424 SEMINAR IN COMM THEORY Staff FUNDAMENTALS OF PUBLIC SPEAKING COM 698 2123 CST 151 INTERPERSONAL COMMUNICATIONS Umphrey, L. BUS & PROFESSIONAL SPEAKING 111 1488 Communication Studies CST315 315 BUS 1422 Umphrey, & SPEAKING Staff L L. FUNDAMENTALS OF PUBLIC SPEAKING CST 1422 111 1488 Umphrey, Mahaffey, J. NONVERBAL COMMUNICATION Umphrey, L. BUS & PROFESSIONAL PROFESSIONAL SPEAKING 321 1423 CST 315 1422 CST Mahaffey, J. NONVERBAL COMMUNICATION 321 1423 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Umphrey, L. BUS & PROFESSIONAL SPEAKING Umphrey, L. BUS & PROFESSIONAL SPEAKING Mahaffey, J. NONVERBAL COMMUNICATION Staff FUNDAMENTALS OF PUBLIC SPEAKING 1794 472 1424 CST 315 1422 CST 315 1422 CST 321 1423 111 1488 Communication Studies Staff FUNDAMENTALS OF PUBLIC SPEAKING Umphrey, L. BUS & PROFESSIONAL PROFESSIONAL SPEAKING CST 111 1488 Mahaffey, J. M. NONVERBAL COMMUNICATION 315 1422 CST321 321 NONVERBAL 1423 Mahaffey, J J. Mahaffey, Umphrey, L. BUS & SPEAKING CST 1423 Electronic Media and Film COMMUNICATION 315 1422 Baker-Ohler, ORGANIZATIONAL COMMUNICATION Mahaffey, J. NONVERBAL COMMUNICATION 472 1424 CST 321 1423 CST Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION CST 321 1423 CST 472 1424 1728 Mahaffey, J. NONVERBAL COMMUNICATION Mahaffey, J. NONVERBAL COMMUNICATION Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Umphrey, L. Staff BUS & PROFESSIONAL SPEAKING FUNDAMENTALS OF PUBLIC SPEAKING Umphrey, L. BUS & PROFESSIONAL SPEAKING CST 472 1424 111 1488 CST 1422 CST 315 1422 Bader-Ohler, M Mahaffey, J. A. NONVERBAL COMMUNICATION Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION CST 321 1423 CST315 472 1424 Electronic Media and Film Baker-Ohler, M. COMMUNICATION Mahaffey, J. NONVERBAL COMMUNICATION CST 472 1424 Anderfuren, INTRO ELECTRONIC & NEW MEDIA School of Communication 321 1423 EMF 121 ORGANIZATIONAL 1243 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION CST 472 1424 1729 Electronic Media and Film Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Umphrey, L. BUS & PROFESSIONAL SPEAKING Mahaffey, J. M. NONVERBAL COMMUNICATION CST 315 1422 Hardy-Short, D 321 1423 Mahaffey, J. NONVERBAL COMMUNICATION CST 472 1424 472 1424 321 1423 Electronic Media and Film Baker-Ohler, ORGANIZATIONAL COMMUNICATION CST 472 1424 Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA EMFMedia 121 INTRO 1243 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Torn, J. TO MEDIA STUDIES CST 472 1424 EMF 122 1244 Electronic Media andFilm Film ollege School of Social Behavioral Sciences ofand Communication Electronic and Mahaffey, J. A. NONVERBAL COMMUNICATION Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION CST 321 1423 Anderfuren, INTRO ELECTRONIC & NEW MEDIA 472 1424 Electronic Media and Film EMF472 121 1243 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION CST 1424 Anderfuren, A. ELECTRONIC & NEW MEDIA 121 1243 Torn, J. INTRO TO MEDIA STUDIES Media and Film Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA