Parley 2013

Foreword

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I

I had found my voice.

I don’t think any of us knew what to expect on our first day in Professor Becco’s class. It was exciting and terrifying at the same time.

Who were we to decide what qualified to be published in Parley? We were just students too and for some this class was nothing more than an elective

credit. Despite my comfort with my own writing, I have always been afraid of what other people will think of it. I convince myself that it is not good enough and that I shouldn’t even bother. It wasn’t until I read “We Are All the Same” that I felt I could contribute anything of importance to Parley. It is a short, two page, 090 level paper, wrought with errors that I can only imagine are the bane of English professors everywhere, but it had something that made it worth reading.

It had a voice.

It is a voice full of courage and insight as the author shares “My individuality was hidden because I didn’t share it. My voice wasn’t heard because I didn’t use it.” This line inspired me. Why couldn’t or wouldn’t I share my voice? Isn’t this what Parley is all about? It is easy to feel inadequate as a 24 year old at a community college when all your peers have graduated years ago and are living their lives with successful jobs, families and have experienced the world in ways one can only dream of, but I remember that essay and its words of encouragement. I realize I am part of something too, and that “my silence would have kept me invisible.” I chose not to be afraid, to not limit myself by what I perceive others will judge me for. “After all, we are all the same, no matter what…”

Caleb Poe

never did care much for English. It was one thing to speak the language and understand what other people were saying to me, but sitting in the classroom and placing the words in the right lines of the diagram never made much sense. I had always tested at a reading level far above my grade, but the incessant segregation of the parts of speech was foreign to me. Perhaps this is why I never cared for writing through high school. It was frustrating. I could communicate effectively with my own voice, even understand the words that other people had written down, but to put my own thoughts to paper was an insurmountable task. It wasn’t until my first year at the Santa Fe Community College that I was able to bridge the gap between my love of reading and fear of writing. Professor Jerrall was a strange man with strange quirks that could make you chuckle if you had observed him outside the academic setting. He was, however, able to bring order to what seemed to be a nonsensical system of writing.

All those years of the jumbled and confusing sentence diagrams were made clear.

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Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi A Little Girl Remembers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 the bus is always late this time of day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Letter from a Birmingham Jail: The Cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The Wave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 The Disregarded Poor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 “District 9� and Ethnic Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 A Price So Dear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Public Education: Focusing on Our Failures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 A Precious Commodity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 iv Parley 2013

Refuge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Making Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Confessions of an Everyday Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Living a Masquerade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Death of a Soldier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 The Hidden War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Polygraphs: Truth about Lies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Progression on the Ponds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 All Of Me: Fear, Sinew, Mirrors, Words and the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Pivotal Seconds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 I Must Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 The Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 v

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Contributors

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Caleb Poe is a 24 year old Journalism major who served on the Parley Editorial Board. He plans to pursue a Bachelor’s degree and work as an intern with the Associated Press or a local newspaper. As a kid, Caleb spent a lot of time playing outside which provided him plenty of time to think and dream. Although he didn’t learn to write about those dreams until later, he always loved reading. Poe says, “Journalism has always felt like an adventure and I can’t wait to be able to practice what I have learned here at Pikes Peak.” Caleb would like to clarify he is NOT related to Edgar Allen Poe.

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Christy Wiabel-Smith is in her last semester at PPCC and is hoping to transfer to CSU Pueblo or Colorado State’s Global online campus in the Fall. Christy served on the Parley Editorial Board in 2012. She has been married for 2 years, has 2 children, 2 step children, a granddaughter and welcomed a grandson this semester. Growing up in Memphis during the Civil Rights era inspired this story which is based on actual events in her life.

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Susan Brewer is a 54 year old, married, mother of two who is currently studying Color Theory under the mentorship of Ann McKean at Pikes Peak Community College. She was proud to be able to attend four watercolors courses offered by top watercolorist in the nation, Mr. Thomas Owen. Her own paintings are influenced by her developed health conditions as a way to manage pain. Susan has a deep love and belief in Jesus Christ, which is incorporated into some of her art as well.

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Megan B. “Embi” LeFurge is a pre-nursing student at PPCC who hopes to obtain her BSN and work on a Native American Reservation.

Before attending PPCC, she studied vocal jazz performance and world folk music at UCCS; in turn, musicality and improvisation manifests in her poems. She reveres the library like a place of worship and is eternally grateful for the new discoveries at every turn of a corner and every turn of a page. She would also like to thank her poet friends for reading her “Untitled” poem with both critical and gentle eyes.

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Wesley Parker is a graduate of PPCC and is studying a second degree. He is a California native pursuing his dream of being a college graduate in Colorado Springs. He is active in his local church while awaiting the arrival of his first child (a little girl). He has an associate of applied science degree in telecommunication production and is working toward a Bachelor’s degree in Mass Communication. He is a Phi Theta Kappa member with a 3.55 gpa and is the recipient of the PPCC inspirational achievement award.

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Andrian Moore, 35, is studying Speech, Language, and Hearing Sciences at PPCC and plans to transfer to Metro State University for her bachelor’s degree. As an at-home mother for many years, she has always felt inspired to work with children. Her favorite class at PPCC was Western Civ with Wayne Artis, taken in her first semester of college. She reports that she “struggled a lot, but learned what it takes to be a successful student.” Andrian’s motivation for her essay was to unveil her own visceral reaction to Dr. King’s powerful and eloquent letter.

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Kimberly Baker moved to Colorado from Atlanta, Georgia, with her husband Jeremy and their loveably-lazy cat Artemis. She loves to write novels and short stories as well as poetry, and when she is not writing she enjoys reading and playing video games. She is majoring in English at Pikes Peak Community College and hopes to one day become a middle school English teacher.

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and consume artistically.”

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poverty in America.

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Shayla Byers is a 29 year old mother, who wants to be an occupational therapist. Her motivation for her essay comes from her eleven year old son, who is severely autistic. Following the completion of her classes at PPCC, she looks to continue her schooling at UCCS, and eventually obtain a degree from CSU. Shayla was prompted to write her piece about the poor in America, because she feels that racial stereotyping has led to improper handling of

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Michael D. Jordan a 25 year old Psychology major served in the Air Force. Michael’s goals are to complete his Bachelor’s Degree, Master’s, eventually his PhD, and grow an awesome beard. He is especially focused on the beard.

When discussing the motivation for his essay Michael suggests, “I often see a lot of connections to the social sciences in popular culture, and I believe a lot can be learned about us as a culture and individuals by what we produce

22 year old Multimedia Graphic Design major, Lauren Behan, created the beautiful pieces Maestro and Serengeti Sunrise. Lauren’s parents are artists and they taught her the love of the fine arts and creativity. She wishes to take her passion of creating wild concepts into the video game industry when she has finished at Pikes Peak Community College. Lauren was inspired by the Orchid Mantis when she created Maestro and wanted to capture its essence. She created Serengeti Sunrise to reflect South African culture and art, including the coffee plant which is one of the country’s largest exports.

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Jessica Johnson, age 31, author of “A Price So Dear” is majoring in Anthropology here at PPCC. Her favorite teacher is Justin Burnette, a US History professor. She says, “His focus on the flow of history and the impact events had on the lives of everyday Americans, rather than a plethora of facts and dates to regurgitate, gave me a richer understanding of history.” After she leaves PPCC, she would like to continue her studies and one day enter the field of Paleoanthropology. Her inspiration for her essay was to show that it is never too late for a new beginning.

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Emily Williams a 21 year old PPCC student, currently pursuing an Associate of Arts. She intends to finish up her degree at a university following her graduation from Pikes Peak, though she has not yet decided where. Her favorite class was Creative Writing, taught by Deidre Schoolcraft, where she learned how to better organize her essays to be an effective writer. She was motivated to write about the troubles with the education system because she feels that teachers receive much of the blame for a problem that has many factors.

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Benjamin Smith, an award winning artist, claims that he is still in the process of becoming a sculptor. His path started four years ago when he moved to Colorado Springs in pursuit of an Engineering degree at PPCC. His initial path took him on a direction he hadn’t considered and led him to his passion. Of his art Ben asserts, “It’s no longer satisfactory that something simply looks beautiful, intricate, or detailed. The essence, the message, the soul of the piece is what gives art strength.”

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Rebekah Artman thrives on writing papers for class and has always excelled in English. Not only is she pursuing a degree in English, she is also only a few months away from completing her first novel. Rebekah looks forward to continued writing, tutoring, and possibly becoming an Assistant Teacher after graduation.

She has enjoyed many classes, but names English as one of her top five favorites. As for her favorite teacher, Rebekah has chosen Professor Danen Jobe. This instructor inspired and taught her to become the writer she is today, and for that she is very grateful.

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Dax Garner Bushway is an 18 year old Pikes Peak Community College student majoring in Psychology. Through his own life, he has experienced much hardship so he aspires to reach out and help others work through their own pain and suffering. His motivation for this piece was to show others how God has worked in his own life. He professes, “Jesus is my all in all; I am nothing without His love and grace.”

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Gabriel Wilson, a 22 year old Biology major at PPCC, hopes to one day get a complete a Master’s degree and become a physician’s assistant. Gabriel looks forward to a life of helping patients. At PPCC, Gabriel loved ENG class with instructor Dan Todd.

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Allison Medina, age 20, is an Art and Art History major. Allison loves her courses, because her eyes have opened to how interwoven and relevant history can be. Allison knows she wants to travel and create more art. She remembers watching historical movies and documentaries with her father, which sparked her own love and curiosity about history. She goes on to say, “It only makes sense that I’ve fallen in love with art history, because it combines both of my favorite interests.”

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Jane Snow is a twenty one year old English major who knows the value and the impact good instructors have on a person’s path in life.

Troubled by the less-than-exemplary teachers she had when she was growing up, Jane presses towards becoming the powerful high school English teacher she never had. In writing this work, Jane wanted to share her personal story and encourage others who might be going through similar struggles at school.

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Donald Crandall is a 34 year-old student at PPCC. He is majoring in the automotive industry because he has always been into cars, and after PPCC he plans to open his own shop.

Donald’s motivation behind the words of “Death of a Soldier” was to share a difficult time in his life. Of all the instructors Donald has had, Brook Bhagat was his favorite because, as Crandall says, “She brought a new look on writing for me.”

Matthew Quiroz was inspired during Operation Iraqi Freedom to create, Tears of Red. Matthew, 48, is now working on his Outdoor Leadership/Recreation Technology degree. After spending 22 years in the Army, he decided the program fit perfectly with his skills and personality. His favorite class is Ann McKean’s 3D Design class. She encourages and motivates to her students. Matthew plans to enjoy his retirement from the military when he finishes at PPCC and wants to continue creating art.

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Lindsay Emerson says, “I realized I wanted to become a social worker when I went to the Veteran’s Administration and saw the impact social workers had on our country’s heroes; too many service members are not getting the appropriate help they need and I want to help them.” She wrote “The Hidden War” essay after spending 4 years in the Army and seeing that hundreds were not given proper care and that this is a problem that is destroying people’s lives every day. Emerson adds, “I accept that I have my own bias in this piece and I do not speak on behalf of anyone but myself.”

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Kelsey Fonzi is a 19 year old majoring in Psychology. She plans to attend Metropolitan State College of Denver to get her Bachelors then to a PhD. She has always been mesmerized by the complexity of the human psyche, which has driven her to pursue this field in hopes of gaining further insight. “There is an abundance of false information about the legitimacy of polygraph tests” Kelsey’s motivation was to show how unreliable the test is and how detrimental it can be when used as a means of determining truthfulness.

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Curtis South is a 24-year-old Computer Science major planning to transfer to CSU in Fort Collins after finishing his Associates at Pikes Peak Community College. The attraction to computers began in his childhood and has stuck with him through the years, shaping the road he plans to follow into his field. His favorite class, thus far, was wood shop, where he joined in the process of creation and fun with many of his friends. Curtis wrote “Progression on the Ponds” when he was homesick. His teacher asked him to write about anything, so he chose to share his favorite place, his family farm.

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David Musgrove is a 27 year old Journalism major at PPCC. He is working on a novel and loves to share stories and important facts that impact our society. David appreciates the learning experiences from Stephen Collins and Kathy Sturdevant’s class. He shares that his motivation for this essay was “confession, and baring my secrets.” David’s words are powerful as he says, “I am a veteran, and yet I yearn to be human again in this world someday.”

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Derek Hajdik, is a 30 year old veteran. In his time serving, he gained many valuable lessons: “do what you love and don’t put your happiness on the back burner” — that’s why he is pursuing a Fine Art major. His piece represents the combat veterans, because for them life after war is never the same. Derek feels lucky to have an incredible family to help him re-integrate.

Many veterans do not have the same support.

Derek wishes to thank Garry Glissmeyer, his drawing instructor, who has helped him make great strides as both an artist and a person.

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Sara G. Cofield is a 20-year-old Visual Arts major who plans to transfer to UCCS for a Bachelor’s Degree in the same field. Film Photography II with Richard Rinker remains her favorite class because of the specialized skill she learned developing film in a dark room.

Learning is an overwhelming need and passion in her life, seen through her love of both writing and reading. Sara also enjoys crafts and artistic endeavors, especially photography and graphic design. Miniature schnauzers are a love of hers for their feathered beards and grumpy old man eyebrows, features that tug at her heart strings.

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Eighteen year old Kyle Lira says, “ We all have things that we are apprehensive of sharing with people when we should feel free to show our true colors to the world without fear of being judged.” Kyle is majoring in Accounting.

When he chose his major he says, “Growing up, studying accounting never even crossed my mind as a possible career path. I originally picked it because it was practical and found out that I actually enjoy it and I do well at it, too!”

His favorite teacher at PPCC is Ann Snell, because she makes the more boring topics really entertaining by always having an upbeat personality.

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Brandon Wheatley, 35, is a Multimedia Graphic Design major. Brandon was the winning designer in our cover contest. He is clearly artistic and enjoys creating in a variety of different mediums. Brandon even worked as a cake decorator. He is excited to be pursuing a degree that “will allow me to do what I enjoy doing for a living.”

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A Little Girl Remembers

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y family lived in a small brick and stucco house just minutes from the Mississippi River front and downtown Memphis. Our community was close knit, nothing but middle income, white families living within the invisible barriers that sheltered us from the struggles of other races and cultures. In the late 60’s there were lots of communities like ours across the south. They were full of adults who struggled to maintain their way of life by shunning those different from them, and children who just wanted someone to play with no matter their skin color.

At 19, my sister knew what life was like outside our rigid neighborhood.

She was attending college and she had friends who had marched in Birmingham. She had friends who had gone off to Vietnam and never come home. She knew change was coming. It was only a matter of time.

I wasn’t old, just shy of my fifth birthday. My sister hated being a built-in babysitter, but she promised to be available on Thursdays so our parents could keep their regular dinner date with friends at their favorite downtown restaurant. She sat with me on the floor of her bedroom,

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listening to Peter, Paul and Mary, smoking a cigarette and drawing flowers with my crayons. Our black and white television buzzed in the other room with the weather report and other meaningless chatter. At 6:00 pm. she did her best to coax me into bed, but being five, I refused to cooperate. “I wanna hear Puff.” I whined.

“Alright, but just once,” she warned. She flipped the album over and set the needle arm to play the first song. I danced with my doll and sang along. It was my favorite song. What fun it would be to have a magic dragon to play with! The phone rang and she ran to answer it while I twirled to the music. The song ended and I was just reaching to start it over again when my sister grabbed me from behind. I started crying in protest. I didn’t want to go to bed. The TV was on, the sun wasn’t quite down and I wanted to hear more Puff. All she said was “Hush.”

