11-13-23 Emerald Media Group - ODE

Monday Edition

NOVEMBER 13, 2023

LANGUAGE IS

Emerald Media

CULTURE NEWS: The Rec’s Fitness Block hours PG 3 • OPINION: UO’s attendance policy is bad for students PG 8 • A&C: Stay warm with the UO Running Club PG 10

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NEWS

Daily Emerald

REC OFFERS HOURS FOR WOMEN, NON-BINARY AND TRANS PATRONS

IN OTHER NEWS

VOL. 125, ISSUE NO. 15

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Amidst a seemingly male-dominated gym culture, other students find refuge in the Student Rec Center’s exclusive fitness hours

NEWSROOM

BY MEGAN SNYDER • DESIGNED BY RYAN EHRHART

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Evan Huntington

Since 2011, UO’s Student Rec Center has offered female-identifying hours. Expansions have followed in recent years due to significant student interest and a movement to include transgender and non-binary communities in the time slot.

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ON THE COVER

Robin Rogers (left), Tom Delaney (center) and Jennifer Rice (right) all play a critical role in the American English Institute. The AEI has been a leader in English language teaching, research and service on the University of Oregon campus, located in Agate Hall on Agate Street in Eugene, Ore. (Sebastian Flores/Emerald)

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by Emerald Media Group, Inc., the independent nonprofit media company at the University of Oregon. Formerly the Oregon Daily Emerald, the news organization was founded in 1900.

Currently, Women’s/T+B hours take place in the Fitness Block of the Rec’s gym, the northernmost section of the building, from 1:00 to 3:30 p.m. Monday through Friday — an expansion from what was originally a one-hour opportunity in a smaller portion of the gym prior to Rec Center renovations in 2015. Another expansion happened earlier this year, with trans and non-binary students being accepted into these hours as well. “[The hours] have evolved over time,” Associate Director of Facilities Cody Weaver said. “A lot of that has been based on facility changes, the department’s assessments and user feedback.”

The exercise equipment located in the Fitness Block is fundamentally the same as that of the alternative spaces. “We’re intentional about that,” Weaver said. “So while providing this opportunity for our female-identifying students, we’re not taking opportunities away from our other patrons.”

Part of the way Rec staff gauges the utilization of this space is through hourly headcounts.

The amount of students working out in the Fitness Block during Women’s/T+B hours tends to be around a fifth to a third of the entire Rec population at that time.

“I think [the hours are] extremely beneficial and they’re really utilized by people that need that space,” Rec Center employee Camille Beaudoin said. “Some people do feel comfortable lifting in the open spaces, but I think they’re really important hours to maintain.”

According to shared sentiments by students who use these hours to work out, the major reason why the hours are beneficial is the anxiety felt by many female, trans and non-binary students in the maledominated portions of the gym.

“From my experience, the gym can be an extremely intimidating place where women, trans [and] non-binary folks seem held to a higher standard,” Beaudoin said. “We’re constantly mocked and joked about for what weights we can and can’t lift versus our male counterparts. I know some of my friends have also felt that way, especially in a male-dominated space.”

Junior Phoebe Borkus goes to the Rec Center gym two to three times a week and has attended the Women’s/T+B hours several times in the past, but is unable to this term due to her class schedule. “Oftentimes, it kind of feels like you’re out of your element or in a place you don’t belong,” Borkus said.

The benefit that both students and staff see in these hours is that they create a space where students feel more free to try workouts they would potentially feel uncomfortable doing in a different setting.

“When they start going to the gym, a lot of people can’t have professional help so a lot of us start lifting on our own and learning correct technique,” Beaudoin said. “With the gym being such an intimidating place, these hours can give space for people to do their workout regardless of judgment.”

Earlier this year, members from PE & Rec’s Inclusion Change Team met with administrators from Lesbian, Gay, Bisexual, Transgender Education and Support Services to discuss expanding Women’s Training Hours to include the transgender and non-binary communities.

However, another shift that some students would like to see is a second-time option for these hours in order to accommodate class schedules.