Electronic Media and Film EMF 122 1244 EMF 121 1243 1685 AdvertisingElectronic Medoff, CONVERGED MEDIA I EMF 251 1245/1246/1247 Electronic Media and Film Film Anderfuren, A. INTRO ELECTRONIC &WORKSHOP NEWMEDIA MEDIA EMF472 121 INTRO 1243 Medoff, NJ. N. A. Anderfuren, ELECTRONIC & NEW Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Electronic Media and EMF 121 1243 CST 1424 ollege of Social and Behavioral Sciences Torn, TO MEDIA STUDIES Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA 122 1244 EMF 121 1243 INTRO Electronic Media and Film EMF Torn, J.J. N. INTRO TO MEDIA STUDIES 1686 EMF 121 1243 EMF 122 1244 Medoff, N. A. CONVERGED MEDIA WORKSHOP I 1239 Anderfuren, INTRO ELECTRONIC && NEW MEDIA Anderfuren, A. ELECTRONIC NEW MEDIA Torn, INTRO TO MEDIA STUDIES Electronic Media and Film 251 1245/1246/1247 EMF 122 1244 INTRO TO ADVERTISING Lei, R. Medoff, N ADV 207 Medoff, CONVERGED MEDIA WORKSHOP II EMF 252 1248/1249/1250 Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA Torn, J. INTRO TO MEDIA STUDIES 121 1243 Advertising EMF 122 1244 Torn, J.J. N. A. TO MEDIA STUDIES Anderfuren, A. ELECTRONIC &WORKSHOP NEW MEDIA MEDIAI EMF 122 1244 121 1243 Electronic Media and Film Anderfuren, INTRO ELECTRONIC & NEW Medoff, CONVERGED MEDIA Torn, INTRO TO MEDIA STUDIES 121 INTRO 1243 251 1245/1246/1247 EMF 122 1244 EMF 1687 Torn, J.J. N. INTRO TO MEDIA STUDIES Medoff, CONVERGED MEDIA WORKSHOP Medoff, N 251 1245/1246/1247 ADVERTISING MEDIA SELECTION Lei, R. Medoff, N. CONVERGED MEDIA WORKSHOP Anderfuren, A. INTRO ELECTRONIC &WORKSHOP NEW MEDIAIIIIII 1240 ADV 252 1248/1249/1250 EMF 122 1244 EMF 122 1244 EMF 251 1245/1246/1247 121 1243 Helford, P. THE ART OF CINEMA 382 1251 Torn, INTRO TO MEDIA STUDIES Medoff, N. CONVERGED MEDIA WORKSHOP EMF 122 1244 EMFTO 251 1245/1246/1247 ADVERTISING Lei, R. ADV 310 207 INTRO 1239 Medoff, N. CONVERGED MEDIA Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA EMF 251 1245/1246/1247 Torn, J. TO MEDIA STUDIES 122 1244 121 1243 1688 Medoff, N. CONVERGED MEDIA WORKSHOP IIIII 252 1248/1249/1250 EMF 251 1245/1246/1247 Medoff, N. CONVERGED MEDIA WORKSHOP N EMF EDUCATION Mitchell, K.Medoff, ADV 389 COOPERATIVE 252 1248/1249/1250 Helford, P. THE ART OF CINEMA Medoff, MEDIA WORKSHOP Medoff, N. CONVERGED MEDIA WORKSHOP Medoff, N. CONVERGED MEDIA WORKSHOP Torn, J.J. N. INTRO TO MEDIA STUDIES 382 1251 EMF 1245/1246/1247 EMF 251 1245/1246/1247 EMF 252 1248/1249/1250 122 1244 Mitchell, K. COOPERATIVE EDUCATION MEDIA SELECTION Lei, R. 389 1252 Medoff, N. CONVERGED MEDIA WORKSHOP Medoff, N. CONVERGED MEDIA WORKSHOPIIIIIIIIII 1241 ADV 310 ADVERTISING 1240 EMF 251 1245/1246/1247 EMF251 252 CONVERGED 1248/1249/1250 Torn, INTRO TO MEDIA STUDIES Medoff, N. CONVERGED MEDIA WORKSHOP EMF 122 1244 Medoff, N. CONVERGED MEDIA WORKSHOP 251 1245/1246/1247 1689 252 1248/1249/1250 EMF Medoff, N Helford, P. THE ART OF CINEMA Medoff, N. CONVERGED MEDIA WORKSHOP II 382 1251 EMF 252 1248/1249/1250 EXPERIENCE