She carried me all through the house, drawing curtains and blinds, shutting doors and turning deadbolt locks so deliberately they made a heavy clicking sound. Then she turned off all the lights. She grabbed my

She could not know at the time

what an impact her father would have or how his endeavors would

father’s transistor radio and a flashlight before carrying me into the bathroom.

She didn’t say a word as she shut the door and sat me, fully clothed, into the bathtub and then climbed in beside me. I stared at her with tears in my eyes. She was crying too. “What’s wrong?” I sobbed.

“Mother and Dad said we need to hide in here because someone’s been shot and lots of people are angry. We can listen to the radio and you can look at this book.” She handed me The Three Little Kittens from a stack of books beside the clothes hamper. I was frightened so I held it tight.

It was comforting and familiar, unlike sitting in the bathtub in my clothes.

I didn’t open the book. I felt more secure just holding it and fanning the pages with my fingers. My sister turned on the radio, expecting to hear music from the tiny speaker, but frantic speech filled the room and ricocheted off the walls. I started to fuss so she gently placed her arm around

my shoulders and whispered “Hush, I need to hear this.”

The little radio crackled with news of the shooting. There was shouting in the background as voices warned of rioting and violence. People were implored to stay out of downtown Memphis. Even though I was little, I knew my parents were downtown. I began to cry again. Where were Mother and Dad? Were they hurt? My sister shook her head and continued to listen to the radio.

My five year old mind ran wild with possibilities. I didn’t want to sit in the bathtub anymore, I wanted to get up and run outside to find my parents. I wrapped my arms around the book and tried to climb out of the tub. “Sit here and I’ll read to you,” my sister said, pulling me backwards and into her lap. She began the story as the radio droned on. “Three little kittens they lost their mittens and they began to cry...”

We spent the evening sitting together in the bathtub, reading the

make their mark on humanity.

Christy Wiabel-Smith

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story over and over and listening to the news reports echo all around us.

The eerie crackling of the radio and the soft glow of the flashlight belied the scenes of chaos that were unfolding just a few miles away. We listened to the voices as they described the man who had been shot. He was a very important man who had many enemies. They talked about his friends who had held him as he was bleeding. They talked about his wife and his four children. His little girl Bernice was five too. I asked my sister why somebody would shoot this little girl’s daddy and she just shook her head and sighed, “Because he was different and he wanted things to change.” I didn’t understand what she meant. I could not stop worrying about his little girl. What would she do without her daddy? Thinking about her made me miss my own father who was out there, somewhere, lost in the violence and trying to get home. Chants of “We shall overcome” poured out of the little radio. I cried myself to sleep, cradled in my sister’s arms, dreaming of little gray kittens with blueberry pie stains on their mittens and me, standing alone, holding the hand of a grief-stricken little girl who cried for her daddy.

I often think of that night and little Bernice King. She could not know at the time what an impact her father would have or how his endeavors would make their mark on humanity. She only knew that someone feared him enough to take him from her. She would not have understood the desperate violence that followed his death, just the emptiness his absence left in her heart. She would have clung to her mother and

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wondered when he would ever come home. Her siblings were older and perhaps more keenly aware of their father’s place in history, but Bernice, like me, would have seen him as just her daddy; a gentle man who would leave a legacy far beyond her simple childhood memories.

Bernice and I were born into a biased society that favored one race over another, one sex over another, one class over another. It was unethical, but it was the status quo of the late 60’s and many people feared change above everything else. Dr. Martin Luther King Jr. tirelessly worked and prayed for change, not only for his own people but for all people. He knew what he was asking would meet fierce opposition, but he persevered because he knew it was necessary and right. He wanted his children to grow up in a world where peace and justice prevailed. Because of his efforts, Bernice and I became a part of that new generation of peace. As we grew up, we saw civil rights take hold across the nation. We saw the war end in Vietnam. After many years of hope we saw her father’s dream take shape and bloom as children of different colors worked and played together without prejudice. This is the gift that Dr. King left us; something tangible and true that flourishes today. It is the dream of a world where our children and grandchildren will live in genuine peace and equality. If we refuse to accept anything less, this world that he dreamed of is undeniably within our grasp.

S usan B rewer “ i think i can ”

Christy Wiabel-Smith

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the bus is always late this time of day

the bus is always late this time of day. my two boulderous shoulders hold a neck taught like rope,

holds a mind that is heavy

with thoughts dropped as stones

in a cauldron of soup atop this creaking, knotted tree of a person

I hold my trunk and sway,

sweat dropping like fruits but the hour’s wait allows me time to ruminate—

and how those memories do collect as newspapers along the gutters

of my mind, Until the passing cars

pull them from the concrete

those little ghosts lift and then fall

like sheets drying upon the twine

and then one remembers—

I remember—

your tawny skin stretched over bones and tendons

fingers like spider legs

running along the potatoes

as you peeled at their skins

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those fingers that brushed my hair

and washed my child body

those fingers that picked the coins

and plunked them into your purse

Megan B. “Embi” LeFurge

once, the moon full like a belly and the stars waiting like kisses

called you to the window

pulled you from the basin filled with dishes

and for that moment you forgot those blisters that would bleed— that bus that stopped,

saw the color of your person,

closed its door and fled and those five miles you tread,

those five miles you tread to feed us

some mornings I would feign sleep—

that moon, those stars,

they met you daily before the sun woke,

listening in reverent silence as you hummed the hymns,

and the iron laid over our clothes—

those clothes were always cold by the time my body

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would meet them

and breakfast—

you left us breakfast—

although we never ate it warm

remember—you would leave us notes Be good.

Do good.

Be safe. despite those miles you tread, every evening that screen door still swang, your voice still rang,

sonorous, soaring, Helloooo, my children your shoe soles crusted red, your hands cupping your back, the smile swept from your eyes’ corners,

your body would betray you—

but you would never let us know—

how tired you were

you called us Chickadees!

My babies!

oh how tired you were

like me now, Mama,

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Megan B. “Embi” LeFurge

I’m tired

but, every Sunday— remember?

those little miracles— life jumped into our hands

into our elbows, our arms into our hips

into our knees

like every inch of skin had an itch

and song would fill our lungs like a warm bird

we’d cry out in joyful sorrow, Lord, set our people free

Brother Reverend would claim he didn’t hear it

so we’d cry out again Lord, set our people free

and we’d stomp and clap as ancestors

laughter trapped like mangos in our cheeks

I in my piggy tails

you in your white shiny pumps, jumping that space behind my eyes would glow,

hot

how elated was I

how elated were we

in those instants

to acknowledge the captivity of our persons and spite it

with joy

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Letter from a Birmingham Jail:

M

The Cause

artin Luther King was not only the face of the civil rights movement, but a symbol of leadership for people around the world fighting for justice and equality. While he is most known for his “I Have a Dream” speech it was his “Letter from A Birmingham Jail” that brought him into the spotlight and brought attention to the peril of African Americans. He was arrested for leading a demonstration for civil liberties and criticized by local church leaders for causing trouble in an already volatile city. With his back against a wall, he was forced to step into the forefront of the civil rights movement. While the letter became known as a masterpiece, it was the launch of “Project C” in the city of Birmingham that would shape the events after.

The town of Birmingham, Alabama was the most volatile city during the civil rights era. Black residents fought against unjust laws to gain equality, encountering stiff resistance from white political leaders. African American citizens’ cries for equality had fallen on deaf ears as the government ignored the calls for civil rights reform. The Southern Christian

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Leadership Conference, an organization led by Martin Luther King, was at the forefront of the civil rights movement. However, the organization’s efforts at that point had failed to bring attention to their fight against injustice. Early in 1963 the SCLC were coming off a campaign in Albany, Georgia, in which they tried to force the city into integrating public facilities. This campaign was seen as a failure as the city fought to keep their laws the same and handed King a humbling defeat. It was the struggle in Georgia that would help shape Project C. King wrote in his autobiography “When we planned our strategy for Birmingham months later, we spent many hours assessing Albany and trying to learn from its errors. Our appraisals not only helped to make our subsequent tactics more effective, but revealed that Albany was far from an unqualified failure.”

Though the Albany movement increased his profile, King was leading a faltering movement. The SCLC had failed to attract any media attention and most around the country were unaware to the plight of blacks in the South. Wyatt Tee Walker, who at the time was the executive director of

clergymen admonished King for causing trouble and argued that the battle for justice should be fought in the courts and not the streets.

While imprisoned King began writing his response to the criticism.

Over two weeks King wrote what would become the Letter from a Birmingham Jail. The Letter from a Birmingham Jail not only laid out the goals of the civil rights movement, but showed the nation that they were resilient enough to fight until the end. However, it was the brilliantly orchestrated Project C campaign that became the blueprint for people around the world who were fighting against injustice. Wyatt’s goal of baiting the authorities into brutality tactics that would attract the attention of the national media worked flawlessly as images of people being hosed made their way across the country. Historian Glenn Askew wrote that the campaign “led to an awakening to the evils of segregation and a need for reforms in the region” (Garrow 94). This campaign was also instrumental in Washington as the White House would begin legislation that would pass as the Civil Rights Bill a year later. Though Martin Luther King would be praised as a hero in the aftermath of the Birmingham campaign, it was the execution of the campaign and the resiliency of the residents of Birmingham that helped inspire change.

Wesley Parker

the SCLC, devised a plan that would become Project C. The C stood for confrontation but in name alone because they were aware of city commissioner Bull Connor’s tendency to meet demonstrations with violence.

Wyatt explained his plan saying “My theory was that if we mounted a strong nonviolent movement, the opposition would surely do something to attract the media, and in turn induce national sympathy and attention to the everyday segregated circumstance of a person living in the Deep South” (Bass 96). Wyatt timed the walk from the Sixteenth Street Baptist Church to the downtown area as well as secondary targets in case the police blocked their path toward stores and libraries. The goal of the campaign was to fill the jails with demonstrators which would force the city to continue negotiating. On April 10, 1963, protests began in Birmingham as demonstrators staged sit-ins and protests throughout downtown Birmingham which led to a violent backlash from the authorities. These protests went on for a month as they were initially only thrown in jail. As the protests dragged on, the backlash from authorities became more aggressive. Protesters were hosed down and attacked by police dogs before being thrown in jail. Bull Connor was able to secure an injunction which barred all protests and raised the bail of those jailed substantially. The SCLC lacked the funds to cover the cost of bailing out the demonstrators so they made the decision to ignore the injunction and continue protests. On Good Friday, Dr. King and more than fifty protesters were arrested. While in custody King decided not to pursue bail so as to bring attention to the movement. White

10

Personal Response

D

r. Martin Luther King Jr.’s “Letter From Birmingham Jail” is a poignant look into the reality of racial inequality in 1960s America. King writes this letter to fellow clergy men and aims to address their concerns regarding the wisdom and timing of the nonviolent direct-action demonstrations in Birmingham, Alabama that King and other leaders orchestrated and carried out in 1963. King employs all three types of appeals; however, I find I am particularly moved by pathos and ethos in this work. So much that, I must admit, I was initially confused by my own emotions. Dr. King’s letter evokes in me strong feelings of empathy, indignation, and even pride.

One of my first reactions to this reading was a sense of guilt by the mere virtue of being part of what King describes as the “oppressor race” (par 31). But after allowing myself some time to inventory and analyze my reaction, I came to the realization that I can no more take responsibility for the actions of the white segregationists King describes than I can place the responsibility for crimes perpetrated by African Americans of previous

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generations on the African Americans that I know. The accurate description of what I felt is not guilt, but rather empathy and Dr. King creates several opportunities for his audience place themselves in his role, as in the following passage: “when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year old daughter why she can’t go to the pubic amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told fun town closed to colored children,” (par 14). As a parent, a heartbreaking scene is etched into my mind. Instantly, I picture my own seven year old child looking up at me, the innocence in his eyes distorted by tears. I imagine sorrow flooding my heart as sadness leaves wet streaks on his round little cheeks and an ache in my chest so intense that I am left physically incapable of speaking. King’s ability to get me to place my son and me into his reality all but guarantees my support of his situation because, to put it simply, is just plain wrong, and that is a powerful tool.

In this reading, there are many examples of things that are wrong.

Now, there is nothing wrong in having an ordinance which requires a permit for a parade. But such an ordinance becomes unjust when it is used to maintain segregation and deny citizens their First Amendment privilege of peaceful assembly and protest,” (par 19). As King explains how a just law can become unjust through capricious or malicious application, I find myself perplexed by the situation. African American citizens are struggling for the equality America was founded on, and these people are being arrested for improper parading. After exhausting many other avenues, African Americans moved to peaceful protest and even that was stifled. I find myself asking where else were they to turn, how else could they effect change, and where is their justice?

As I read this piece, my feelings of empathy and indignation are strong indeed; yet, they are surpassed by something else, and that is pride.

At first glance, it may seem strange to associate pride with a situation so filled with suffering and injustice, but this is precisely why I react this way.

Would anyone have blamed Dr. King for being angry with his situation?

Andrian Moore

Indignation is an emotion that I find surfacing within myself over and over again as I read, but nowhere is it more apparent than in King’s statement, “Throughout Alabama all sorts of devious methods are used to prevent Negroes from becoming registered voters, and there are some counties in which, even though Negroes constitute a majority of the population, not a single Negro is registered,” (par 180). This quote resonates in me as I consider that not only has a whole population of Americans been humiliated, deemed inferior, and denied basic human rights, but they have also, in many cases, been robbed of their means to participate in our political process. The right and duty to vote is sacrosanct in the American system. We are told time and again that our message can be heard through our vote.

Impeding that amounts to stealing one’s voice. African Americans endured unimaginable hardships in this land and were powerless to effect change in the system with their vote. I find this to be the height of injustice.

Another example of injustice in this reading is King’s arrest. He writes, “I have been arrested on a charge of parading without a permit.

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I doubt it. King made a cognitive choice to remain optimistic, to address those who questioned his motives with reverence. In fact, he defines the parameters for how he will respond to his critics in the opening paragraph of his letter: “I want to try to answer your statements in what I hope will be patient and reasonable terms,” (par 1). This statement demonstrates King’s commitment to treating others with respect. Even as he finds a glaring gap in their argument, he maintains this position, “You deplore the demonstrations taking place in Birmingham. But, your statement I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations,” (par 5). I find it inspiring that while Dr. King is refuting the attacks against him by these men, he is gracious. This is a great moral I can apply in my own life. An attack on our motives or ideas need not be answered in anger or hostility. King proves reason and kindness are a far more effective approach.

Dr. King’s letter is masterfully crafted and full of wonderful lessons for all human beings. This piece inspires me to demonstrate empathy to those enduring struggle, to be a catalyst for justice, and to recognize the good in our world. I recall, as I read this piece for the very first time, feeling overwhelmed by the many emotions that filled me. I have learned the immense value of allowing myself time for reflection. This is truly an amazing gift to receive from a letter written to someone else, almost fifty years ago.

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W ork C ited King, Martin L Jr. “Letter From Birmingham Jail.” Bates.edu. Bates College, 1 Jan. 2001. Web. 5 Apr. 2012.

Andrian Moore

14

The Robert Burns Poetry Contest celebrates an educator, colleague and poet. Burns taught at PPCC, CSU Pueblo and the Air Force Academy.

Elizabeth Slaughter, friend and PPCC faculty member, generously donated money to create the student poetry contest in honor of Burns. Mary Piering, longtime friend and colleague, recalls, “It was obvious how much he cared about writing.” Burns’ poem “Talking to Anna,” featured in the 2009 issue of Almagre showcases his talent as well as his fondness for Anna Swir, Polish poet. Burns is also remembered for his sense of humor. Slaughter shares, “He had me laughing almost every time I talked with him.”