As for the enforcement of the hours, a sign is placed outside of the Fitness Block stating the time for women’s hours and employees place a whiteboard outside of the door as well to make the hours more clear.

“Obviously we don’t want to assume anyone’s identity so we try to be open towards that, but we try to use signage to try to enforce it,” Beaudoin said. “It’s honestly really well respected for the most part, people just know that these hours are pretty consistent.”

“During some of our busier times, we have a lot of folks in the building,” Weaver said. “Folks that are not female-identifying may wander over to that space and wonder why they can’t use it.

Questions do come up from time to time, and we address those concerns on a case-by-case basis.”

At this point in time, there are no plans for additional shifts or adjustments to the current Women’s/T+B hours, but Rec staff will “try to keep our finger on the pulse of how space is being used, but also connect with our patrons to see what their needs are,” Weaver said.

(Lulu Devoulin/ Emerald)

On Nov. 6, GTFF announced 97% of its voting members authorized a strike.

Assuming no contract with UO is reached, graduate employees could go on strike as soon as Nov. 27.

(Caleb Barber/Emerald)

Election Day was Nov. 7, with several local elections occurring in and around Eugene. Lyndsie Leech, interim city councilor for Ward 7, appeared poised to win a full term.

We want to hear from you: Email editor@ dailyemerald.com to submit a tip or a letter to the editor. The ideal length for a letter is 200-500 words, but we publish letters of various lengths online.

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A&C

CLUBS LIKE QTAPI WORK TO MAKE SPACE FOR QUEER, BIPOC STUDENTS The University of Oregon has several ethnic cultural clubs that provide community and support for students. For students that may identify as queer and BIPOC, these community groups are slim. BY DJ WOOLEY • DESIGNED BY GABRIELA MARTINEZ

Tucked away in a corner on the first floor of the Erb Memorial Center sits the LGBTQA3 center, a space specifically carved out for queer students on campus.

said. “QTAPI is important because it provides more intersectional representation for students and some kind of support system.”

At QTAPI a person’s whole identity is accepted and celebrated.

One floor above the QA3 office lies the Multicultural Center, a space made by and for ethnic students on campus.

Designated spaces for marginalized students on a mostly white, heteronormative campus are important. But what about spaces for students who identify as both ethnic minorities and queer?

“I don’t always feel safe at the MCC,” Emilia Koke, a fourth year student at UO, said. “And I don’t always feel safe at the QA3.”

There are two queer BIPOC clubs run through the QA3 center: Queer Trans Asian Pacific Islanders Coalition and Queer Trans Intersex Students of Color.

Koke and fellow UO students Zoë Tandingan and Tarini Ramasamy were inspired to start their club, QTAPI, after visiting a conference about trans youth advocacy and activism.

At the conference, the trio heard from QTAPI drag queens who worked to create an event that celebrated queer trans Asian and Pacific Islanders, which eventually became a citywide holiday in San Francisco.

“They were presenting and they said, ‘We want to spread QTAPI week across the country,’” Tandingan said. “Tarini said this is going to be our project, we are going to do this.”

When the trio got back from the conference, they worked against time constraints to get the club off the ground for QTAPI week, a week dedicated to queer trans Asian and Pacific Islanders.

“The hardest part was the time limit,” Tandingan said “ASUO has their own time frame and the LGBTESS has their own time frame and paperwork. It was a lot to coordinate with everyone.” The trio had to race against deadlines for funding in order to plan events in time for QTAPI week.

RESOURCES FOR QUEER, TRANS AND BIPOC STUDENTS

INTERSECTIONALITY: WHEN SOCIAL IDENTITIES INTERSECT AND OVERLAP In 1989, civil rights advocate and activist Kimberlé Crenshaw coined the term intersectionality. In a nutshell, intersectionality is the point at which a person’s identities overlap, creating unique social experiences for them.

Thus, a BIPOC individual who identifies as queer can experience racism, homophobia or transphobia and sexism all at once. Prior to Crenshaw coining the term, minorities who sought justice for racial and gender discrimination lost every court battle.