Mitchell, K. EMF ADV 408 FIELDWORK 1242 Medoff, N. CONVERGED MEDIA WORKSHOP II Helford, P. THE ART OF CINEMA EMF 252 1248/1249/1250 EMF 382 1251 Mitchell, K. COOPERATIVE EDUCATION Helford, P. THE ART OF CINEMA Medoff, N. CONVERGED MEDIA WORKSHOP I EDUCATION Mitchell, K. 389 1252 EMF 382 1251 EMF 251 1245/1246/1247 ADV 389 COOPERATIVE 1241 Mitchell, K. FIELD WORK EXPERIENCE Medoff, N. CONVERGED MEDIA WORKSHOP I 408 1253 II 1690 EMF 251 1245/1246/1247 Helford, P. THE ART OF CINEMA 252 1248/1249/1250 Medoff, N P. EMF382 382 THE 1251 Helford, ART Medoff, N. CONVERGED MEDIA WORKSHOP II EMF 1251 252 1248/1249/1250 Mitchell, K. COOPERATIVE EDUCATION Helford, P. THE ART OF OF CINEMA CINEMA 389 1252 EMF 382 1251 Communication EMF Mitchell, K. COOPERATIVE EDUCATION EXPERIENCE Mitchell, K. 389 1252 ADV 408 FIELDWORK 1242 FIELD WORK EXPERIENCE Helford, P. THE ART OF CINEMA Helford, P. THE ART OF CINEMA Mitchell, K. COOPERATIVE EDUCATION Medoff, N. CONVERGED MEDIA WORKSHOP II 408 1253 EMF 382 1251 EMF 382 1251 1691 EMF 389 1252 Helford, P 252 1248/1249/1250 Helford, P. THE ART OF CINEMA EMF 382 1251 Medoff, N. INDEPENDENT STUDY 497 1254 Helford, P.K. THE ART OF OF CINEMA CINEMA Mitchell,P. K. COOPERATIVE EDUCATION EMF 382 1251 EMF389 389 COOPERATIVE 1252 Mitchell, EDUCATION Helford, THE ART EMF 1252 382 1251 FIELD WORK EXPERIENCE Mitchell, K. COOPERATIVE EDUCATION 408 1253 EMF 389 1252 Mitchell, K. EMF Staff ANALYSIS COM 101 COMMUNICATION 1414 Lei, R Mitchell, K. FIELD WORK EXPERIENCE 1758 Communication EMF 389 1252 EMF 408 1253 Mitchell, K. COOPERATIVE EDUCATION EMF 382 1251 Medoff, N. INDEPENDENT STUDY Mitchell, K. COOPERATIVE EDUCATION Mitchell, K. FIELD WORK EXPERIENCE 389 1252 Helford, P. THE ART OF CINEMA 497 1254 EMF 408 1253 Mitchell, K. COOPERATIVE EDUCATION Mitchell, K. FIELD WORK EXPERIENCE EMF 389 1252 EMF 408 1253 K. FIELD WORK EXPERIENCE COOPERATIVE EDUCATION EMF 408 1253 389 1252Faust, R. Lei,Mitchell, Journalism Medoff, N. INDEPENDENT STUDY Mitchell, K. FIELD WORK EXPERIENCE EMF 497 1254 408 1253 R 1759 FORCOOPERATIVE COMM CHANNELS EMF COM 1428 COOPERATIVE EDUCATION Mitchell, K. FIELD WORK EXPERIENCE EMF 389 1252 Medoff, N. INDEPENDENT STUDY 408 1253 Staff COMMUNICATION ANALYSIS 497 1254 COM 131 101 WRITING 1414 Medoff, N. INDEPENDENT STUDY Mitchell, K. EDUCATION EMF 408 1253 EMF 408 1253 EMF 497 1254 389 1252 CFM 435 Advanced Topics: Place-based Filmmaking Mitchell, K. FIELD WORK EXPERIENCE Medoff,N. N. INDEPENDENT STUDY EMF 408 1253 EMF104 497 INDEPENDENT 1254 Medoff, STUDY Mitchell, K. FIELD WORKAND EXPERIENCE Journalism EMF 497 1254 Tso, 408 1253 DuMity, A. GRAMMAR STYLE 1761 JLS 1255 Medoff, N. INDEPENDENT STUDY EMF 497 1254 Mitchell, K. FIELD WORK EXPERIENCE Medoff, N. INDEPENDENT STUDY EMF 408 1253 Deterding, A.Medoff, /RSchutten, J. COMMUNICATION THEORY 497 1254 COM 200 1415/1416 Faust, R. Lancaster, WRITING FORTopics COMM CHANNELS N. INDEPENDENT STUDY Medoff, N. INDEPENDENT STUDY Mitchell, K. FIELD WORK EXPERIENCE