The poets who submitted their work to the Burns Poetry Contest show great promise. Piering observes that “Burns regarded the work of fledgling poets as the most serious undertaking in the world.” All submissions display an awareness of language and how it can convey image, emotion, and wonder. Surely, Robert Burns would be proud.

The 2013 Burns Memorial Poetry winner can also be seen in Rearrange, PPCC’s Online Literary Journal, along with other excellent literary works from PPCC students. Check out ppcc.edu/rearrange.

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The Wave We paint this picture To remember.

You see, our greatest warriors set off One day Searching for women Children to add to the empire Land ripe with life and bounty

It was his first journey.

And leaving his first-born infant Me Behind

So they left us there And went so far away For conquest, glory, and the heroic life Across that dangerous sea.

Kimberly Baker

My father was on one of those boats That one, in the front Young still, but growing in experience

With a small kiss And a tear in his eye That he wiped quickly away Because a warrior does not cry.

And it was not until their return That the Storm arrived Pounding waves, a crashing sea Darkness, light, and more darkness Swirling, turning, clouding reason …And then came the wave.

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Twenty stories and more Huge, imposing, destructive Larger than any they had ever seen They say it blocked out the sun.

And the brave men aboard those ships Including my father There, in the front Did not weep Or shout Or even cry out in their surprise Together, as soldiers should They died, alone, in those boats.

And the gods, though harsh at times Spared one lone warrior Tekate Who lived on seaweed and fish For an entire month Before he found the shore.

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And when he arrived back at the home That would never be the same to him He told us what had happened And how he had lived.

And he finally was able to weep And shout And cry out in his grief.

So we, the family and friends of those brave warriors Paint this picture To remember.

K atsushika H okusai — “ kanagawa

oki nami ura ( the great wave off kanagawa )” (1826–1833)

— L ibrary

of

C ongress

Kimberly Baker

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The Disregarded Poor

M

illions of people in the United States today are affected by poverty. Most of them can’t afford a good education or healthcare; many of them can’t afford basic necessities, such as food or housing. Poverty and its related effects have long been under discussion by people within a wide range of professions: scholars, sociologists, psychologists, government officials, educators, and many others. While it has been agreed upon that poverty is a very large and important issue in American society, a consensus has yet to be reached as to the causes, ramifications, and/or solutions to poverty, and although many researchers have done well to address poverty as a multifaceted and complex situation, the total analyses so far have fallen short of capturing it in its entirety.

When most Americans consider poverty, it’s generally associated with racial or ethnic minorities. Often, it’s in conjunction with African Americans or Hispanics, and if one were to research poverty in the United States, they would be hard-pressed to find a source that didn’t link low socioeconomic status with a minority race. “Poverty” is not synonymous

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with “minority,” however, and that stereotypical viewpoint is both inaccurate and ill-advised; it’s leading to the neglect of most of America’s poor.

As a result, poverty in America isn’t being fully addressed, thereby reducing the possibility of it ever being eradicated.

In “Seeing and Making Culture: Representing the Poor,” bell hooks, a scholar and cultural critic, describes her experience at college as a poor student amongst class-privileged peers. She claims her peers and professors viewed the poor as lacking intelligence or integrity, as being worthless, and lazy. She also states the African American and Filipina women who worked in her dormitory were often blamed by the other students when items went missing (433). Hooks argues that these events, as well as most of the stigma related to poverty, occurred as a result of the negative representations of poor people in the media (434).

Unfortunately, the conviction that minorities are poor seems to be so deeply ingrained that the general public and scholars both give little regard to the existence of poor white people, the connotations of being a poor

other race, simply because the majority of people in the United States are white. Of America’s total poor, 42 percent are white, while 29 percent are Hispanic and 26 percent are African American (Ross). Seldom does anyone look at the individual racial statistics and realize that even with a lower percentage of the poverty-stricken within their race, poor whites vastly outnumber the poor minorities overall, and with this lack of insight comes a lack of thoughtful consideration.

It is difficult to believe that millions of people have slipped through the cracks of scholarly discourse, yet that seems to be precisely what has happened. Any issues or struggles unique to being a poor white person in America are not being brought to light and discussed the way they should be; it is as if poor white people do not exist, or as if no matter how poor a white person is, he or she will always be better off than a poor minority, and therefore individual consideration for the plight of impoverished whites is presumed both unwarranted and unnecessary. In “Complicating ‘White Privilege’: Race, Poverty, and the Nature of the Knapsack,” Paul C. Gorski

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Shayla Byers

white person in America, or the impact of today’s social policies on white poverty. That there is a greater risk of being impoverished for a member of a minority race is inarguable, as the percentages of people in ethnic minority groups who are living below poverty level are staggeringly high in comparison with the percentage of impoverished white people. As of 2011, about 27 percent of the African American population and 25 percent of the Hispanic population in the United States lives below the poverty line, compared to about 13 percent of white Americans (United States Census Bureau). Statistics such as these, along with the portrayals of poverty in the media that hooks adamantly argues against (434) and America’s admittedly sordid history in its treatment of minorities, help lead to stereotypes such as “most poor people are black” or “most white people are middle class,” assumptions that are, quite frankly, absurd.

Despite what comparing the percentages of each racial population implies, the majority of poor people in the United States are white; in fact, there are millions more poor white people than what can be said of any

speaks of “white privilege,” defined as the societal power white people possess, knowingly or not, as members of the dominant race in American civilization. According to Gorski, a long-time anti-racism educator, even the most poverty-stricken white person is more socially privileged than a racial minority by virtue of skin color, and as such, reaps a multitude of unseen benefits, such as he or she being welcome amongst other whites.

In spite of this, Gorski argues that social class needs to be included in discussions of white privilege; poor white people cannot claim nearly the same amount of privilege as middle-class white people, and this is often overlooked during deliberations about race.

Most white people living in the depths of poverty would likely dispute any amount of privilege. Regardless of race, ethnicity, or nationality, when one cannot afford food, basic necessities, housing, and/or decent healthcare, it is doubtful the word “privilege” comes to mind; “despair” might be more accurate. In addition, most poor people never escape poverty and spend the rest of their lives struggling to survive, yet poor whites seem to be at the bottom of the list of those others deem deserving of attention or assistance, possibly due to this idea of “white privilege,” or to the stereotype that all white people are middle-class. In “ ‘White Privilege’: A Shield Against

Reason,” Douglas G. Campbell, a retired professor at California State University, argues that the supposed existence of “white privilege” is leading university students to disturbing conclusions, such as believing all white people have easy lives or that “white people don’t deserve what they have” (499). These assumptions aren’t only far from accurate; they also precipitate the neglect of the largest population of impoverished people in the United States: whites. Further, by not taking poor whites or their struggles into account, the majority of American citizens are being led to accept the social-class stereotypes propagated in the media.

The life of an impoverished white person is by no means easy. Maybe he or she can claim the “white privilege” benefit of being accepted by other whites, but oftentimes, poor whites don’t live in neighborhoods in which their neighbors are also white. Instead, they live in the neighborhoods they can afford, and their neighbors tend to be of another race. Social acceptance, then, becomes a more complicated issue; sometimes the poor whites are accepted by the other races, and sometimes they are not, but either circumstance leads to a singular ostracism. By living amongst non-whites, poor whites are segregated from their own race, and should their non-white neighbors be unwelcoming, they are

Most white people living in the

depths of poverty would likely dispute any amount of privilege.

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no denying that. Unfortunately, the research being done in regards to poverty might lead one to believe that the struggles of poverty are caused by racial discrimination, or at the least, are exclusive to minorities. This is not the case at all; poverty affects persons of every race and ethnicity, and by focusing almost exclusively on minority races in terms of social policy or research, the attitudes of most Americans toward those in poverty have become based on distorted preconceptions and stereotypes. Being a racial minority doesn’t automatically equate with being poor; being white does not automatically equate with middle-class and privilege. The sooner researchers and policy makers acknowledge this, the sooner poverty can be confronted in a way that may eliminate it from American society.

When one considers the representations of the poor in the media, along with social policies, such as affirmative action, that single out minorities as being the most disadvantaged citizens in the nation, it is not so surprising that poor white people are being overlooked. Perhaps it even becomes understandable, given that the United States was founded on the oppression and exploitation of minorities; it makes sense that so many Americans focus on the hardships minorities now face as a way to atone for past transgressions, particularly if white privilege does, in fact, exist.

However, all of America is being disserviced by the negligence of poor whites, no matter how understandable it may be; if poverty research must be linked with race, then it should be in correlation with every race, not only minorities. It is the only way poverty will ever be corrected.

Shayla Byers

left with no social belonging. Without this belonging, poor whites lack the social and emotional support that usually comes of groups of people struggling through a common situation, and end up with fewer resources to help them cope with the hardships of poverty.

Moreover, America seems so intent on rectifying its history of African American oppression at the hands of white people that it has brought about, instead of social equality, discrimination against whites. Senator James Webb argues that “affirmative action was designed to recognize the uniquely difficult journey of African-Americans” as an effort to correct the injustices of slavery and later, segregation and discrimination in “Diversity and the Myth of White Privilege.” He asserts, however, that during the promotion of minority diversity programs, the dissimilarities within white cultures in America were ignored by policy makers and all white people were grouped together for the purposes of social policy. Webb claims the erroneous view of white America as a “monolith,” instead of appreciating the socioeconomic differences within American white cultures, has led to today’s diversity programs “having expanded so far beyond their original purpose that they now favor anyone who does not happen to be white.”

This means poor whites are being passed over in order to afford poor minorities better opportunities, and in the process, are being deprived of those same opportunities.

The implications of this line of thought are astounding. The hardships impoverished people face are compounded by racial discrimination; there’s

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W orks C ited Campbell, Douglas G. “ ‘White Privilege’: A Shield Against Reason.”

Academic Questions 23.4 (2010): 497-504. Academic Search Complete. Web. 26 Nov. 2012.

Gorski, Paul C. “Complicating ‘White Privilege’: Race, Poverty, and the Nature of the Knapsack.” EdChange. N.p. 1 Jan. 2012. Web. 17 Nov. 2012. hooks, bell. “Seeing and Making Culture: Representing the Poor.” From Inquiry to Academic Writing: A Text and Reader. Ed. Stuart Greene and April Lidinsky. 2nd ed. Boston: Bedford/St. Martin’s, 2012.

432-37. Print.

Ross, Robert. “Poverty More than a Matter of Black and White.” Inequality.

Program on Inequality and the Common Good, 8 Oct. 2012. Web. 17 Nov. 2012.

United States Census Bureau. “Income, Poverty, and Health Insurance Coverage in the United States: 2011.” Census. United States Census Bureau, Sept. 2012. Web. 17 Nov. 2012.

Webb, James. “Diversity and the Myth of White Privilege.” The Wall Street Journal. Dow Jones and Company, 22 July 2010. Web. 17 Nov. 2012.

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S usan B rewer — “ living

the dream ”

Shayla Byers

24

A

“District 9� and Ethnic Conflict

t a casual glance, the Sony Pictures film District 9 might seem like an unusual film for discussion of the concepts of sociology, with its focus on extraterrestrials and their giant spaceship.

However, the viewer would be mistaken to assume that District 9 is about anything other than human issues. Rather than a space alien-themed lark, District 9 offers a glimpse at the foundations of racism and racial identity, with a clear retrospective on Apartheid in South Africa. Through a layer of metaphor, director and co-writer Neill Blomkamp has provided a window on his own South African culture, revealing how it has changed, as well as how it has stayed the same. The following will explore the themes of District 9 from the sociological viewpoints of structural functionalism, symbolic interactionism, and conflict theory, using specific scenes from the film which illustrate each viewpoint. The following pages will indicate how the various sociological approaches interact and overlap with each other in the context of the film.

The beginning of District 9 is presented like a documentary film,

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with characters being interviewed and describing how a derelict spaceship carrying extraterrestrials drifted to a stop over modern Johannesburg, South Africa. Comparisons are immediately made to immigrants, as the aliens are blamed for rising crime rates, and a private security company, Multi-National United (MNU), is hired to police the aliens, segregating them into a township of Johannesburg called District 9. Soon the film focuses on one MNU agent, Wikus van de Mewe, a white South African who has been given the task of relocating the aliens to a concentration camp. While attempting to force the residents of District 9 to relocate, Wikus encounters a substance that causes him to grow alien body parts. MNU immediately conducts inhumane experiments on Wikus, ignoring his previous status as a prominent employee. Wikus escapes and attempts to hide in District 9, where he encounters an alien who claims to be able to cure his condition, but only if Wikus helps him escape earth.

An important fact to note when examining District 9 from a sociological perspective is that the aliens are not intended to be the focus

the township. They have earned their own derogatory moniker, referred to as “prawns” because of their crustacean-like appearance. The aliens become stereotyped as intellectually inferior to humans despite the fact that they arrived in a spaceship well beyond human technological levels. Early in the film, Wikus typically adopts a condescending and overly simplistic manner of speech when addressing the aliens, suggesting that he feels they are not smart enough to understand him otherwise. This prejudice quickly progresses to overt discrimination, as the aliens are segregated to the slum of District 9, and kept under guard by MNU. Of course, ethnocentrism comes into play as well, as many of the human characters consider alien habits and customs foolish or repulsive.

White South African culture is routinely imposed upon the aliens, who are forced to adhere to norms which they barely understand, and even given Anglicized names they must use for all documentation; the idea of an extraterrestrial named Christopher Johnson might seem preposterous to the audience, but in the framework of institutional discrimination, in which

Michael D. Jordan

for the audience. They all look very similar to each other, they do not speak in a discernible language, and none of the alien characters have names that the audience is meant to know, aside from the Anglicized names ascribed to them by humans. Instead, the aliens have the ability to represent any minority group whose appearance and customs seem foreign (i.e., “alien”) to a dominant culture. This is vital to an understanding of District 9, since it stands as the principal metaphor in an otherwise extremely literal film.

By far the most readily apparent theme in District 9 is the concept of race. According to Kimmel and Aronson, race is based on an assumption of biological distinction (2009). Of course, the aliens are an entirely different species from the humans in the film, leaving little question of a biological distinction, but the film does not seek to support or discredit this assumption, only to explore its outcome. From the beginning of the film, one can see prejudices that have already formed among the humans. The aliens are stereotyped as violent criminals after a few of their number engage in altercations with Johannesburg police, leading to their segregation within

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it would “seem to make sense” (Kimmel and Aronson, 2009), it is far from surprising. Even black South Africans, who had themselves been the victims of Apartheid a few years earlier, are portrayed as largely supportive of the aliens’ segregation from the human population.

Indeed, institutional discrimination had taken root, with most of the human population of Johannesburg supporting discriminatory measures against the aliens. It is very telling about the film’s focus that Wikus, the protagonist, is in charge of this institutional discrimination structure from his first appearance. Wikus is charged with relocation of the alien residents to a new concentration camp, which would establish a total institution which would tightly control the alien immigrants.

He must also enforce discriminatory laws passed against the alien minority, as they are prohibited from owning weapons or having children without authorization.

Several theories of discrimination can be applied in the case of District 9. The film itself seems to favor conflict theory, in which the most powerful group, white South Africans, seek to dominate and control the aliens.

This can been seen with MNU’s direct oppression, as well as the nearly instantaneous removal of Wikus’ rights and authority when he begins his

The

obvious,

transformation into an alien himself. Even so, elements of other theories are present as well, most notably frustration-aggression theory, demonstrated by how the aliens are blamed for crime; also, at least one human declares that the aliens are stealing jobs away from humans, even though the aliens do not appear to have any jobs at all outside their own segregated community. When Wikus undergoes his transformation, he experiences discrimination that is accurately described by primordial theory; he becomes different, an “other”, and cannot be allowed to retain his former high status in society.