Intersectionality eventually became a published term in the Oxford Dictionary and gained more attention during the 2017 Women’s March.

Intersectional identities are real and create unique experiences for those who identify with more than one marginalized group.

Tandingan is a part of the Bi and Beyond club and the Filipino culture club. “Before QTAPI, I felt that my identity was split,” Tandingan said.

“There wasn’t a merging of those identities in a physical space.”

“When you have limited representation [at a predominantly white institution], intersectional representation is even more limited,” Tandingan PA G E 4

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UO’s QTAPI Coalition, South Asian Cultural Alliance and Kultras Pilipinas hosted a free dance workshop on Nov. 7, 2023. (Eliott Coda/Emerald)

According to Koke, access to student mental health counseling on campus can be very difficult, especially for queer, trans and BIPOC students.

“I don’t think there’s enough support for students, especially not for queer BIPOC students,” Tandingan said.

“A lot of the support systems for ethnic minority students are made by ethnic minority students.

There’s not a lot of support from the UO administration,” Tandingan said.

To Koke, queer BIPOC students are in the inbetween of a limited resource venn diagram. “The UO doesn’t do the best job supporting queer and trans students,” Koke said. “And I don’t think there’s enough support for BIPOC students.”

Community and support are important for students with marginalized identities. Koke, Tandingan and Ramasamy hope that they are providing those necessities with QTAPI. “I think that sense of belonging is so important, especially in college,” Koke said. “And that’s what keeps me going to continue creating more events.”

QTAPI meets every Tuesday from 4:00 pm to 5:00 pm. The club’s Instagram can be found here for more information about upcoming events and meetings.

2023

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Lane Events Center on 13th & Jefferson • Free Admission • Free Parking

The Most Festive Way to Shop for the Holidays!

November 18, 19 • 24, 25, 26 December 2, 3 • 9, 10 • 16,17 • 22, 23, 24

Hours: 10am -6pm • For full details, Artisan Directory and more visit www.holidaymarket.org

In recovery?

Curious about getting sober?

Is your substance use affecting school or relationships?

The Collegiate Recovery Center: • Supports students pursuing recovery • Provides individual consultations • Hosts recovery support groups • Offers a cannabis-specific group

Meetings and appointments

Follow the QR code to view our schedule or book an appointment.

EMU Room 331

recovery.uoregon.edu

recovery@uoregon.edu

uoregoncrc

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COVER

TEACHING ENGLISH

BY BUILDING CONFIDENCE

BY HANA DUSSAN • DESIGNED BY RYAN EHRHART

Traditional second language instruction does not prepare students to speak outside the classroom, but this UO institution teaches real-world confidence and cultural competency for new English speakers Language is more than grammar. Language is people — it is culture. It is the distinctly human ability to build community and diversify the way we speak and understand the world around us. Yet in traditional second language instruction, grammar is the sole focus. Rote memorization of vocabulary is valued over discourse and cultural understanding.

The American English Institute at the University of Oregon recognizes that second language acquisition transcends grammatical competence and offers innovative ways of teaching English to international students who are both unfamiliar with English and American culture. Language is not taught solely for the purpose of passing a class, but as a way of making friends, building confidence and creating a safe space.

PROBLEMS WITH SECOND LANGUAGE INSTRUCTION Second language acquisition is the study of how people learn a language, or languages, other than their mother tongue. Traditional second PA G E 6

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language instruction overfocuses on punctuation and grammatical structures that, although important, will not necessarily lead to real-world communication in the early stages of second language acquisition.

UO linguistics Professor Julie Sykes has observed this overfocus to be a barrier to second language communication outside the classroom.

Sykes has personal experience with this phenomenon, not only as a language instructor, but as a second language learner of Spanish.

“I’ve been an A+ language student all the way through my undergraduate [years] and I thought I spoke Spanish really well,” Sykes said. “I got to graduate school and my first interview they’re like ‘You don’t really speak Spanish well enough to teach Spanish — we might not be able to keep your assistantship.’”

Although Sykes was able to teach Spanish the following fall after practicing out in the real world during the summer, the experience was so impactful that it drives her work to this day.