COM Journalism 131 BASIC 1428 EMF 497 1254 EMF 497 1254 408 1253 CMF 482 in Media Studies: Story of Film Medoff, N. INDEPENDENT STUDY K EMF 497 1254 Journalism DuMity, A. GRAMMAR AND STYLE 1883 Medoff, N. INDEPENDENT STUDY JLS 104 1255 EMF 497 1254 Sommerness, M. INTRO TO JOURNALISM JLS 105 1256 Medoff, N. INDEPENDENT STUDY EMF 497 1254 Journalism Sommerness, MEDIA & SOCIETY AND COM 212 1418 DuMity, A. GRAMMAR STYLE Deterding, A.Medoff, /M. Schutten, J. BASIC COMMUNICATION THEORY Journalism JLS 104 1255 STUDY COMJournalism 200 MASS 1415/1416 1760 Medoff, N N. EMF 497 INDEPENDENT 1254 C Journalism DuMity, A. GRAMMAR AND STYLE 104 1255 Sommerness, M. INTRO TO JOURNALISM DuMity, A. GRAMMAR AND STYLE Journalism Journalism JLS 105 1256 JLS 104 1255 Faust, R. FIELDWORK EXPERIENCE JLS 208 1257 DuMity,A. A. M. GRAMMAR ANDSTYLE STYLE Journalism JLS104 104 GRAMMAR 1255 DuMity, AND Foster, D. GENDER &SOCIETY MEDIA JLS 1255 COM 301 1419 DuMity, A. GRAMMAR AND STYLE JLS 104 1255 Sommerness, INTRO TO JOURNALISM Sommerness, M. MASS MEDIA & DuMity, A. GRAMMAR AND STYLE 105 1256 COM Journalism 212 RACE, 1418 JLS 104 1255 JLS Sommerness, M. INTRO TO JOURNALISM 105 1256 Faust, R. FIELDWORK EXPERIENCE DuMity, A. GRAMMAR AND STYLE DuMity, A. GRAMMAR AND STYLE Sommerness, M. INTRO TO JOURNALISM 208 1257 JLS 104 1255 JLS 104 1255 JLS 105 1256 Journalism DuMity, A.M. GRAMMAR AND STYLE STYLE Sommerness, M. INTROTO TO JOURNALISM 104 1255 Camden, L. M. SPECIAL TOPICS: INT. JOURNALISM 1420/1421 1733 DuMity, AR.A. JLS105 105 INTRO 1256 DuMity, JLS 399 2035 GRAMMAR AND JLS 104 1255 Sommerness, JOURNALISM Torn, / Sommerness, 1256 COMM REGULATION/RESPONSIBILITY COM JLS Faust, FIELDWORK EXPERIENCE Foster,J. D. RACE, GENDER & MEDIA Sommerness, M. INTRO TO JOURNALISM 208 1257 COM 400 301 MASS 1419 JLS 105 1256 JLS Sommerness, M. INTRO TO JOURNALISM Faust, R. FIELDWORK EXPERIENCE JLS 105 1256 JLS 208 1257 Faust, R. FIELDWORK EXPERIENCE DuMity, A. GRAMMAR AND STYLE JLS 208 1257 JLS 104 1255 Anderfuren, A Camden, L. SPECIAL TOPICS: INT. JOURNALISM JLS 399 2035 Sommerness, M. INTRO TO JOURNALISM Faust, R. Faust, R. FIELDWORK EXPERIENCE 1256 JLS 105 / Camden, FIELDWORK EXPERIENCE 208 1257 JLS208 208 1257 408 1258/2036 R. Anderfuren, A.Faust, Sommerness, M. L. INTRO TOTOPICS: JOURNALISM FIELDWORK EXPERIENCE JLS 1257 MEDIA STRATEGY COM 1429 105 1256 Torn, J. / Sommerness, Faust, R. M. FIELDWORK EXPERIENCE MASS COMM REGULATION/RESPONSIBILITY COM 402 400 SOCIAL 1420/1421 1735 JLS 208 1257 Camden, L. SPECIAL INT. JOURNALISM 399 2035 JLS Lei, R Faust, R. FIELDWORK EXPERIENCE Faust, R. FIELDWORK EXPERIENCE Camden, L. SPECIAL TOPICS: INT. JOURNALISM Sommerness, M. INTRO TO JOURNALISM JLS 208 1257 JLS 208 1257 399 2035 105 1256 Faust, R. FIELDWORK EXPERIENCE / Camden, L. Camden, L. SPECIAL TOPICS: INT. JOURNALISM 1257 JLS 208 1736 408 1258/2036 JLS 399 2035 Faust, R. L. FIELDWORK EXPERIENCE SPECIAL TOPICS: INT. JOURNALISM 208 1257 Camden, L. JOURNALISM IMMERSION