In fact, from a sociological perspective, Wikus’ transformation from human to alien presents the film’s most deeply layered look at the attitudes of the human beings around him. He at first tells no one of the changes he is undergoing, which is explainable from a symbolic interactionism standpoint. According to Kimmel and Aronson, symbolic interactionism is the examination of how an individual’s interactions develop their sense of self (2009). Even though Wikus sees his human body deteriorating at an alarming rate, he does not even consult a doctor.

Wikus navigates a world of carefully maintained appearances, where he must present an image of confidence and professionalism at all times. He

if

unethical

solution, is to simply remove them from the social structure.

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from destabilization, and the world can continue to function. This global effect of alien segregation is not MNU’s main goal however, making it a latent, unintended function. The manifest function of segregation, as well as the sudden change in Wikus’ status, is mastery of the aliens’ weapon technology, which only the aliens themselves have the ability to use. MNU dominates the aliens in order to gain military power.

This leads directly into the conflict theory of sociology: the dynamics of society are the result of conflict among groups (Kimmel and Aronson, 2009). In this case, one group, humans, seeks to dominate another group, aliens, for its own benefit. This is probably the concept to which District 9 most clearly correlates. Wikus finds himself unwillingly switching sides in this conflict, from the haves to the have-nots, to his great dismay. He is almost immediately detained by his former employers, among them his own father-in-law, and subjected to painful and traumatizing tests to see if he can operate alien weapons, the main reason the aliens are being exploited at all. It is only at this point that Wikus takes exception to the methods employed by humans to dominate the extraterrestrials; he was perfectly comfortable delivering the same injustices in the past. Indeed, he wants nothing more than to return to his former status, to the point where he will work against and even kill humans in the hope of finding a cure for his “condition.” That he ultimately fails this quest indicates the barriers minority groups encounter when facing discrimination; his ascribed status has come to define him, and he can never rise above the lowest level, a

Michael D. Jordan

holds a very high status in society, both ascribed and achieved. He is white, which places him among the South African elite in terms of race. He is also financially successful, being of upper middle-class, and he is a high-ranking MNU agent, which grants him a measure of political power. Wikus possesses a status that is difficult to attain, and so to admit that his ascribed status had changed would jeopardize his master status. It appears he is right to worry, because when he can no longer hide his transformation, Wikus immediately ceases to be the white, upper middle-class MNU agent, and becomes a “prawn.” Any respect he once had is gone, and he is treated with the same disregard as the most reviled minority.

MNU’s response is a good example of structural functionalism at work, the sociological idea that society consists of integrated levels working together to maintain order and stability. They instantly remove Wikus from his position of prestige, because he is now an alien. Their systematic segregation of the aliens can be seen as an attempt to maintain social order.

The aliens do not fit with human society; they have little regard for norms, and resist cultural assimilation. The obvious, if unethical solution, is to simply remove them from the social structure. The planned concentration camp to which the aliens would be sent would make this process easier, and maintain the stability of the established order. Even their abrupt rejection and persecution of Wikus, until recently one of their own, makes a perverse kind of sense. By treating the aliens, both biologically and culturally, as resources for exploitation, they protect the functioning of their own society

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situation that correlates to social stratification, a major aspect of conflict theory.

Ultimately, District 9 serves as a unique retrospective on Apartheid, using metaphor to explore the roots of a far-reaching system of racial segregation. The film touches on aspects of symbolic interactionism, structural functionalism, and social conflict in a manner that ties them all together in a comprehensive framework, seeking to reveal the root causes of racism itself. It might appear that the film theme suffers without the perspective of a relatable human minority, but it is not the film’s goal to explore the minority response to oppression. District 9 is about racists, how they think and behave, and how they marginalize those they seek to dominate, and so the film attempts to accurately portray that marginalization at work and succeeding, to show a world with no regard for a group of outsiders, and how easily those attitudes can become a reality.

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L auren B ehan — “ serengeti

sunrise ”

Michael D. Jordan

30

A Price So Dear

M

y favorite bookmark tells me “It’s never too late to be what you might have been.”

Perhaps I shouldn’t listen as it also gives George Eliot credit for the words, which, though common, is not verifiably true. Even so, I find comfort in the sentiment as I embark upon a college career that will one day lead to a PhD, a colossal adventure which I am beginning at the distinguished age of thirty. Why? The answer is simple: books betrayed me. Their continual insistence on making me read and re-read landed me in the embarrassing position of high school drop-out rather than stuffy young doctor.

I have never understood people like Gerald Graff who “disliked and feared books” (22). Books and I have loved each other from the moment I first experienced the thrill of recognizing a word on a page. Scarcely, not a day has passed in the last twenty-five years during which I did not take a moment for “canoodling” with a book. We do everything together, from doctor appointments to car trips, birthing children to coffee breaks. We

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have vacationed in Mexico and traveled the country. They take me places I may never see otherwise: Japan, Russia, Great Britain, anywhere I want to go, a book shows me through its pages.

Like Richard Rodriguez “I rarely looked away from my books – or back on my memories” (21). As a young girl, and still today, these beguiling fantasies took me places where wrong-doers faced castigation and happiness existed for those who remained good – notions starkly contradicted by my “real” life experiences. My inability to reconcile my world with the literary ideal caused great anguish in my little heart. Thankfully, I found Dickens. He taught me the value in these sufferings when, while taking leave of Mr. Pickwick and his fine friends, he said, “There are dark shadows on the earth, but its lights are stronger in the contrast” (686). This theme, prevalent in so many of his works, gave me hope that one day I could find contentment.

With literature acting in a way so beneficial to my state of mind, how could I possibly feel betrayed?

pleasure from a text book, so they don’t begrudge me for the time spent with those “other” books. We still snuggle every night, but not until I have taken care of my children, husband, homework, and occasional housework.

These boundaries support our relationship in a way flagrant passion never did.

This new, mature relationship has finally allowed me to commence my college journey and is proving an asset rather than the hindrance it once was. Their support now comes in the form of a few minutes of relaxation every day instead of the constant escape of former days. Now, as I put those old mistakes behind me, I finally have the chance to be that thing I might have been.

W orks C ited Dickens, Charles. The Posthumous Papers of the Pickwick Club. New York: Dodd, Mead and Company, 1944. Print.

Graff, Gerald. “Disliking Books.” From Inquiry to Academic Writing. Ed. Stuart Greene and April Lidinsky. 2nd ed. Boston: Bedford/St. Martin’s, 2012: 22-26. Print.

Rodriguez, Richard. “Scholarship Boy.” From Inquiry to Academic Writing.

Ed. Stuart Greene and April Lidinsky. 2nd ed. Boston: Bedford/St. Martin’s, 2012:15-22. Print.

Jessica Johnson

The support books offered came with a steep price. They were naughty friends that inexorably drew me into their schemes. They whispered incessantly during class, calling to me from the dim recesses of my backpack, forever enticing me to read one more page, one more chapter.

They sabotaged me constantly. Too often, homework would lay forgotten as I succumbed to the siren song of my current literary infatuation. In junior high school I was first reprimanded for reading in class. Whether I had finished my work or already knew the material seemed not to matter as teachers would rebuke me for not being “on task” or appearing inattentive.

In high school, To Kill a Mockingbird proved exceptionally subversive. The story was so edifying that it refused to stay safely in my locker or put away during other classes, a persistence that forced me ahead of the assigned reading in English. The audacity! I watched my grade drop in English due to my bibliophilism and realized a sacrifice was in order. It would not be books.

Junior year of high school was my last. Tearfully I pleaded with my principal to allow me to return for senior year, I wanted so badly to graduate. I was, she said, “ineligible to attend” any school in my district; there was nothing she would do. The high test scores, the aptitude that outstripped most of my classmates, proved useless in overcoming the devastation books caused with their interference.

These experiences did cause a brief rift in our relationship, but, through discussion and compromise, we have come out stronger than ever.

Though I never touch it during class, I still take a book with me wherever I go, my books respect that. They also respect that I can derive as much

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Public Education:

Focusing on Our Failures

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any young Americans graduating from high school today do not have the skills or knowledge to successfully progress into adulthood. This is a problem, as our economy is more thoroughly dependent on the education of its citizens than in previous generations.

Many of the manufacturing jobs, well-paying jobs that required less education, that fueled America to success in the past are now filled by China and other developing countries that do not demand the same salaries as their American counterparts. Money has been thrown at the school system in an attempt to fix it. Often, how well the students test determines how much funding the school will get. I remember sitting down in my third grade classroom to take Colorado’s statewide student assessment, the CSAP. Our teacher told us to “try hard and do our best” because how well we did on the test determined how much money the school would get. Most would expect a teacher to say they wanted to see how much their students had learned. It’s easy to paint a portrait of the teacher as a villain with quotes like that, but they are not being wicked by telling the truth. The common

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opinion of the American people is that public schools do not get enough funding. I could say this is true, since my elementary and junior high schools both held fundraisers every year to turn students into salesman in the attempt to raise more money for the school. By determining our school budgets in this manner, we are allowing our government to create an environment where educational systems have to fight tooth and nail with each other to receive the funding they so desperately need when schools are working towards that same common goal of educating children. The testing and funding situation creates an environment where teachers are constantly questioned about their teaching abilities.

The largest failure that has come from this competitive environment within our education system is the quality of education that our children are receiving. “The hard truth is that testing instruments fall short of the mark of measuring the types of student performance that really count.

They simply don’t measure what Americans think they measure … Those of us who have extensive experience in raising scores know that states

they do not test for the purpose of comparing one student with another or one school with another” (Frase and Steshly 19). When a topic is thoroughly covered, students have the opportunity to develop a deeper interest in that subject, and see how it affects them and their society. Students who are taught by skimming the basics of complex subjects are less equipped to add relevancy to modern society.

Children who are given more tools for success usually excel at a higher rate than those given less. The same can be applied for those who start out with less in life. According to Evans, “[She has found] that … [children from low income families] are cognitively stimulated less than higher income children, from reading less and being read to less, to experiencing less complex communications with parents involving more limited vocabulary” (qtd. in Scales, Roehlkepartein, Neal, Kielsmeier, and Benson 40). Children who start out poor receive less of the attention needed during their childhood, but typically receive less enriching education from their schools. Evans has also found that, “Low-income youth are more often

Emily Williams

demand that a school’s curriculum be ‘comprehensive,’ meaning it must cover a broad range of subject matter. Unfortunately, teachers can’t spend precious time delving into every area (or even a few areas) in depth, for fear their classes won’t be properly prepared for the test. So they ‘cover’ as much as possible – but thinly” (Frase and Streshly 19). No one can become thoroughly educated in a subject only by catching the foundation lessons on those subjects. No one expects a child to draw images comparable to Van Gogh the first time they are handed paper and crayons. We should not expect our students to become thoroughly educated in math or science when there is not enough time in the year to thoroughly educate them by glossing over a subject and hoping they pick up enough information to form some semblance of understanding. We need some sort of test to make sure that students are receiving the right education, but our tests are doing just the opposite. They are allowing schools with lower grade point averages to receive less funding. “Japan and Germany both spend more time on less subject matter. And, yes, they do test rigorously. The difference is

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taught using memorization, drills, and other basic instructional methods that are not conducive to engagement or learning, and they generally suffer from lower expectations for their achievement” ” (qtd. in Scales, Roehlkepartein, Neal, Kielsmeier, and Benson 40). Schools in the poorest areas of the United States are usually known for their failure to produce capable adults who can go on to further themselves in a positive way in society.

Unfortunately, this form of teaching is a result of the testing meant to see if students are learning. These schools receive less funding because they are not as successful as other schools in their district or state. The school desperately needs financial support to keep teaching the most disadvantaged students in our population. The teachers teach off all the tests and are not able to teach as thoroughly as a teacher who receives students who start out with the stimulating experiences that typically come from a more privileged section of the population. They are given less to begin with, and are expected to fail by society. As society expects them to fail, there could be an attitude that less resources should be wasted on them when students who have a chance of success should be given that opportunity to prevail in a society that runs more smoothly with well-educated individuals.

The environment a student in poverty faces is not ideal. According to Dobrin, a writer for Psychology Today, “Poor children experience high levels of stress because, amongst other reasons, they live in violent neighborhoods, walk across many busy vehicular intersections, move residences twice as often and get evicted five times as often as the average American, [and] are more likely to be bullied in school” (9). This stress, along with receiving stimulation from home and school, makes it difficult to find a positive connection towards a society actively holding them down.

“According to the research of the National Dropout Prevention Center at Clemson University in Clemson, South Carolina, Duckenfield and Drew conclude that over the past 15 years, the best research-based dropout prevention strategies include school/ community collaboration, family engagement, early literacy development, and service-learning” (qtd. in Scales, Roehlkepartein, Neal, Kielsmeier, and Benson 40). Schools need to connect with students, and show them how they can influence their communities. However, teachers have to make sure that students can pass their tests at the end of the year. Students continue to fail their standardized tests, and bring less funding to an already

Teaching to help students pass the test does not lead to a better

informed public. It leads to young disillusioned students…

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B enjamin S mith “ steampunk jar �

Emily Williams

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disadvantaged population. The teachers are often blamed for not teaching students, and often are threatened with job termination. Teaching to help students pass the test does not lead to a better informed public. It leads to young disillusioned students who cannot see how they can succeed in a disadvantaged system, and creates a weaker economy when they cannot make enough money to support the basics of living.

Distrust is a reoccurring theme in American Public Education.

According to the BBC, the Finnish education system is not interfered with by politicians telling them how to teach. Teachers are required to hold master’s degrees, and more trust is placed in the students’ ability to learn.

Finland currently does the best at educating their students (BBC News, prod.). The ability of teachers to teach is not constantly questioned by the politicians or the public. It may be easier for the public to trust their teachers, as they are required more education than the average American teacher.

In failing American schools, the teachers are constantly blamed, rather than addressing the deeper issues that stop children from learning.

According to Chris Mercogliano, a professional who works in free education, “children don’t do meaningful work anymore. They don’t help out around the house or find ways to earn their own money — things that are so important to their sense of autonomy and initiative. The only work they do is homework … The result is that when the young people get out onto the open range of adulthood … they are at a loss. … They aren’t critical thinkers.” We need to end the disadvantaged system that has arisen from

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standardized testing and school funding. Our teachers are there to give students the tools they need to succeed in our modern society. We need to stop questioning how are teachers are constantly failing our students, and ask how we as a society have constantly failed our students.

W orks C ited

Emily Williams

BBC News, prod. “Finland’s Education Success.” BBC News - World News America. BBC News. 6 Apr. 2010. Web. 10 Dec. 2012.

Dobrin, Arthur. “The Effects of Poverty on the Brain.” Psychology Today.

Psychology Today, 22 Oct. 2012. Web. 10 Dec. 2012 Crain, William. “Fulfilling One’s Calling: An Interview with Free School Educator Chris Mercogliano.” Encounter 21.1 (2008): 5-11.

Academic Search Complete. Web. 10 Dec. 2012.

Frase, Larry E. and Streshly, William. Top 10 Myths in Education: Fantasies Americans Love to Believe. Lanham: Scarecrow Press, 2000. Print.

Scales, Peter; Roehlkepartein, Eugene C.; Neal, Marybeth; Kielsmeier, James C.; and Benson, Peter L. “Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning.”

Journal of Experiential Education 29.1 (2006): 38-60. Academic Search Complete. Web. 10 Dec. 2012.