“It really was this ‘Aha!’ moment for me because I did really well in all of my classes, I was a successful language learner by all definitions, so why couldn’t I do this work once I was called onto it?” she said.

Students take a break between classes in one of the study spaces in Agate Hall. The American English Institute has been a leader in English language teaching, research and service on the University of Oregon campus, located in Agate Hall on Agate Street in Eugene, Ore. (Sebastian Flores/Emerald)

According to UO linguistics faculty member and distinguished teaching Professor Keli Yerian, in order to feel comfortable speaking a language, students must have many opportunities to use it without fear of making mistakes –– a chance most students don’t get from classes alone.

Consequently, assessments are more a reflection on grammatical progress than speaking ability because they are easier to measure.

“If we could realign more of our assessments, we would be able to spend more of that time on those speaking abilities,” Yerian said. “People could come out of the classroom saying ‘Yeah I’ve done this a lot, I’ve figured out how to get my meaning across in this new language enough times that I feel ready to do it and not be embarrassed outside the classroom.’”

In order to gain this confidence, second language speaking must occur outside the classroom as well.

It could be at a language circle at Mills International Center, chatting with a native speaker or talking

COVER with friends, as was the case for Yerian.

“That’s what I did a lot with my best friend,” she said. “We used to just speak at our novice-level French together and just had a lot of fun with that and that motivated us and kept us going.”

of authentic English conversations. According to Ted Adamson, an instructor in the IEP program, the main difficulty students report is listening comprehension. Typical conversations are full of slang, connotative language and cultural references that make understanding difficult for students due to their unfamiliarity with the culture.

“In the old days, listening and speaking BUILDING classes would have tutors … and these CONFIDENCE tutors would come to join a class once a week,” Adamson said. “In those cases, The American English our international students could Institute offers two interact directly and extensively main programs: the with native speakers, so that Intensive English gave students a chance to really Program for practice authentic language. international There is no substitute for learners really having complicated who need to conversations.” improve their This was during the English in peak of the IEP program, order to get but after COVID-19, into a U.S. tutors were scarcely university, available. The AEI has and the plans to bring back these Academic programs, but in the English for meantime, instructors International are working diligently Students to expose their students program for to authentic language — UO students starting with movies. Robin who did not score Rogers, a senior instructor high enough on the in the IEP program, teaches test of English as a elective classes that focus on the foreign language. influence of American culture on In both programs, everyday speech. building confidence is “I’ve taught an ‘English through one of the first and most l movies’ class that students really like,” important skills that students a le rsi Rogers said. “We use a lot of idioms and i are taught. Second language w h ve ts Uni references to movies in our language, so that instructors are mindful of the cultural n me he really helps them to work on quotes from movies differences both in and out of the ig n on t S tu s s r a ce that people use a lot in our speech.” classroom that influence confidence. le a dents t he i s e r v i d er i n n o a d k These classes are incredible at creating As described by senior instructor I and II for the in E s r nglisthudy roo m diligently wosearch an l a n g u a g e t e a c h i n g , re confidence, skills and a safe space for students AEIS program Janine Sepulveda, one of the biggest to learn without inhibitions, but as Adamson cultural shocks for students is the idea of active iterated, there is no substitute to having authentic learning — a communicative approach that requires conversations. Rice explained how instructors student participation in the class by asking questions Although icebreakers are fairly typical in the encourage international students to practice and participating in discussions.

American school system, these activities have an English outside the classroom.

“A lot of students come from higher education extraordinary impact on student confidence and “Just being here, a lot of our students tend to cultures where it’s 100% lecture and there is no community building. As Yerian said, learning a second gravitate toward people of their own culture and conversation in the class. There’s no discussions language is difficult, so it is imperative that students we in AEI try to push our students out into other and students don’t ask questions,” Sepulveda said. feel comfortable making mistakes without feeling groups and get involved on campus,” Rice said.

“If you’re used to a lecture-only model, it’s a big discouraged and withdrawing from their peers.

While the AEI is doing a lot of pushing, transition to make for students.”