EXPER 2123 399 2035 JLS 490 1996 Camden, L. SPECIAL TOPICS: INT.JOURNALISM JOURNALISM Neumann, M.A.Camden, Faust, R. FIELDWORK EXPERIENCE JLS399 399 2035 IN COMM THEORY COM JLS 208 1257 SPECIAL TOPICS: INT. 2035 Anderfuren, JLS SOCIAL MEDIA STRATEGY COM 698 402 SEMINAR 1429 Faust, R. //L. Camden, L. FIELDWORK EXPERIENCE Camden, SPECIAL TOPICS: INT. JOURNALISM JLS 408 1258/2036 399 2035 Swanson, J JLS 284 BASIC PHOTOJOURNALISM 1737 Camden, L. SPECIAL TOPICS: INT. JOURNALISM Faust, R. Camden, L. FIELDWORK EXPERIENCE Faust, R. FIELDWORK EXPERIENCE JLS 399 2035 JLS 408 1258/2036 Camden, SPECIAL TOPICS: INT. 1257 Faust, R. //L. Camden, L. FIELDWORK EXPERIENCE JOURNALISM IMMERSION EXPER Faust, R. Camden, L. 2035 JLS 399 FIELDWORK EXPERIENCE 408 1258/2036 490 1996 JLS 408 1258/2036 Medoff, INDEPENDENT STUDY JLS 497 1259 Camden, L. SPECIAL TOPICS: INT. JOURNALISM JOURNALISM Faust, R.N. Camden,L. L. FIELDWORK EXPERIENCE 399 2035 JLS208 408IN COMM 1258/2036 Communication Studies R. ///L. Camden, FIELDWORK EXPERIENCE Camden, L. SPECIAL TOPICS: INT. JOURNALISM JLS 408 1258/2036 Neumann,Lei, M.Faust, 399 2035 R THEORY COM 698 SEMINAR 2123 Camden, JOURNALISM IMMERSION EXPER Faust, R. Camden, L. FIELDWORK EXPERIENCE 490 1996 JLS 408 1258/2036 1739 JLS Faust, R. //L. Camden, L. FIELDWORK EXPERIENCE Camden, L. JOURNALISM IMMERSION EXPER 1258/2036 JLS 408 490 1996 Medoff, N. INDEPENDENT STUDY Faust, R. / Camden, L. FIELDWORK EXPERIENCE Faust, R. Camden, L. FIELDWORK EXPERIENCE Camden, L. JOURNALISM IMMERSION EXPER Camden, SPECIAL TOPICS: INT. JOURNALISM 497 1259 JLS 408 1258/2036 JLS 408 1258/2036 JLS 490 1996 399 2035 Photography Faust, R. / Camden, L. FIELDWORK EXPERIENCE Camden, L. JOURNALISM IMMERSION EXPER JLS 408 1258/2036 JLS 490 1996 Medoff, N Staff FUNDAMENTALS OF PUBLIC SPEAKING Camden, L. JOURNALISM IMMERSION EXPER Faust, R. / Camden, L. FIELDWORK EXPERIENCE CST 111 1488 JLS 490 1996 408 JOURNALISM 1258/2036 1740 Communication Studies Medoff, N. INDEPENDENT STUDY Camden, L. IMMERSION EXPER 497 1259 JLS 490 1996 JLS Camden, L. JOURNALISM IMMERSION EXPER Medoff, N. INDEPENDENT STUDY 1996 JLS 490 497 1259 Medoff, N. INDEPENDENT STUDY JLS 490 1996 JLS 497 1259 Camden, L. IMMERSION EXPER Camden, L. JOURNALISM IMMERSION EXPER Medoff, INDEPENDENT STUDY Faust, R.N. /N. Camden, FIELDWORK EXPERIENCE Photography JLS 497 1259 JLS 408 1258/2036 Mehmedinovic, H. L. COMMUNICATION PHOTOGRAPHY PHO 181 JOURNALISM 1260 Camden, L. JOURNALISM IMMERSION EXPER 1422 Medoff, N. INDEPENDENT STUDY JLS 490 1996 JLS 497 1259 Umphrey, L. BUS & PROFESSIONAL SPEAKING Medoff, INDEPENDENT STUDY Camden, L. JOURNALISM IMMERSION EXPER CST 315 JLS 497 1259 490 1996 Staff FUNDAMENTALS OF PUBLIC SPEAKING Medoff, N. INDEPENDENT STUDY Photography CST 111 1488 JLS 497 1259 Medoff, N. INDEPENDENT STUDY Photography Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY Camden, L. JOURNALISM IMMERSION EXPER PHO 181 1260 JLS 497 1259 JLS 497 1259 490 1996 Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. PHO 199 COMMUNICATION 1261 Medoff, N. N. INDEPENDENT STUDY STUDY JLS 497 1259Mahaffey, Photography J. Medoff, NONVERBAL Photography INDEPENDENT CST 1423 JLS 1259 Mehmedinovic, H. COMMUNICATION Umphrey, L. BUS & 497 PROFESSIONAL SPEAKING PHOTOGRAPHY PHO 181 1260 CST 321 315 1422 Photography Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY PHO 181 1260 Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY 181 1260 Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY Medoff, N. INDEPENDENT STUDY Photography Photography PHO 199 1261 PHO 181 1260 JLS 497 1259 Minkler, S. J. H. BLACK AND WHITE PHO 281 1262 Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY Photography PHO 181 COMMUNICATION 1260 Baker-Ohler, M. ORGANIZATIONAL COMMUNICATION Mehmedinovic, COMMUNICATION PHOTOGRAPHY Hessinger, SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. CST 1424 PHO 181 1260 Photography PHO 100 INTRODUCTION TO PHOTOGRAPHY 199 1261 Mahaffey, J. NONVERBAL Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY CST 472 321 1423 199 1261 Mehmednovic, H PHO 181 1260 PHO 1742 Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. PHO 181 1260 PHO 199 1261 Minkler, S. BLACK AND WHITE PHOTOGRAPHY Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. 281 1262 Photography PHO 199 1261 PHO 101 Theory & Psych OF PHOTOGRAPHY Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. Public Relations Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. PHO 181 1260 Minkler, BLACK AND WHITE PHOTOGRAPHY PHO199 199 SPECIAL 1261 281 1262 Hessinger, J. TOPICS: THEORY & PHOTOG. Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY PHO 1261 181 1260 Swanson, J S. Baker-Ohler, M. COMMUNICATION Minkler, S. BLACK AND WHITE PHOTOGRAPHY Hessinger, J. SPECIAL TOPICS: THEORY & PSYC PSYC OF OF PHOTOG.1743 CST 472 1424 281 1262 PHO 199 1261 Electronic MediaORGANIZATIONAL and Film PHO Minkler, S. BLACK AND WHITE PHOTOGRAPHY 281 1262 303 STUDIO BLACK AND WHITE Hessinger, J.J. SPECIAL TOPICS: THEORY &PHOTO PSYC OF PHOTOG. Hessinger, SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. Minkler, S. BLACK AND WHITE PHOTOGRAPHY Mehmedinovic, H. COMMUNICATION PHOTOGRAPHY PHO 199 1261 PHO 199 1261 PHO 281 1262 181 1260 PublicPHO Relations Minkler, S. BLACK AND WHITE PHOTOGRAPHY PHO 281 1262 Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. Sinaga, S. INTRO TO PUBLIC RELATIONS Minkler, S. BLACK AND WHITE PHOTOGRAPHY 199 1261 Public Relations PR 272 1267 PHO 281 1262 1744 Minkler, S Minkler, S. BLACK AND WHITE PHOTOGRAPHY Hessinger, J. SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. PHO 281 1262 199 BLACK&AND 1261Anderfuren, A.Minkler, S. WHITE PHOTOGRAPHY1243 PHO 281 1262 INTRO ELECTRONIC NEWWHITE MEDIA Public Relations EMFMedia 121 Electronic and Film PHO 281 1262 Public Relations Minkler, S. AND PHOTOGRAPHY Minkler, S. BLACK AND WHITE PHOTOGRAPHY Hessinger, SPECIAL TOPICS: THEORY & PSYC OF PHOTOG. 