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A Precious Commodity

hat is life? The Oxford Dictionary defines life as “the condition that distinguishes animal…from inorganic matter, including the capacity for growth, reproduction, functional activity, and continual change preceding death” (oxforddictionaries.com). This question is part of the foundation of the debate between supporters and detractors of embryonic stem cell research, and is fraught with ethical difficulties. It is one of the most important issues of our time, and will help define the intrinsic and instrumental value of human beings. According to Kantian ethics, this research is unethical. Kant’s First Categorical Imperative stipulates that humans shouldn’t be used as a means to an end.

This is the stage at which the ethical debate begins, as some people believe the embryo is a human life, while others see it as only a mass of cells. Embryonic stem cells are cells that turn into different types of organs and organ systems and are derived from the earliest stage of development of the human embryo. Researchers typically create the embryos in a lab via in vitro fertilization, and then extract the stem cells from them. They are

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thought to be differentiating, meaning they can become any kind of cell or organ depending on where they are placed. Embryonic stem cell extraction demands the destruction of the embryo. Many scientists and activists believe that this research could bring about treatment and a cure for diseases and conditions such as, Parkinson’s, spinal cord injuries, diabetes, and other debilitating diseases. For the most part the detractors care just as much for the sufferers of these conditions as the supporters, but want to find a way other than embryonic stem cell research to bring hope to them.

People who disagree with embryonic stem cell research care about people like Michael J. Fox, Joni Eareckson Tada, and the late Christopher Reeve, and also want to see science reach the point of being able to cure these conditions; however, not at the expense of the life of others or the intrinsic value of human beings.

A fundamental question in this debate is, at what stage does life begin? There is some scientific research that indicates that it begins at conception. Dr. Fritz Baumpartner spoke from his medical expertise when

Utilitarianism, as seen through a Jeremy Bentham lens, would support it because the use of embryonic stem cells could maximize happiness and health for thousands while minimizing pain. Although animals are not human, most Americans feel rightly that it is unethical to treat them as expendable. If it is considered unethical to treat animals this way on both Kantian and utilitarian grounds, why then, isn’t it unethical to treat pre-born human beings as expendable? Biologically humans are not far removed from animals, particularly apes and monkeys. Science has shown a mere two to three percent difference in DNA. Therefore, many people think that human beings are animals. From a religious standpoint, particularly in Christianity, human beings are fundamentally different from animals in that they are made in the image of God. Besides that, human beings possess thinking, reasoning, and discernment abilities that animals have not demonstrated. These qualities give humans their uniqueness and importance. But, proponents argue that human embryos are not life in the truest sense of the word. The Stanford Encyclopedia of Philosophy says,

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Rebekah Artman

he said, “There is no more pivotal moment in the subsequent growth and development of a human being than when 23 chromosomes of the father join with 23 chromosomes of the mother to form a unique, 46-chromosome individual, with a gender, who had previously simply not existed” (prolife.com; emphasis in original). According to science, life grows and changes; the embryo clearly demonstrates this from the advent of fertilization, contrary to proponents’ claim that it does not start at fertilization.

The Stanford Encyclopedia of Philosophy points out that some contend that “the cells that comprise the early embryo are a bundle of homogeneous cells that exist in the same membrane but do not form a human organism because the cells do not function in a coordinated way to regulate and preserve a single life”(Siegel 2008).

If life does begin at conception, then to sacrifice millions of lives for research is unethical according to Kant’s ethical standards. If life instead begins at birth, meaning embryos are not fully human, then Kant’s First Categorical Imperative loses its steam and utilitarianism is bolstered.

‘While there is no consensus about the capacities that are necessary for the right to life, some of the capacities that have been proposed include reasoning, self-awareness, and agency” (Siegel 2008). If this is the criteria for determining life, there are several classes of people who do not qualify for the status “life”, including, those aged 2 to 4 years and under and possibly up through the adolescent years, many mentally challenged people, those suffering from Alzheimer’s disease, schizophrenics, and the insane. There have been people in America’s past that have called for the extermination of such people.

Utilitarianism may ask if it is always unethical to sacrifice a few lives for the convenience, health, or happiness of the many.

The argument is that society often makes that choice; for example, people are willing to risk harming or killing other people for the convenience of driving a car. A utilitarian might ask what the difference is between the two. There is a significant difference between risking potential harm and the purposeful sacrifice of certain individuals or groups. Logically it is impossible for one to step outside without inviting some level of risk.

Throughout history, though, the greater society has harmed and even

attempted to exterminate particular groups of people for greater convenience and livelihood. In America’s short history alone the most memorable examples of this are the quartering off of thousands of North American Indians onto reservations, and African American slavery. In both cases the people were stripped of their intrinsic value, and society thought of them as sub-human, and thusly, expendable.

Extreme utilitarianism and the mindset of instrumental value can lead to far-reaching consequences. If society can justify using human embryos this way, where is the limit and what will keep society from stretching that limit? The “greater-good” mentality could be used to justify destroying any class or group of human beings, especially if their intrinsic value is ignored. Technically, this argument known as “the slippery slope” is a logical fallacy. The problem is that this has been played out time and time again throughout the annals of history, the most obvious example being the abuses of Nazi Germany. Hitler began his T4 euthanasia program with older disabled children and adults, but quickly included younger children and then Jews, Gypsies, black people, and homosexuals.

It is one of the most important issues of our time, and will help define the

intrinsic and instrumental value of human beings.

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L auren B ehan — “ maestro ”

Rebekah Artman

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The program continued even after the German people protested. That is not to say that supporters of embryonic stem cell research want to destroy lives or bring back the days of Nazi Germany. They simply want to bring hope to the suffering. Many supporters suffer from debilitating conditions or have family members that do. I don’t want to see these people suffer either, and hope that science can find viable treatments for these conditions.

The unfortunate truth is that embryonic stem cells may not offer the hope for these conditions as many people suppose. The Family Research Council found that in 2006 “scientists in Sweden and Japan found no improvement in Parkinson’s rats treated with embryonic stem cells, and many animals developed severe tumors”(frc.org). Researchers at the same organization found that in 2005 a Washington University, St. Louis researcher “found that transplanting embryonic stem cells into rat spinal cord gave no improvement, and caused tumors in a number of animals”(frc. org). Despite this demonstration of the failure of this research, scientists and activists continue to promote the unethical practice. The scientific community and the media, then, are acting unethically by not informing the populace of problems with this research. Many are just uninformed about the real promise of alternative treatments.

Embryonic stem cell research becomes increasingly unethical in light of adult stem cell research, which shows that stem cells may be derived from a number of sources such as, umbilical cord blood, bone marrow, hair follicles, and skeletal muscle. Scientists have discovered that these cells are

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just as differentiating and pluripotent as embryonic stem cells, if not more so. An adult stem cell is pluripotent when it acts, or can be made to act, like embryonic stem cells. The Family Research Council states that “researchers in Kansas demonstrated that stem cells from the umbilical cord express pluripotency genes…and show properties of ‘primitive pluripotent cells’” (frc.org). Some argue, however, that society shouldn’t limit science and that scientists should be free to explore both types of research to bring about the most effective results. First, it comes down to the intrinsic value of humans.

Further, society does not permit unbridled medical or scientific research, as it would be unethical to do so. Clinical trials involve fully consenting adults either on their own behalf or that of their children, and typically do not pose a danger to people. Even trials involving animals are regulated and limited so as to prevent abuse. Scientific research must be limited in order to respect the intrinsic value of humans.

My great-grandfather had Parkinson’s disease and life became increasingly difficult for my great-grandmother. Nevertheless, she loved and cared for him until his death. My grandfather Thompson suffered from diabetes. Watching Grandpa live with that debilitating condition every day, and witnessing the slow weakening of his already frail body, was one of the most heart-wrenching and difficult things I’ve had to do. Even so, I do not support the sacrifice of tiny human beings who have not been given a chance at life. When we disregard the intrinsic value of people at any stage of life, even to ease suffering, we lose part of our humanity and our

value loses its meaning, no matter the age or condition of a person. Life is precious at every stage. It’s important to see what we can do as a society to protect the lives of the youngest, oldest, and most vulnerable.

W orks C ited

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Rebekah Artman

Braumgartner, Fritz. “Life Begins at the Beginning: A Doctor Gives the Scientific Facts on When Life Begins.” Frc.org. Apr. 12, 2005. Web. Accessed 7/27/12. http://www.prolife.com/life_begins.html Sciences Survey Shows.” VCU News Center. 12/14/06. Web. Accessed 7/30/12. http://www.news.vcu/news/Americans_Support_for_ Embryonic_Stem_Cell_Research_Declines_VCU Family Research Council. “Adult Stem Cell Pluripotency.” Frc.org. Web. Accessed 7/28/12. http://www.frc.org ___. “Parkinson’s Treatments: Adult Stem Cells vs. Embryonic Stem Cells.”

Frc.org. Web. Accessed 7/27/12. http://www.frc.org ___. “Spinal Cord Injury Treatments: Adult Stem Cells vs. Embryonic Stem Cells.” Frc.org. Web. Accessed 7/28/12. http://www.frc.org Oxford University Press. “Life: Definition of Life.” Oxford Dictionaries.

2012. Web. Accessed 7/30/12. oxforddictionaries.com/definition/ english/life Prentice, David A. “Adult Stem Cells: Saving Lives Now.” Frc.org. 2010.

Web. Accessed 7/28/12. http://www.frc.org Siegel, Andrew. “Ethics of Stem Cell Research.” The Stanford Encyclopedia of Philosophy. Fall 2008 edition. Ed. Edward N. Zalta. Web. Accessed 7/30/12. http://plato.stanford.edu/archives/fall2008/ entries/

Refuge

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aggie had been sick for about a year. She wasn’t getting much better and she was about to go through some major treatments. Being the oldest sibling, I took on a great deal of responsibility when Maggie was in the hospital. My parents saw this and wanted to do something to let me know they loved me and understood my sacrifice.

I had been spending a few days at my best friend’s house and when my parents came to pick me up, they gave me a present, some new books.

Reading was one of my favorite things and this present was the greatest comfort my parents could have provided. Harry Potter, Redwall, Castaways of the Flying Dutchman, and A Wrinkle in Time all stood ready to provide refuge from the sorrow I lived in.

My literary journey didn’t start as a refuge, however. My parents tell me I was always an inquisitive child and couldn’t wait to learn. I remember practicing phonics with my mom, going through simple readers, and getting my certificate that said I had completed “Sing, Spell, Read, and Write.” When my mom and dad signed my certificate, I felt I had really

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achieved something. Now I had the tools to conquer the books I saw my parents reading. When I wasn’t doing school reading, I was reading history books, encyclopedias, and abridged classics. Through these new tools, I entered into the worlds of Oliver Twist, George Washington, and Black Beauty. This wasn’t reading just for the sake of reading; I began to enter into the great conversation of thoughts and ideas. Though I was only a child, my reading helped develop my sense of morality, mercy, and justice.

But more than being presented with ethical situations, I began seeing God’s greater story in the books I read. Oliver Twist wasn’t simply a story about an orphan; it really showed how we are lost people God pursues and saves.

Pinocchio became a prodigal son story instead of simply being about how children shouldn’t lie. The books I read strengthened my still young faith.

About a month after I turned nine, my younger sister Maggie was diagnosed with a brain tumor. Suddenly my innocent life was filled with terror and uncertainty. My three little sisters and I were all homeschooled, so there wasn’t a real escape from Maggie’s sickness. Day after day I

I saw a lot of “dark magic” in my life, but God constantly reminded

watched Maggie vomit from the chemo and my parents weep with sorrow. Watching TV, playing with friends, or staying at other family’s houses felt like drugs; the temporary relief to my pain, but eventually it wore off and I returned to reality.

I began turning to the things I loved most: stories. When I wasn’t helping my mom take care of my sisters, I was reading, and listening to Adventures in Odyssey, or Radio Theatre. These stories were balms for my soul. One of my favorite stories to listen to was The Last Battle by C.S. Lewis. Hearing the tribulation of Narnia, the utter hopelessness of the Narnians’ plight, and the triumphant victory of Aslan over the Calormenes reminded me Jesus would return one day and do away with my suffering. These stories were a refuge for me, and in them God gave me hope.

The night my parents gave me Harry Potter and the Sorcerer’s Stone, I was wary of even picking it up. It was a time when most Christians

thought Harry and everything to do with him was evil. I let the book sit on my shelf for months, scared of what might happen to me if my eyes were exposed to such material. After a while, I started reading the books and I couldn’t stop.

Every minute I wasn’t doing schoolwork I read Harry Potter. At first, the reading was simply an escape; instead of thinking about whether Maggie would live or not, I could focus on Harry’s quest to defeat Voldemort.

Soon, my faith started making its way into my reading. No longer was I simply reading to find a refuge; God was reaching through these stories and reminding me about Him and His character. No longer was the story simply about children casting spells at each other; God had a greater plan at work. As Harry gained victory against Voldemort, I was reminded that Jesus, in the last days, would have victory over sin and death. When Harry died and rose again to defeat dark magic once and for all, God showed

me that He owned the victory.

Dax Garner Bushway

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S usan B rewer “ jesus on the cross ”

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in this great tale. I can’t help but look at everything I read, be it textbooks, theology, political speeches, or novels through the lenses of redemption. For me, literature is more than simply entertainment; it is God communicating to me His truth. Perhaps God uses stories, as C.S. Lewis once said, to “steal past those watchful dragons”. I am always amazed after I finish a book and realize all that God was telling me through it. God is a good shepherd, and sometimes His staff looks more like books than it does a cane.

W orks C ited Lewis, C.S. “Sometimes Fairy Stories May Say Best What’s To Be Said.”

1956. Wedgewood Circle. Web. 6 February 2013 Rodriguez, Richard. “Scholarship Boy.” From Inquiry to Academic Writing.

Ed. Stuart Greene and April Lidinsky . 2nd ed. Boston: Bedford/St. Martin’s, 2012: 15-22. Print.

Dax Garner Bushway

how He accomplished this once and for all on the cross. I saw a lot of “dark magic” in my life, but God constantly reminded me that He owned the victory.

God wasn’t content to let me read books that simply echoed His story.

Ultimately, all the reading I sought refuge in drove me back to God’s story.

I realized there was only one source of true comfort and peace: the story of Jesus dying on the cross, atoning for my sins, and defeating the horrors of the Fall. The day I started high school, Maggie was flown to St. Louis Children’s hospital where the doctors hoped to stop her uncontrollable seizing. This marked the beginning of a dark time in my heart. I had to come to grips with what I truly believed about God. Were all those stories true, or had I simply been fooled into thinking God cared? As required by school, I read The Lord of the Rings my freshmen year. Perhaps the most poignant element of this immense story is Aragorn defeating the forces of Mount Doom and returning to his rightful throne in Gondor.

Though I couldn’t bring myself to read God’s Word, God still reached out to me through this story. He reminded me that He sits on the throne and is sovereign over all the suffering in our lives. Eventually, my God healed my spirit so I could once again read His Word. The stories sustained me through that incredibly difficult time.

I haven’t yet, and I don’t think I ever will, grow out of my love for stories. Through all the suffering I have experienced, God has taught me He is unfolding one grand story of redemption, and I am but one character

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Making Change

I

visited the American Numismatic Association Money Museum, located in downtown Colorado Springs, on November 17, 2012.

The first forms of “currency” were used through trade and bartering- trading a cow for a particular weapon, etc. However, my visit was to see how money was made throughout time from different countries and regions around the world and how we have come to know currency today in its coin and paper forms. So many people think that wars and major events are what create history without considering the influence that money has played in the world. For this reason, it is important to study the evolution of currency in its many different forms so that people may have a better understanding of how this evolution has affected cultures and the modern United States’ currency.