“Building a community where they feel safe to UO students can pull back. Rice said that Jennifer Rice, senior instructor II for the AEIS just give it a try is really big,” Rice said. “I really within the last five years, funding for many program, concurred with this statement, detailing work hard to make students feel comfortable international student programs have been cut. the ways in which she creates a safe space in her in the class. In that respect I feel like yes, they She is spearheading the movement to recover classroom in order to build confidence. all come from different cultures and they might the funding, but until then, UO English speakers “I take time in the beginning of the term to be hesitant to speak but they really do gain can make a difference by heading over to the AEI just let students get to know each other,” Rice confidence in it by the end.” located in Agate Hall. said. “They actually have to make up their own “We welcome the university to come and see statements about their own lives and their groups what our classes are like and come into our have to figure out if those statements are true or LEARNING AMERICAN CULTURE building and talk to our students,” Rogers said. “We not true, and I feel like that’s a lighthearted way to have such nice students so it’s a great place to be.” start the term.”

Another culture shock stems from the complexity

s b ty o e a s res of n j o h o e l O r yi n ut F eg g s t it t i a n s on om In as cam e s lish(Seb g p uso c i a l n n E re . , lo t i m e ricaene, O c a t e w it h e m A t d in h e n Eu g AgateheHir class mates. T i all on Ag ate Stre et

e /E en a m er a ld

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)

OPINION

MOORE: CHOOSE YOUR ADVENTURE

HEALTH OR GRADES

OPINION: UO’s attendance policy pressures students to pick between taking care of their health or taking a hit to their grades

BY MADDY MOORE • DESIGNED BY GABRIELA MARTINEZ As cold and flu season rocks college campuses, I inevitably wonder whether I’ll get sick. However, instead of worrying about the toll on my body or tissue supply, I immediately brace myself for a grade drop. Many of my classes over the last year began with my professor telling us the University of Oregon changed its attendance policy, and illnesses no longer count as excused absences.

With the variation and lack of clarity on attendance from class to class, I wanted to test my opinion and see if I had the right to be frustrated.

The policy, passed by the University Senate in June 2022, outlines a “reason-neutral” approach to course absences. Professors became the main source of attendance policies as the university removed any institutional enforcement of excused vs. unexcused terminology. For students, this means that one class could give you four free absences, while another could dock you multiple

points for each 10 a.m. you skip.

Ron Bramhall, UO’s associate vice provost for academic affairs, said that before this policy, professors weighed the value of students’ reasons for missing class on their own, determining what qualified as excused or unexcused. There was an existing issue of unequal access to doctor’s notes, which used to be allowed to merit an excused absence, but not anymore.

“It didn’t seem fair to us to say, ‘Well, if you have access to a private doctor you can get a doctor’s note, but if you don’t and you have to go to the University Health Center then you’re out of luck,” Bramhall said. Since UO’s Health Center does not write notes to excuse students with illnesses, the verification-by-note policy created inequity in those who ended up losing points for their absences.

With the inability to verify student absences, the professors were left to judge reasons by themselves. This is where inherent bias creeps

into the decision-making process ––according to Bramhall, this bias is what the University Senate wanted to decrease.

After many discussions and grumbling sessions with peers, I saw this policy as a way to incentivize us to come to class no matter what.

There have been a few classes where professors drop several attendance points, but most feel like your personal life and health come second to the classroom. This is where the emergency clause in the syllabus comes in. “‘If you have some extraordinary thing happen, an emergency, an event [or] whatever [and] you come to me, you tell me that something’s happened and you need some time and you can have it,’” Bramhall said on how faculty write these emergency clauses.

One concern with the emergency clause is similar to the original issue with excused absences; faculty could use subjectivity or bias to weigh the gravity of students’ personal experiences. Many of the situations students find themselves in fall outside of the written guidelines for the policy, making professors’ decision-making processes more complicated and open to interpretation.

Bramhall explained that the new policy could leave students with real and immediate crises without the accommodations that could help them.

“If your attendance policy is not meant to improve the learning of students, then why do you have it?” he asked, posing the question professors should consider as they create attendance policies.