1261 PHO 199 Sinaga, S. INTROMEDIA TO PUBLIC RELATIONS Public Relations Sinaga, INTRO TO PUBLIC RELATIONS PR 272 1267 Minkler, S. J. BLACK AND WHITE PHOTOGRAPHY Thull, J. S. NEW ENGAGEMENT PHO 281 BLACK 1262 PR 373 1268 Public Relations Minkler, S. BLACK AND WHITE PHOTOGRAPHY PHO 281 1262 Public Relations Torn, J. INTRO TO MEDIA STUDIES Sinaga, S. INTRO TO PUBLIC RELATIONS Public Relations EMF 1244 PR 272 1267 Anderfuren, A. INTRO ELECTRONIC & NEW MEDIA EMF 122 121 1243 Sinaga, INTRO TO PUBLIC RELATIONS Thull, J. S. NEW MEDIA ENGAGEMENT Minkler, AND WHITE PHOTOGRAPHY PR 272 1267 373 1268 PHO 281 BLACK 1262 Sinaga, S. INTRO TO PUBLIC RELATIONS Public Relations Public Relations PR PR 272 1267 Mitchell, COOPERATIVE EDUCATION PR 389 1269 Public Relations Sinaga, S.K. INTRO TOPUBLIC PUBLIC RELATIONS PR272 272 1267 INTRO TO RELATIONS A J. Public Relations PR 1267 Medoff, N.Hitt,Sinaga, CONVERGED MEDIA WORKSHOP I Thull, J. S. NEW MEDIA ENGAGEMENT Sinaga, S.K. INTRO TO PUBLIC RELATIONS EMF 1245/1246/1247 373 1268 1746 PR 272 1267 PR Torn, J. INTRO TO MEDIA STUDIES Thull, NEW MEDIA ENGAGEMENT Mitchell, COOPERATIVE EDUCATION EMF 251 122 1244 373 1268 389 1269 PR 272 1267 PR 373 1268 Mitchell, K. COOPERATIVE EDUCATION Sinaga, S. INTRO TO PUBLIC RELATIONS Sinaga, S. INTRO TO PUBLIC RELATIONS Thull, J. NEW MEDIA ENGAGEMENT Public Relations 389 1269 PR 373 1268 PR 372W PUBLIC RELATIONS WRITING Mitchell, K. FIELDWORK EXPERIENCE Sinaga, S. INTRO TO PUBLIC RELATIONS PR 408 1270 Thull, J. NEW MEDIA ENGAGEMENT Thull, J 272 1267 PR 373 1268 Thull, J. NEW MEDIA ENGAGEMENT 1747 Sinaga, S.K. INTRO TO PUBLIC RELATIONS PR 373 1268 272 1267Medoff, N. MEDIA WORKSHOP III Mitchell, K. COOPERATIVE EDUCATION Thull, J. NEW MEDIA ENGAGEMENT EMF 1248/1249/1250 389 1269 PR 373 1268 Mitchell, COOPERATIVE EDUCATION FIELDWORK EXPERIENCE 389 1269 PR 408 1270 Medoff, N. CONVERGED MEDIA WORKSHOP EMF 252 251 CONVERGED 1245/1246/1247 Thull, J. NEW MEDIA ENGAGEMENT Mitchell, K. COOPERATIVE EDUCATION 389 1269 Mitchell, K. COOPERATIVE EDUCATION FIELDWORK EXPERIENCE Sinaga, INTRO TO PUBLIC RELATIONS PR 373 1268 PR 373 1268 PR 389 1269 408 1270 Thull. J J. 272 1267 1749 Visual Communication Thull, J.S.K. NEW MEDIA ENGAGEMENT Mitchell, K. COOPERATIVE EDUCATION PR 373 1268 PRART 389OF CINEMA 1269 Mitchell, COOPERATIVE EDUCATION Thull, NEW MEDIA ENGAGEMENT PR 389 1269 373 1268 FIELDWORK EXPERIENCE Helford, P. THE Mitchell, K. COOPERATIVE EDUCATION 408 1270 Visual Communication EMF 382 1251 PR 389 1269 Mitchell, K. FIELDWORK EXPERIENCE PR 408 1270 Medoff, N. CONVERGED MEDIA WORKSHOP II EMF 252 1248/1249/1250 FIELDWORK EXPERIENCE 1750 Lei, R 408 1270 Mitchell, K. COOPERATIVE EDUCATION Mitchell, K. COOPERATIVE EDUCATION Mitchell, K. FIELDWORK EXPERIENCE Thull, J. NEW MEDIA ENGAGEMENT Visual PR Communication 389 1269 PR 389 1269 PR 408 1270 373 1268 VC 101 COOPERATIVE EDUCATION Mitchell, K. COMMUNICATION DESIGN Mitchell, K. FIELDWORK EXPERIENCE PR 389 1269 1271 PR 408 1270 Mitchell, K. FIELDWORK