After walking into the single story museum and passing the front desk, I started the tour downstairs in the basement level which held the information about money and coins dating back to the first currencies.

The first concept of coinage-currency came from Lydia in the 7th century

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B.C. with minute formations of a natural mixture of silver and gold. These irregularly shaped and colored “coins” were the foundation for future regions to begin using precious metals as currency.

Later, these coins began to be engraved with either the head of a lion or a lion’s paw mark on one side of the coin, while the other side contained two welts from the procedure of creating each coin. These particular coins became known to historians as the “Lydian’s Lion coin” and accounted for more than twenty percent of the available currency in the region. These findings are based off of the archaeological finds for different currencies.

Like everything else in the era, these precious metals were usually bartered by “weight, availability, versatility or simply its aesthetic qualities.”

An emblem as simple as a lion’s head may have sufficed during the earliest years of the coinage creation to identify a region, but to the Greeks and later Romans, coinage was a means of delivering a message. By the late 7th century, Ancient Greek city states provided coins which demonstrated political independence. The influence of coinage grew so much during this

needs, but they were able to improve the production process, forming their own currency system by the late in the 3rd century B.C. Their new way of producing coins “lead to a mass production and fast distribution for multiple causes such as military or political needs.” Often times, the coins portrayed the leaders’ head or an important historical achievement associated with the leader. Under this implemented system, coins were made by a specific precious metal which gave each coin a different value. The Roman system of currency reflects the system that the United States has today with the different values of coins like pennies, nickels, dimes, quarters, half dollars, and dollar coins.

Above all, it was Spain’s “Pieces of Eight,” introduced in the 15th century all the way through the 19th century that influenced the United States and other countries in the creation of their own currencies. Spain’s “Pieces of Eight” refers to the coins ability to be able to be physically cut into eight pieces to create change, making it a more evolved coin. This was accomplished due to the discovery of silver in Mexico in the 1540’s, which

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Gabriel Wilson

era that there were about eight hundred Greek city mints. The Greek coins that I observed were all different in size, shape, and insignia (engravings).

This was the first era where a human head was used as a Greek emblem.

Political leaders and historical events engraved on coins became a method of delivering messages and campaigning on a wide-scale. Seeing a political leader on a coin also helped give prestige to that person as they were seen by many of the citizens.

These ideals were soon adopted by the Roman Empire in the 3rd century. The Roman Empire also used the coin emblem to spread political propaganda. As described in the Yale University art gallery exhibit entitled “Roman Coins,” it was “in fact, because the emperors are identified in accompanying legends, coin portraits can [could] provide crucial evidence in the identification of likeness of imperial figures in other media.” Similar to today, the hundred dollar bill is referred to as a “Benjamin,” giving Benjamin Franklin’s name and identity a literal monetary value.

Not only did the Romans know how to use currency for political

enabled Spain to produce many coins. The Euro shares commonalities with currency in the United States and in Europe, as it has a set system of different values used throughout the region.

A combination of these two systems was adopted by many countries.

The United States began making their currency as soon as the country became established. To legitimize the currency, the United States made it illegal for any other coin to be used unless it was engraved with the “United States of America.” This practice showed its sovereignty from England and created a political statement similar to the Greeks and Romans centuries before. Shortly after its establishment, Massachusetts began “[issuing] the first paper money to cover costs of military expeditions”. Interestingly, it was Benjamin Franklin’s genius that made paper money a more reliable form of currency by using unique prints in which helped deter counterfeiters.

The Numismatic Museum shows that the United States’ pursuit of creating its own currency resulted in the use of coins and “test coins”

since 1795. The museum has many different versions of coins with famous emblems that represent the United States. Amongst these emblems are the famous “Half Eagles,” the Statue of Liberty, the Indian Princes, and later, “In God We Trust,” used in 1864. They were significant in representing the country, just like the Roman coins represented their insignias, which hold their own meanings. The Half Eagles coin represented not only the country’s national bird since 1792, but also “represented a symbol of strength, courage, freedom and immortality.”

In 1909, the first coin valuing one cent was the first to portray a leader, Abraham Lincoln.

During the timeframe of 1793 to 1857, the one cent coins were larger and heavier than the size of a quarter today. After the price of metal rose in 1857, the United States was forced to make them smaller. Through 1865 to 1889, silver was used to make three cent coins, which was the smallest of the coins created at the time, but was kept by many people during the Civil War. Due to the shortage of silver, the government was therefore obligated to make them in a copper-nickel combination. In 1864, they changed the metal to bronze.

So many people think that wars and major events are what create history without considering the influence that money has played in the world

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A llison M edina “ anubis �

Gabriel Wilson

52

The idea of making “change” out of a whole dollar came from the Spanish “Pieces of Eight.” Throughout time, the United States has made many coins with different values to accommodate needs. For example, in 1870 a three dollar coin was made for the convenience of buying postage stamps that at the time cost three dollars, but was discontinued when telephone services were made available in many cities.20 In 1861, the United States suspended the use of gold and silver and substituted these with paper money to help fund the Civil War, despite the California Gold Rush of 1848.

Like Rome, all that was needed to mass produce currency in the United States was a more innovative approach in creating money. In the 1830s during the Industrial Revolution, “the U.S mint introduced steam powered presses for the first time.”21 With the help of the assembly line invented between 1829 and 1833, mass production was finally possible. The railroad would later contribute the moving of the precious metals in the 19th century.22 As seen throughout history, the evolution of currency has been shaped by the needs and cultures of the particular region, which in turn shaped the way that American currency was developed. The beginnings of currency are found in Lydia where metal was first thought to be used as a means of currency. Following this event, Greeks and Romans made a major transition in personalizing currency according to their political agendas. The idea of insignias being engraved on coins as a means of delivering a message

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is one ideal that has almost directly carried over from the 7th century all the way to our current coinage. Furthermore, Spain’s Pieces of Eight and the Euro’s ability to create change and be used on a wide scale came as an advancement and convenience to their respective countries/regions.

The United States assumed these characteristics by creating specific values for coins to create change and adopted the Euro’s concept of being used throughout a whole country, and not necessarily a restricted state. Finally, the United States furthered the use of paper currency, adding emblems to all their different forms of currency, and they also created a system for mass producing these paper bills and coins.

The American Numismatic Association Money Museum does a great job of showing money’s history. The culmination of these cultures can be seen in American money today through the different exhibits, giving reason to study its history and origins. Plus, who doesn’t love money?

B ibliography

Gabriel Wilson

Eichele, Reanne. “Welcome Video and Lecture 1.” (Online Lecture. World History 112. Colorado Springs, Co. August 5, 2012).

Goldsborough, Reid. “A Case for the World’s Oldest Coin: Lydian Lion.” ( 2012) http://oldestcoins.reidgold.com/article.html “Guide to United States Coinage.” Littleton Coin Company. Accessed November 27, 2012. http://www.littletoncoin.com “The American Bald Eagle.” U.S. Department of Verterans Affairs. Accessed November 20. 2012, http://www.va.gov/opa/publications/celebrate/ eagle.pdf.

“The Beginnings of Money.” The British Museum. Accessed November 17,2012. http://www.britishmuseum.org/explore/themes/money/ the_beginnings_of_money.aspx “The History of Money.” 818 North Cascade Avenue, Colorado Springs, CO 80903. 17 November 2012.

“Roman Coins.” Yale University Art Gallery. Accessed November 17, 2012. http://artgallery.yale.edu/pdf/perspect/roman_coins.pdf

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Confessions of an Everyday Student

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Campus Life hosted a “confessions wall� during multicultural awareness week. Here are the voices of our students. There were four categories for students to choose from for their confessions, which were Academic Dishonesty (Green), Procrastination and Time Management (Yellow), Failure (Blue), Random (Pink). All confessions are written verbatim from the confession cards.

R andom It doesn’t matter what happened in the past. The past is behind you I tend to avoid people in the halls that I do not want to speak with I do not like being a student I hate the way this society has become and I fear it will only get worse

PPCC Campus Life

I love to write but I’m terrified to let others read my writings (even though I know I’m not a horrible writer) School is so important to me, yet, other things find a way to be first.

I struggle with addiction every day, my school life is severely affected, even if I do hide it well.

I feel guilty if I have to say no, that I can’t help a friend I allow everyone to take advantage of me because I don’t know how to say ‘no’

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F ai lure I tell myself I’m going to start an assignment right away, but then I forget about it until the last minute.

My dishonesty has led others to fail in the same manner of my own failure.

(Non-accountability) Sometimes I feel like my life will amount to nothing I’m terrified I’ll always fail and too scared to really live

P rocrastination M anagement

and

I don’t think I have ever been on time for an important event I procrastinate a lot! I need help with time management I watch How I met Your Mother every day instead of doing my homework I need to make more time for ME

A cademic D ishonesty I use Wikipedia for every paper I write my friends and familys papers for school

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T ime

PPCC Campus Life

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Living a Masquerade

A

girl sits in a tiny closet, the door closed tightly, no light is on.

Her knees are drawn up against her chest, her arms wrapped protectively around her scarred legs. A razor blade is clutched tightly in her hand. She rests her chin on her knees as she stares fixedly at the only source of light in the claustrophobic room: her laptop screen. The small animated pencil is scribbling furiously away as the person she is messaging on Skype is typing up a message. The pencil has been dancing its frantic dance for a few minutes now, in response to the confession of her intent. Finally the words appeared. “Tell me what’s wrong.�

That girl was me. The person on the other end of the messaging ended up being my best friend and now my soul mate. At the time however, he was someone I did not know very well. Why the urge to confess to an almost complete stranger? Perhaps I felt safe talking to someone who was not close to me or my family, and had no influence. Whatever the reason, my life was impacted more than I could possibly imagine. The person on the other end not only saved my life that night, he also gave me a

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direction, a purpose: writing.

Life at home was not the Hallmark ideal. An underlying tension was always present, from the first door slam of the day to the awkward silence around the dinner table. There were strict regulations to be followed throughout the day with harsh consequences if not followed with religious consistency. Freedom of speech was strictly prohibited.

However, speech was all that could be hindered, for thoughts, though unable to be voiced, were free to roam and ponder. At times this freedom of thought created more frustration and depression than any hardship could ever amass. To think and feel thoughts and emotions and yet be forbidden to express them was maddening and demoralizing. I have sympathy towards caged animals, like tigers seen at zoos. To possess such raw and lithe power, to govern cunning and prowess, only to sit in a pen and eat from polished, sanitized dishes and drink filtered water. I see in their eyes a familiar frustration and anger. It is no wonder when given the first opportunity of freedom they attack and kill anything they can get their claws

To think and feel thoughts and emotions

and yet be forbidden to express them

on. It must be an exhilarating experience to finally exercise their God-given abilities, however inappropriately they may do so.

Writing is my version of exercising my abilities. The night in the closet, while attempting to put to words emotions too tumultuous to explain, I discovered a strange delight. While the person on the other end was at a near panic to my wellbeing, I was preoccupied with trying to find the perfect words to describe loneliness in the extent I was feeling, searching the house for a thesaurus, a dictionary, a book, anything that could provide me a way of conveying what I was striving to say across to my reader. All thoughts of self-harm were gone. I was intoxicated with writing.

Although still living a constant masquerade of neutral cogitating, I started pulling away into the warm security of my bedroom, my

safe-haven, where I scribbled in my journal, hiding in the closet in case someone barged in and asked the dreaded question, “Whatcha writing?” to which I would reply, “Nothing” in hopes they would believe the lie and leave. As Rodriguez puts it, “I kept so much, so often, to myself.

Sad. Enthusiastic. Troubled by the excitement of coming upon new ideas” (Rodriguez 21). These words capture so eloquently my experiences of withdrawing from individuals and isolating myself. I became addicted to the wonderful world of freedom created when writing, to the discovery of a voice I never knew I had, and to the process of constantly striving to write with more precision, with more penetration, and with more passion.

I explored and probed deep within myself on those pages. Most of the journals have been destroyed, partly from embarrassment and partly from fear, but their affects are still present. Confidence and awareness have grown

was maddening and demoralizing.

Jane Snow

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in ways that are shocking to my parents and siblings. They are confounded at my courage (or stupidity) to confront my father, to form opinions opposite to his, and to be self-assured with myself.

Writing is therapeutic; it gives me a voice I was never allowed to use while under rules of a dominant father. It freed thoughts and feelings pent up for so long that it was so painfully and wonderfully beautiful to release.

As I grow more mature, I see my parents as a reminder “of who I once was and the life I earlier shared with them” (19). The process, the digging into one’s soul and extracting thoughts and passions before unknown, has created a secure, confident woman. With my new-found voice, I am working on creating a relationship of understanding and forgiveness with my parents. It is not an easy road, for there have been difficulties at every step.

But no longer am I that helpless girl, trapped in overwhelming depression.

Looking back on the girl locked in her closet, and seeing where that girl is now, I am confident things will continue to improve.

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W ork C ited Edmundson, Mark. “On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students.” From Inquiry to Academic Writing. Ed. Stuart Green and April Lindinsky. 2nd Edition.

Boston: Bedford/St. Martins, 2008. 322-336. Print.

S usan B rewer “ saved by the light ”

Jane Snow

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Death of a Soldier

I

n 2004, I lost a soldier and a good friend of mine to the war in Iraq while on a mission which we had conducted many times before. At first when our company commander told us we were on a quick in-andout mission I had thought this is going to be so special and exciting. The mission was simple, we were to conduct a dismounted patrol through a neighborhood of streets and alleys provided by our military intelligence group to capture a local bomb making cell in the area. When things go wrong in war, it’s never a good thing. The death of my friend and fellow soldier changed the way I looked at life forever.

A long four hours into the mission and all was going as planned.

On a street, which looked like it had been through a bombing run, we walked down the badly destroyed road, and then something inside me didn’t feel right. It seemed like a shot had gone off; 30 seconds later I was engulfed in a cloud of dust and debris followed by a deafening explosion.

A roadside bomb weighing approximately 50 pounds and made up of homemade explosive materials went off directly in the center of our patrol

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on the right-hand side of us. After minutes of waiting for the dust to settle, I could finally see what had just happened to the rest of the squad and what condition they were left in. I was in the back of the formation so I ran to the center where the bomb had hit to see if everybody was ok. I counted the guys and realized I was short one man, my friend, who was nowhere to be found. As we searched around the crater and debris our youngest soldier found the body of one of our own; my friend. We were in shock. At the time we had not realized that we had no security around us. The rest of our platoon arrived at the site about 15 minutes later to help secure the area and remove the body of our badly mangled friend. A few hours later we returned back to base. We all found out that our squad was never supposed to be on that mission since it was designed for our Special Forces group. The whole platoon was informed to go to the conference room to hear a few words from the chaplain. The chaplain gave his speech and at the end of it he said a line that I will never forget, “Sunshine, you are in your Father’s arms now. Rest in peace.” The whole

Sunshine, you are in your Father’s arms now.

platoon broke down once more.

As a young boy, around the age of 10 years old, I started to learn about the military from my father who was a marine in Vietnam. My father would always tell me that the military wasn’t for your everyday person. I would usually play by myself in the backyard, all dressed up in some kind of camouflage that I had created from stuff I found in the garage. Face paint, clothes, G.I Joe figures and black cardboard weapons were the gear that brought me in and out of my intense battles that I had read about or seen in a movie. Over the years as I became a little older and in grade school, my oldest brother joined the Navy and went to Desert Storm. Years went by, and in November of 2003, I joined the U. S Army.