The policy implemented over a year ago was meant to balance “how much students attend, how much work they do and how much of that is needed to successfully complete the course,” Bramhall said. The university is “trying to level the playing field a little bit but allow for extraordinary circumstances.”

Without an understanding of the policy’s goals, students with personal circumstances feel confined to either sharing private information and taking care of their health or keeping up their grades. The communication of attendance policies should be clear and considerate of the lives students lead outside of school.

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WEDNESDAY, NOVEMBER 15 Blairally Karaoke You’ll have five hours of karaoke fun!

Every Wednesday, Blairally will be holding free karaoke nights from 9 p.m. to 2 a.m. so you, too, can perform on stage. The combination music hall/nightclub/vintage arcade truly has it all. Host KJ Frenchie of Rising Phoenix Productions will provide you and your friends with the musical backing of any song your soul desires, and you can belt to your heart’s content on the same stage that Cedar Teeth, the Oregon-native roots band, performed on just days prior.

THURSDAY, NOVEMBER 16 “Murder on the 518” It must’ve been the butler!

The Willamette High School Theatre will be performing the family-friendly murder mystery “Murder on the 518” at 7 p.m. The play tells the tale of a plethora of “eccentric passengers, including two newlyweds, an astronomy professor, a sports recruiter, a CEO, a movie star, an aspiring musician, and others” who witness two other passengers mysteriously die just before a rockslide halts their train. Now the unlikely group must work alongside the train’s waitstaff to find out who the murderer is before it’s too late. Tickets are $7 for general admission or $5 if you happen to be a Willamette High School student.

SUNDAY, NOVEMBER 19 NOIRvember Film: ‘Too Late for Tears’ It’s about money, but it’s free!

This November, the Eugene Public Library will be celebrating the history of film noir with a series of showings. Join the EPL for its “NOIRvember” showing of the 1949 film “Too Late for Tears.” In the classic, a young woman mistakenly comes into possession of a sizeable bag of money and, in an effort to keep the cash for herself, goes on a murder spree. of The protagonist Jane Palmer, played by Lizabeth Scott, is often considered “one of the most vicious femme fatales in film noir.” The viewing begins at 4 p.m. and popcorn will be provided.

(Kaity Vanhoose/Emerald) M O N D AY, N O VE M B E R 1 3 , 2 0 2 3

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STAYING WARM WITH THE UO RUNNING CLUB

Jai Shah laces up his shoes before beginning his run. The UO Running Club is a group that gets together on campus to run together and train for races. (Molly McPherson/Emerald)

A&C

The UO Running Club is an open club sports team offering coaching, training and opportunities for students

BY JACKSON BUCKLEY • DESIGNED BY RYAN EHRHART

With the UO’s dominance in college sports and such a vast population of active students and athletes, there are so many opportunities for students to get active and get involved in club sports. Ranging from hockey to ultimate frisbee, Oregon has it all, including the UO Running Club. The head coach Tom Heinonen, who has coached at the UO for almost three decades, is a member of the U.S. Track and Field and Cross Country Coaches Hall of Fame.

is really here to get people fit and with a purpose,” Bob Williams, the assistant coach of the team, said. “It serves as an anchor point for students to look forward to.”

The team meets every school day during the fall, winter and spring terms at 3 p.m. on the intramural field next to the Student Recreation Center and south of 15th Avenue. Runners then have the opportunity to run at whatever pace is desired, and they can choose how far they run and who they run with. For runners that are looking The UO Running Club is a no-cut club sport for something a little less casual, Keaton Ibendahl, founded in 2003, allowing any student at any the student coordinator, said, “Tuesdays are more level of running to come to optional practices structured days, so during the fall that looks like whenever they want and allows students to train going to the cemetery to do a workout like running at their own pace. laps there, running around the turf or wherever “The club on Pre’s Trail. Then during the spring, we do track workouts on Tuesday evenings in Hayward Field, which is really cool.”

Along with the combination of casual and welcoming practices and more training-focused workouts, the team also has competitive cross-country and track opportunities as well.