EXPERIENCE COOPERATIVE EDUCATION PR 408 1270 389 1269 Visual Communication VCART 101OF CINEMA COMMUNICATION DESIGN Mitchell,P.K.Lei,Mitchell, COOPERATIVE EDUCATIONEXPERIENCE 1271Helford, K. FIELDWORK Visual Communication EMF 1252 1751 PR 408 1270 R THE EMF 389 382 1251 Mitchell, K. FIELDWORK EXPERIENCE Visual Communication PR 408 1270 COOPERATIVE EDUCATION VC389 101 Mitchell, COMMUNICATION DESIGN 1269 1271 VC 161 K. FIELDWORK EXPERIENCE Mitchell, L. HISTORY OF VISUAL COMM PR 408 1270 Visual Communication 1272 VC 101 Mitchell, K. COMMUNICATION DESIGN 161 Visual Communication FIELDWORK EXPERIENCE L. HISTORY OF VISUAL COMM 1271 1272 PR 408 1270 Mitchell, K. FIELD WORK EXPERIENCE EMF 389 408 1253 VC 101 Visual Communication Mitchell, K. COMMUNICATION DESIGN 1271 Mitchell, K. COOPERATIVE EDUCATION EMF 1252 VC 101 Mitchell, K. COMMUNICATION DESIGN 1271 Mitchell, K. FIELDWORK EXPERIENCE Visual Communication Visual Communication 161 VC 101 L. HISTORY OF VISUAL COMM Mitchell, K. COMMUNICATION DESIGN PR 408 1270 De Toledo, R 1272 1271 Visual Communication VC 161 Mitchell, L. HISTORY VISUALDESIGN COMM VC101 101 Mitchell,K. K. COMMUNICATION DESIGN 1752 1272 1271 VC Visual Communication Mitchell, COMMUNICATION 1271 Medoff, N. INDEPENDENT STUDY OF EMF 1254 161 L. HISTORY OF VISUAL COMM VC 101 Mitchell, K. COMMUNICATION DESIGN 1272 VC 1271 Mitchell, Mitchell, K. FIELD WORK EXPERIENCE EMF 497 408 1253 Mitchell, K VC 101 VC 161 Mitchell, K. COMMUNICATION DESIGN Mitchell, L. HISTORY OF VISUAL COMM 1271 1272 VC 161 Visual Communication 1753 Mitchell, L. HISTORY OF VISUAL COMM 1272 VC 101 Mitchell, K. COMMUNICATION DESIGN VC 161 Mitchell, L. HISTORY OF VISUAL COMM 1271 1272 VC 161 Mitchell, L. HISTORY OF VISUAL COMM 101 K. COMMUNICATION 1272 1271 VC 161 Mitchell, L. HISTORY OFIMAGING VISUALDESIGN COMM 1272 L L. Medoff, N.Mitchell, STUDY OF VC101 251 COMPUTER EMF 497 INDEPENDENT 1254 1754 VC 161 Journalism Mitchell, HISTORY VISUAL COMM Mitchell, L. HISTORY OF VISUAL COMM VC K. COMMUNICATION DESIGN 1272 1272 1271 VC 161 Mitchell, L. HISTORY OF VISUAL VISUAL COMM COMM 1272 VC 161 299 SPECIAL TOPICS VC Mitchell, HISTORY OF 1272 2001 Pickett, V L. GRAMMAR STYLEOF VISUAL COMM JLS 104 1255 VC 161 AND HISTORY 1272DuMity, A. Mitchell, L. Journalism Sommerness, M. INTRO TO JOURNALISM JLS 1256 DuMity, A. GRAMMAR AND STYLE JLS 105 104 1255 Faust, R. FIELDWORK EXPERIENCE JLS 1257 Sommerness, M. INTRO TO JOURNALISM JLS 208 105 1256 Camden, L. SPECIAL TOPICS: INT. JOURNALISM 399 2035 Faust, R. FIELDWORK EXPERIENCE JLS 208 1257

GET AHEAD GET AHEAD GET AHEAD GET AHEAD GET AHEAD IN YOUR STUDIES!!! GET AHEAD GET AHEAD IN YOUR STUDIES!!! GET AHEAD IN YOUR STUDIES!!! IN YOUR STUDIES!!! GET AHEAD IN YOUR STUDIES!!! IN YOUR STUDIES!!! GET AHEAD IN YOUR STUDIES!!! nau.edu/summer IN YOUR STUDIES!!! nau.edu/summer IN YOUR YOUR STUDIES!!! STUDIES!!! nau.edu/summer IN nau.edu/summer nau.edu/summer nau.edu/summer nau.edu/summer nau.edu/summer nau.edu/summer nau.edu/summer