As an Active duty Soldier, my first duty station was in Colorado Springs, Colorado. The unit that I had been assigned to was still finishing up a 10 month deployment in Iraq. Two months later they were all home

and I finally had the chance and honor to meet my new platoon. I was a little guy, not very big, and kind of shy. At first I had a hard time fitting in, until I met a guy who I nicknamed Sunshine. Sunshine was the one guy who was always there to help the new recruits feel welcome and helped them to get comfortable and on the right track. Sunshine and I became close friends about 3 months later. Sunshine had been in the Army for a year and a half before I joined. Sunshine was only one rank ahead of me, because of his tendency to speak his mind at the wrong time to the wrong people. It seemed that day after day we were always stuck on the same details together, and I don’t know if this was because we were friends or it was just our luck of the draw to always be together. We were the two lowest ranking people in our platoon, but we liked to think that it was just our supervisors letting us be together and get done what they needed to have done. Sunshine and I had a lot of the same interests. On our off

Rest in peace.

David Crandall

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days or after work we would ride our motorcycles wherever we could, and we would also play a lot of video games together. Sunshine and I trained together for the next six months, then our unit received orders to deploy to Iraq – this was Sunshine’s second time to Iraq and a first for me.

It has been many years since that life-altering day and I still think about what happened or what we all could have done to prevent this. I am out of the Army now because I know and feel that this one particular deployment overseas made me realize that our life span is short enough in this world, and that some of us don’t need that extra push into a dangerous situation. I still talk to some of my other buddies from that deployment and we like to remember the good times that we all had and reflect on the bad times and how it brought some people closer and some to their breaking point. To this day I’m glad that I was there but, in the end, my wife, family and close friends are what mean the most to me now.

What I have learned from this terrible day was that everybody should live life to the fullest and be proud of the things that you have accomplished and fight for the future that you want for your family and yourself.

Life can bring a change as fast as a blink of an eye and completely rotate and flip your life upside down. I am thankful to be here today, to remember and to pass this on to others. Losing a friend has changed my life in a way that most people wouldn’t understand unless they were in my shoes.

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M atthew Q uiroz “ tears of red ”

David Crandall

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The Hidden War

T

he United States military has long sought to invoke the image of being the strongest and most capable fighting force in the world. Standing on the outside and looking up to the military as an honorable and noble institution, one cannot begin to see the corruption and betrayal that has engulfed the lives of the country’s brave men and women. With two wars raging for the past decade, the United States has paid respect to those who have fought to protect this country, but the harsh irony is that service members fight a war daily within their service to the country. It is the tragic downfall of the military that the enemy often wears the same uniform as the hero. Military sexual trauma has been destroying the lives of the bravest men and women in this country and the scope of the problem has been downplayed for far too long. When a female soldier is more likely to be raped by another soldier than killed by enemy fire in a combat zone it is time that substantive change occur and that a solution to a growing problem be pursued (Schneller).

There is darkness within the ranks of the military in the United States

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that the average American is unfamiliar with. It is kept hidden underneath the covers which some of the high-ranking officers pull tightly over the military. For too long it has been kept from public eye and even the service members within the military. Military sexual trauma has been portrayed as an issue that is not that big of a deal. Many of the people in the military see the victims as liars that are trying to get more attention or to get someone else in trouble. It is easily thought among some of the American people that these women put themselves in vulnerable situations and sometimes even beg for it to happen through their actions and attire. Others view it simply as a problem that is contained within the military and that the commanders should deal with. Though there are always exceptions, these perceptions represent a large proportion of the way in which military individuals approach the issue of military sexual trauma.

In order to properly grasp the problem facing the military one must have a solid understanding of the various forms of sexual assault and understand why the occurrences within the military have led to the establishment

jobs, and explosive ordinance disposal jobs. Women that choose to go into these fields may expect to be the minority, but they rarely expect to be putting themselves in danger. When only one or two women are in these positions in a large group of men, it can often be difficult to accommodate for the gender differences in sleeping shelters and bathroom facilities.

When these gender differences become compromised, the female(s) may be put into a situation that can be compromised easily by a perpetrator.

This is more prevalent in deployed areas as there is more pressure on the victim to not do anything about the incident because they are essentially trapped on a small base with their perpetrator and the fear of repercussion is greater when the victim cannot remove themselves from the situation. It is not common for legal services to be available at every base when deployed and this presents the problem of reporting the crime. These situations are unfamiliar to the average American and show that military sexual trauma has very different aspects to it than civilian sexual trauma. Unfortunately, this also makes it more difficult for a civilian to understand the complex

Lindsay Emerson

of independent terminology. Military sexual trauma, also known as MST, is an act of sexual assault or sexual harassment involving a service member in the military (“Just the Facts: Military Sexual Trauma”). Sexual harassment is a form of threatening or unwelcome physical or verbal conduct in a sexual nature (“Just the Facts: Military Sexual Trauma”). Sexual assault is sexual contact without consent from the other person, which includes: touching, grabbing, oral sex, anal sex, sexual intercourse, or sexual penetration with an object (“Just the Facts: Military Sexual Trauma”). Military sexual trauma has become so prevalent within the military that it has been given its own acronym, MST. This trauma can happen anywhere for the victim, whether on base, in a combat zone, or even at a public bar.

Women make up only 8% of the Armed Forces (“Subcommittee Urges VA”). This small percentage indicates that it is very possible for a woman to be alone in gender in a platoon or company of service members.

Women are allowed to hold jobs that have been originally thought of as “manly jobs.” These jobs include an array of mechanical jobs, carpentry

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process of reporting this crime in the military.

The idea that a victim should have known better or should have been able to prevent it has been long thought by too many people and has diminished the real harm that military sexual trauma does to a person. The sheer numbers of military sexual trauma victims are proof that a problem clearly exists. Since World War II, it has been estimated that 500,000 service members have been sexually assaulted or raped in the military (“Subcommittee Urges VA”). In 2010 alone, it was estimated that 19,300 assaults took place (Schneller). Though this number is an estimate, Defense Secretary Leon E. Panetta has acknowledged that the numbers are far higher than what statistics are able to report (Risen).

According to The Huffington Post, “a servicewoman was nearly 180 times more likely to have become a victim of military sexual assault (MSA) in the past year than to have died while deployed during the last 11 years of combat in Iraq and Afghanistan” (O’Toole). One might think that the astonishing statistics from military sexual trauma would be enough for the leaders of our country to make drastic change and reform, but that is not the case. It is estimated that one in four victims do not report the attack because the perpetrator is the person they would have to report it to

(O’Toole). Under the Uniformed Code of Military Justice, it the commander of the accused person who is responsible for reviewing the case for sufficient evidence and decides whether there is evidence to proceed with the case (O’Toole). This fault within the military justice system is what destroys the chances of justice for the victim.

When the real life impacts of sexual trauma are explored in depth it is hard to continue the thinking that a woman would want this to happen or purposely put herself as risk. The issues associated with sexual trauma include the development of post-traumatic stress disorder (PTSD), depression, anxiety, uncontrollable emotions, emotional numbness, problems associated with drugs and alcohol, sleep issues, upsetting memories that trigger unwanted responses, and trouble with concentration and memory (“Just the Facts: Military Sexual Trauma”). Before the acronym MST was created, service members that experienced sexual trauma were typically given the diagnosis of post-traumatic stress disorder if they suffered from symptoms following the event. Proper treatment is crucial in the recovery process of MST. Without treatment, these issues can manifest into something detrimental and can even lead to suicide. Research shows

We cannot allow the biggest threat

to female soldiers to be someone wearing the same uniform.

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the cases were valid, but rather that there is a deeper issue within the justice system in the military.

The documentary, The Invisible War, has uncovered the hidden truth about covering up rape in the military and has shined a light on a different angle that most Americans did not know existed. Oscar-nominated Kirby Dick read an article in 2007 about the high rate of sexual assault in the military and after much shocking research, he decided to make a documentary about it and reveal to the world what the strongest military force is really doing (Schneller). The full-length documentary is full of gruesome details of interviews with military sexual assault survivors. This film is not just a few pissed off women ranting about their horrible experience in the military, but rather an in depth study of 25 survivors and the life they had to endure after their attacks in the military (Schneller). The raw emotion seen in this film rips into the viewer and tugs relentlessly at their heart. The power of this movie is more than just an hour and a half of information about rape victims--it has the power to change how Americans perceive rape victims.

The influence of other service members has been proven to have a negative impact on the treatment of a victim. Research has been performed on the social influence of peer judgment on rape victims and the role of positive and negative social reactions of people involved in the situation (Brown and Testa). The research tested the idea that a stigmatizing judgment of a rape victim can easily spread from one person to another (Brown

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Lindsay Emerson

that veterans who have PTSD are 4 times more likely to develop suicidal ideation than those who do not (Suris, Link-Malcom, and North). Since PTSD is the most common disorder associated with MST this presents a serious issue that cannot be ignored or be left untreated (Suris, Link-Malcom, and North).

Though military sexual trauma may seem parallel to that of sexual assault and harassment in the civilian world, there are many more issues that a military victim must face and at times may put them in more danger.

The stigma that is carried by a sexual assault victim in the military is one of the biggest problems faced when trying to attain justice for the crime committed. The number of perpetrators being convicted would appear to weaken the argument that sexual trauma is an issue in the military; however the figures can easily be misinterpreted. In 2011, only 3,000 cases were reported and only half of those were ever investigated. The final number of attackers being convicted was only 191 (Schneller). The appearance of these numbers to our country is that only 191 people actually committed the crime because they were convicted. However, the conviction rate of sexual assault is a number that cannot begin to even represent the slightest truth to the rate of occurrence of this crime. It is important to keep in mind the amount of people that never report their case for a list of numerous reasons.

These extremely low numbers of conviction diminish the issue to the public and it can be understandable to see it as a small issue when the rate of conviction is so low. This does not indicate that only a small number of

and Testa). The study found that negative judgments were far more powerful than neutral or positive judgments in influencing other people about the rape victim (Brown and Testa). One of the most important findings in the study was that men often blamed the rape victims in general and not the perpetrator (Brown and Testa). With the overpowering number of men in the military and in high places of authority, this study demonstrates that women are at a disadvantage in the treatment and legal proceedings when they are victims.

The numbers are far too strong to ignore any longer. It is evident that there is an enormous problem with sexual assault and members of the military. Rape is a terrible four letter word and it is a word that the brave men and women that fight for this country should not be so familiar with. We cannot allow the biggest threat to female soldiers to be someone wearing the same uniform. The country needs to recognize that sexual assault is damaging the lives of thousands of service members every year.

The original thought that military sexual trauma is a small problem contained in the military and that women bring it upon themselves must be reconsidered after reviewing legitimate information and facts. America can no longer turn a blind eye to the uncomfortable topic of rape and it must acknowledge the growing numbers as a sign of an issue that is bigger than previously thought.

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W orks C ited

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Lindsay Emerson

Brown, Amy L. and Maria Testa. “Social Influences on Judgement of Rape Victims: The Role of the Negative and Positive Social Reactions of Others.” Sex Roles (2008): 490-500. Web. 20 November 2012.

“Just the Facts: Military Sexual Trauma.” 2010. AfterDeployment. Web. 8 December 2012. This fact sheet was created for professional use for the military to use in sexual assault and harassment prevention.

The information presented on the document gave an in depth look at the issues associated with military sexual trauma. It also gave the detailed definition and description of military sexual assault and sexual harassment. The website AfterDeployment.org is dedicated to the well-being of active duty service members and veterans and covers the main issues associated with these two populations. This document was useful in that it explained in simple terms what MST is.

Hoyt, Tim, Jennifer Rielage and Lauren Williams. “Military Sexual Trauma in Men: A Review of Reported Rates.” Journal of Trauma & Dissociation (2011): 244-260. Web. 1 December 2012. (Not Used) O’Toole, Molly. “Military Sexual Assault Epidemic Continues To Claim Victims As Defense Department Fails Females.” 6 October 2012.

The Huffington Post. Web. 6 December 2012. This article was more important than some of the articles not used, because the statistics

were more powerful and effective in the paper. The information is also very recent and accurate. The article not only contains the recent statistics, but it also includes information about the justice system within the military and shows the power that a commander has over the legal proceedings. This article was useful in that it gave strong statistics that cover more ground and it is very recent.

Risen, James. “Military has not solved problem of sexual assualt, women say.” 2 November 2012. New York Times. Web. 14 November 2012.

Schneller, Johanna. “A Horrific Truth that Begged to be Told.” 21 July 2012. Globe & Mail. Web. 14 November 2012.

Shane, Leo. “Lawmakers Propose New Protections for Military Sexual Assualt Victims.” 13 April 2011. Stars and Stripes. Web. 1 December 2012. (Not Used) “Subcommittee Urges VA to Update Military Sexual Trauma Adjudication Regulations.” 18 July 2012. House Committee on Veteran’s Affairs.

Web. 20 November 2012.

Suris, Alina, Jessica Link-Malcom and Carol North. “Predictors of Suicidal Ideation in Veterans With PTSD Related to Military Sexual Trauma.” Journal of Traumatic Stress (2011): 605-608. Web. 20 November 2012.

Valente, Sharon and Callie Wight. “Military Sexual Trauma: Violence and Sexual Abuse.” Military Medicine (2007): 259-265. Web. 20 November 2012. (Not Used)

I

Polygraphs: Truth about Lies

n many crime-based television dramas, polygraph tests are used to catch the offender swiftly and accurately in a lie. The common scene is set in a dark lit room with a single lamp placed above the accused’s head, showing beads of sweat rolling down his nervous face. Hooked up to various cords and menacing-looking gadgets, the police officer asks him a series of innocent questions such as his name, age, and date of birth before quickly jumping to a more accusatory tone. The man being questioned becomes increasingly uncomfortable as the questions become more personal and specific. Suddenly, the polygraph machine’s needle shoots back and forth on the scrolling sheet of paper, indicating the offender is lying.

The police officer promptly arrests the man for the charges he was accused of and rushes him off to a jail cell. In this scenario, the test results are grounds for arrest and, subsequently, a guilty charge; however the opposite type of outcome is more common.

As such, in 1984 Gary Ridgway later known as the Green River killer, passed a polygraph exam and was released to continue his killing-spree.

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Meanwhile, Melvin Foster was brought in for a polygraph test and failed, prompting police to accuse him of the murders and tarnish his reputation forever. It wasn’t until 2001 that physical DNA evidence finally linked Ridgway to the crimes, but Foster still suffered from the false test results (Maschke). So why is the polygraph test so widely used in court cases if they have proven to be incorrect? Although some people are comforted by the seemingly truthful answers lie-detectors provide, the results are often the outcome of nervousness or embarrassment, can be easily falsified, and are too confusing to be presented to the untrained and uneducated.

For a better understanding of why the polygraph test is faulty, one must look at the history of the machine as well as the theory of detecting lies. The first theory that lies could be detected with a machine came about in the 1890s. These first tests involved measuring changes in blood pressure of the accused. It wasn’t until the 1930s that the “modern” polygraph was invented. The test works by measuring changes in four physiological responses including upper respiratory, lower respiratory, blood pressure, and

B en S mith “ politician �

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electrodermal skin conductance, otherwise known as “sweaty palms.” Since the 1930s, the test has not changed greatly, even with ever-progressing technology.