The team has competed in four races so far this year, including races in Eugene, Portland and Salem. When referring to past and upcoming races, Ibendahl said, “At our last race at Lewis and Clark in Portland, last weekend, we had around 20 to 30 athletes. Every winter, we also go up to Seattle to run an indoor mile at the University of Washington. We take 24 people on The UO Running Club takes off for a rainy run on a Monday that trip, and it fills up as soon as afternoon. The UO Running Club is a group that gets together on campus to run together and train for races. (Molly McPherson/ we send that email out.”

Emerald) The UO Running Club also gets PA G E 1 0

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involved in local events around Eugene, including the “Run to Stay Warm” half-marathon that will take place on Sunday, Nov. 17. Along with the half-marathon, runners have the choice to run a 10K or a 5K that begins at the Eugene Water & Electric Board building and goes through Alton Baker Park and the Ruth Bascom River Path.

The annual race raises funds for the Eugene Water & Electric Board in support of residents who are struggling to pay their utility bills. With the race being at the end of the club’s fall season, it has become a tradition for students to participate. For those who choose to run, coaches Heinonen and Williams will give runners certain workouts with sets of interval or distance running, specific to the training needed for the 5K or half-marathon.

Ibendahl talked about her experience being a part of the team. “We try to incorporate day trips as well, like we did a day trip to the McKenzie River so our costs were just $10,” she said. “We did a trail run on the McKenzie River Trail, we went to the Belknap Hot Springs, ate pizza and stopped at a farm stand and got pumpkins. We try to do little things like that.”

For more information about the UO Running Club and events, you can check out their Instagram @uorunclub or their website uorunning. com. For more information about the “Run to Stay Warm” half-marathon, you can also visit their website and register to run at https:// runtostaywarm.com/.

CROSSWORD ACROSS

1 Balance __: gymnastics event 5 Theme park transport 9 Rave’s opposite 12 Opposite of calor 13 Crustaceans eaten by whales 14 Japanese wrestling form 15 *Seasonal New England attraction 17 Warmup exam for collegebound sophs 18 Jousting spear 19 Entourage 20 *Show of affection made with fluttering eyelashes 23 Hashtag on a social media post about gratitude, perhaps

from Mumbai 25 Actress Sophia 56 Opposite of 26 Lollipop taste chaos 27 Olympics sled 57 “Hmm ... bad 28 Feathery idea” neckwear 31 2028 Olympics 58 Writing implement host country: 59 Join with heat, Abbr. as metal pieces 32 *Big name in 60 __ fun at cloud storage 35 The NBA’s Thunder, on DOWN scoreboards 1 Closest pal, 36 __ Claire, briefly Wisconsin 2 Pitching stat 37 Experiment sites 3 Have a bug 38 Beneficiary of 4 Clam or oyster an exfoliation 5 Tracked down routine 6 Water under the 39 Polish, as shoes bridge 41 Pumpkin seeds 7 The “A” of IPA 44 *Improvises 8 D.C. United’s over a beat org.

47 Polo, for one 9 “Shrek 2” 48 Causing the character who heebie-jeebies occasionally 49 Tickle Me Elmo succumbs to toy company hairballs 50 Success10 Accumulate versus-failure 11 Written metaphor, and reminders what can be 13 __ cloth: found at the Ghanaian textile starts of the 14 Bike wheel part answers to the 16 Back muscles, starred clues briefly 55 Country across 19 Oven-safe the Arabian Sea glassware

20 “Nothing’s stopping me” 21 Goof 22 Corporate symbol 23 Color of UNICEF’s 22-Down 24 Salters of ESPN 27 Vinyl records, for short 29 Gumbo pod 30 Top poker cards 32 Little-known celebs 33 Wild speech 34 Comply 38 Speaks out 40 “Great blue” wader 41 Took a quick look 42 Goof 43 Two of a kind 44 Camera setting that affects depth 45 Sound alike 46 Tennis great Ivan 50 Go to seed?

51 Anger 52 “__ cares!”

53 58-Across contents 54 “The Simpsons” bartender

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