Correspondingly, the most commonly used type of polygraph test by law enforcement is the CQT, or Control Question Test. According to William Iacono, a professor of clinical science and psychopathology at the University of Minnesota, this form of test is “not so much a standardized test as it is a collection of procedures that combine interview techniques with physiological recording” (75-86). In other words, this test acts as more of an interrogation technique than an actual scientific way of detecting lies. Former FBI agents who once administered polygraph tests said, unbeknownst to the accused, testing begins before the machine is hooked up or turned on and continues after all cords have been removed from the questioned. The “conversation” that takes place before the polygraph is often called the pre-test. Researchers Jerry Lewis and Michelle Cuppari explained that, during the pre-test, the examiner explains the procedure and makes it clear to suspect that the test is accurate and will reveal if the person lies (85-92). Many speculate that this will only make the guilty nervous, but it was found that even the innocent had increases in

heart-rate out of fear of being falsely accused. Iacono stated that polygraph tests are biased against the innocent because “[they] are likely to respond similarly [physiologically] when confronted with a false accusation, even when truthfully denied” (75-86). If the polygraph test cannot distinguish between someone who is guilty and someone who is innocent, why is it used to detect lies? From this, a new problem arises; some people, such as criminals, are able to cheat the test by disguising lies.

Since polygraph machines measure physiological changes, people are able to create false results by manipulating their bodies or justifying the lies in their minds. A change in posture, placing focus on breathing, and contracting certain muscles can help to disguise a lie (Lewis and Cuppari 85-92). Studies have been done to test if breathing techniques are a legitimate way to fool a lie-detector test and the results are not surprising. Researchers Bruno Verschuere, Ewout Meijer, and Armand De Clercq tested participants’ reactions to various questions they would obviously lie about and found that the machine detected their lies; however after teaching the participants breathing and relaxation techniques then asking the same set of questions, they passed the test (348-56). Many have questioned if the participants became accustomed to the questions

The machine that has been

known for decades as a “liedetector” is actually a lie itself.

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liar” will decide that they can lie and get away with it. Although there are physical cues that test administrators look for to determine if someone is lying, a liar may not show any physical signs of deception. Subsequently, people who are honest and giving truthful answers may give physical signs that are consistent with lying behavior.

Polygraph operators also look for unfair and uncontrollable traits in the person being questioned. The tester preforms a pre-test where they observe the accused; they watch their mannerisms, their body language, their speech patterns, etc., but they also start making judgments based on appearance. The administrators are trained to determine if someone is lying based on how attractive they are. The more attractive someone is, the more credible they are thought to be and vice versa. Such minuscule aspects, a nice smile and symmetrical face can skew testers’ opinions of the accused person. After analyzing all these different aspects of the polygraph test, clearly this test does not use scientific methods to detect lies but simply relies on many inferences and superficial judgments.

One final problem with polygraph tests is the false advertising associated with their accuracy and legitimacy that is so widespread.

Companies that manufacture polygraph testing machines have continuously claimed that the test is 90 to 98% accurate at detecting lies; however, scientific research has shown that lies go undetected nearly 40% of the time (Verschuere, Pati, and Houwer 410-13). Virtually all people have been taught that polygraph tests are true; a false security in the test’s validity is

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and learned to anticipate what would be asked, but another study was conducted that took a different approach. Bruno Verschuere, Valentina Prati, and Jan De Houwer found volunteers that had never taken a polygraph test and taught them similar relaxation techniques prior to administering the exam. The participants were able to fool the test on their first try (410-13).

Another piece of evidence that shows the faulty nature of the polygraph test is the complete disregard for the psychology of true criminals.

Some people are just natural liars and being questioned does not make them nervous or anxious. Aldert Vrij, Par Anders Granhag, and Samantha Mann have done extensive research into what makes someone a “good liar” and found that “the mere fact that people lie will not affect their behavior, speech content, or physiological responses; however, sometimes liars may show different responses to truth tellers” (77-98). The two emotions commonly associated with telling a lie are guilt and fear: feeling guilty for lying or being afraid of getting caught, but liars do not always experience guilt or fear. Manipulative people see lying as an acceptable means to get their way and because lying is commonplace for them, they do not feel uncomfortable telling a lie. Having no remorse towards lying, manipulators do not follow conventional morality nor do they find the act of telling a lie mentally challenging. When “good liars” are fibbing, they are able to justify the lie by their moral standards, especially if the stakes are low. Often, liars will determine if the person questioning them is proficient at detecting lies.

If the examiner shows any signs of uncertainty in their method, a “good

created. Not only do test administrators have faith in this method, but the average citizen seems to as well. A major issue with this large-scale trust in the polygraph test comes into play when there are multiple suspects in a criminal case and a lack of physical evidence. Often, all of the suspects are given a polygraph test and the first one with a “deception indicated” result will be listed as the primary suspect, causing investigators to only focus on anyone who failed the polygraph. At times, the results from this method are positive and the guilty is correctly identified but more often the opposite is true. Many times, guilty people have walked free and created more terror. Since law enforcement officers, polygraph test administrators, the public, and even offenders trust this test so fully, jurors are swayed when lie-detector test results are presented or even mentioned in trial.

Although most states have passed laws that say polygraph results are no longer admissible in court, 17 states still allow prosecutors to present them as evidence. The tests can be used as long as both parties agree to include them in the trial but the defendant does not get to see the results of their polygraph test prior to agreeing to have the test submitted as evidence. The problem with showing uneducated jury members “evidence” that says the person on trial has lied is that anytime “cognitive neuroscience data” is presented, people outside of the scientific field feel intimidated (McCabe, Castel, and Rhodes 566-77). Often, the prosecutors will explain the results of the polygraph test with scientific jargon assuming that members of the jury are not familiar with procedures used to perform the

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test nor are they well-versed in psychological phenomenon. Prosecutors exploit this by convincing the jury that polygraphs detect lies. In a sense, using polygraph test results as admissible evidence in a trial is a manipulative tactic that can lead to inaccurate convictions. The number one argument for continuing the use of polygraph tests is that they can still be used if the results are not presented to a judge or jury. To take them out of the courtroom completely is fair, but using them in interrogations can still be destructive. The testing needs to be re-marketed truthfully or eliminated from criminal investigations completely. Although there is not a fool-proof solution to revamping the polygraph, it is too deficient to continue being used as a lie-detector. The test does more harm than good and has no scientific basis.

The machine that has been known for decades as a “lie-detector” is actually a lie itself. Enough research has been done to definitively say that polygraphs measure nervousness through physiological changes rather than detect deception. The fact that the testing methods have not changed in over seventy years is disturbing enough. With technology making advancements on a daily basis, a more updated test should be feasible. Since the test currently only measures changes in physical aspects, people easily get away with lying because they are “good liars.” One major issue is the involvement of the pre-test, which encourages test administrators to make preemptive judgments about a person’s character and credibility through their appearance and body language. All of these smaller details about the

test are not general knowledge and can cause confusion to those provided with the results. When they were first invented, lie-detector tests were used very rarely and only for special cases but in modern-day America, the test is used fairly often to get confessions out of suspects in criminal investigations. The use of polygraph tests has led to a false sense of understanding among jurors and society in general. Presenting completely unscientific data as psychological evidence is not acceptable and should no longer be permitted in criminal investigations. As the late United States politician Sam Ervin said, “Polygraph tests are 20th-century witchcraft.�

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W orks C ited Fiedler, Klaus, Jeannette Schmid and Teresa Stahl. “What is the Current Truth About Polygraph Lie Detection?” Basic & Applied Social Psychology 24.4 (2002): 313-24.

Psychology and Behavioral Sciences Collection. 19 Nov. 2012.

Iacono, William. “Forensic “Lie Detection”: Procedures Without Scientific Basis.” Journal of Forensic Psychology Practice. 1.1 (2001): 75-86.

Web. 06 Dec. 2012.

Lewis, Jerry A. and Michelle Cuppari. “The Polygraph: The Truth Lies Within.” Journal of Psychiatry & Law 37.1 (2009): 85-92. Psychology and Behavioral Sciences Collection. Web. 19 Nov. 2012.

McCabe, David P. Castel, Alan D. Rhodes, Matthew G. “The Influence of Fmri Lie Detection Evidence On Juror Decision-Making.”

Behavioral Sciences & the Law 29.4 (2011): 566-77. Psychology and Behavioral Sciences Collection. Web. 19 Nov. 2012.

Maschke, George. “Gary Leon Ridgway, Deadliest Serial Killer in U.S. History, Passed Polygraph and Killed Again.” 04 Nov 2003.

AntiPolygraph.org, Online Posting to Polygraph Policy. Web. 05 Dec. 2012.

Verschuere, Bruno, Ewout Meijer and Armand De Clercq. “Concealed Information Under Stress: A Test of the Orienting Theory in Real-Life Police Interrogations.” Legal & Criminological Psychology

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16.2 (2011): 348-56. Psychology and Behavioral Sciences Collection.

Web. 19 Nov. 2012.

Verschuere, Bruno, Valentina Prati and Jan De Houwer. “Cheating the Lie Detector: Faking in the Autobiographical Implicit Association Test.” Psychological Science (Wiley-Blackwell) 20.4 (2009): 410-13.

Psychology and Behavioral Sciences Collection. Web. 19 Nov. 2012.

Vrij, Aldert, Par Anders Granhag and Samantha Mann. “Good Liars.”

Journal of Psychiatry & Law 38.1/2 (2010): 77-98. Psychology and Behavioral Sciences Collection. Web. 19 Nov. 2012.

B en S mith “ politician �

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G

Progression on the Ponds

rowing up on a 100-acre farm in South Carolina does not present many opportunities for fun, unless there exists the combination of three breath taking ponds stocked with fish, the best dog in the world, a beat-up old boat, and someone to fill the empty seat for company. It was when I was on the water, at home on the farm, that I could discover things in life. I was able to push the eject button to propel myself away from reality and find peace in a beautiful sunrise or sunset, or turn on the vacuum and suck myself back to the world. Simply put, the ponds were my escape.

On my tenth birthday, I received the best friend I ever had, ChuCho, along with my first love, Charlotte. Chu-Cho was my ten week old white lab puppy and Charlotte was a fourteen inch Mastercraft john boat.

I was the captain and Chu Cho was my first mate, always positioned on his custom plywood and carpet bow bed. Packing all my gear each night before, I prepared for the five o’clock alarm that would wake me and remind me of the great place I would soon be. As a young boy, I floated

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with my dog listening to the birds, squirrels, and the gentle swoosh of the weeping willows hanging over the water. I watched the fish break the surface to grab bugs flying around the giant lily pad blossoms, the cows off in the field being lazy and eating, and occasionally deer drinking from the bank. Cool fog touched my face as I paddled out to my favorite fishing spots in the early morning, often before school, making getting up at five o’clock worth it.

The ponds were my sanctuary, where I could do and handle anything.

When I was fourteen, my mom and I were fishing early one morning under the biggest willow tree by our east pond when she told me she had kidney cancer. In a way, I feel she knew telling me there would soften the blow a bit. I told her she was the strongest person I knew and bet her that if I caught a fish on the next cast, she would be better in six months. I did catch the fish that cast, but got the time way off. Three months later in the same spot, my mom told me the doctor announced her cancer free.

As the years went on, things in life changed. Chu-Cho and I got

There was something about the ponds that allowed me to find the

bigger, which means the boat got smaller, but how I felt when I was in it did not. It was the same place where I could relax, cast lines, do homework, or talk to Chu-Cho, who turned out to be the best listener. It was the place that I could talk to my parents about my day or problems I was having, or listen to a friend that needed to talk.

There was something about the ponds that allowed me to find the answers to questions I had in life. Being on the water taught me patience and what to focus on in life. What I could not figure out in one pond I discovered in another, and as the years went on I started to learn that I could go to certain spots and change, build on, or maintain whatever feelings I had. If I was upset, I would go to the West pond honey hole and watch the sun go down over the cow fields. If I wanted relaxation, I would go to the South pond by the tree line and lay in the bottom of the boat, listening to birds and watching animals in the woods. If I wanted peace, I would go to the

East pond and paddle to the dark willows, finding the calmness I was looking for with a dirty white lab at my feet.

Everyone has a place that means the world to them, a place they connect to or rely on. For me, it was the ponds on our family farm that allowed me to gain a certain control and balance in life, and taught me patience and respect. I also built connections with family members, friends, nature, but most importantly my best friend Chu-Cho. My boat on the ponds with the best friend I ever had was my entry to and exit from reality; it was my heaven.

answers to questions I had in life.

Curtis South

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All Of Me:

I

Fear, Sinew, Mirrors, Words and the Heart

am afraid. am afraid of myself in times of frenzy; to know that I am capable of causing heartbreak and pain just as proficiently as any other human individual. I fear the effect that the events in my life have had on my exterior, as well as my interior self. To be hardened is to be stone; to be stone is to be heartless and to be heartless is to be lifeless. I am afraid that I won’t regain my ability to know how to enjoy a beautiful sky; to see the stars and gaze at them in all their wonder. I am afraid of looking at them as just things that mean nothing.

I am strong.

I am strong only because I know I have paid a price to consider myself so. I have bled more than I ever cared to; to know the sight of blood for true is to wash it off of your hands only to still see it every time you look at them afterwards. I am strong because I am not easily surprised; to be strong is to be steadfast in life’s sudden contingencies. I am strong because I have taught myself to try and be at least two steps ahead against

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my adversaries; this has cursed me just as much as it’s made me a better tactician in the art of war.

I am an illusion.

I do put up a facade; a front, so as to protect myself. The old saying is “Never let anyone see you sweat.” It can be chalked up to composure or character, depending on which trait it can be best described with. It’s a skill I had to learn in a different uniform in a different world, and it doesn’t rub off; it sticks to you like crude oil. You stand up with your shoulders out ready for a fight that will never come; for an argument that will never take place; to debate an opponent that you’ve never actually met. The mind is on guard when there’s nothing to guard anymore. I have made my own chains in regard to my social ability. I wear a mask that I can’t take off.

I am artistic.

I lose myself in words in the best way one can, by reading and writing them instead of using them as tools for ranting and lamenting. I put ink and letters to paper and I feel satisfaction; I find confession through my

D erek H ajdik “ the

post - war soldier ”

David Musgrove

fingers and my words. I become essential in spite of my relative irrelevance to the world at large; I put my name and my words on something that can matter to everyone if given the chance. I find alchemy between myself and something that can be turned from inanimate to pure life.

I am passionate.

I make love with the thought of actual love; the only time I show my true self, and with the one I trust it to. She is my home; I return to her in my darkest hour. I make myself hers to wrap myself in her arms and leave this world away from us. With her eyes, I remember any part of me that was ever good at all, and I teach myself to keep standing up on my own two feet, to walk in morning sunlight with her hand in mine and enjoy the beautiful blue sky and the fading night stars; to let go of the strategy and the contingencies, and to look at her with my own eyes and smile, and not the one I show to the rest of the world around me. I lie down next to her and night and dream the dreams I’ve longed to see in my sleep.

I wake up, and finally realize that I have become the man I want to be.

“Can you see me? All of me? Probably not. No one ever really has.”

- Jeffrey Eugenides (Middlesex, Picador, 2007)

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Pivotal Seconds

L

ife is comprised of definitive moments that are crucial in changing the course of a person’s life. These can happen so quickly and turn into memories that seize you in their entirety. Who am I? What are these pivotal moments that determine who I have been, the person now and possibly who I may become. My purpose is not to gain pity or to out-weigh the defining moments of others, but to express the individual voice of who I am.

With hand-me down boys’ clothing, bowl haircut and a ‘nothing can stop me’ attitude, I was a girl who was just one of the boys. Out of my three brothers, one was the person I strove to be like the most. He would wake me in the morning to watch our favorite cartoon; Blue’s Clues, and imparted his knowledge of cooking the world’s best oatmeal. He assisted in my learning to read, kneeled in-front of me to show me the art of tying shoes when no one else succeeded, and at times made me feel ignorant when I made a mistake. I learned that nothing is more important than family, even if we don’t like them. My brother, who was my entire world

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and provided me with numerous definitive moments, would one day leave our family in devastation; giving me the moment that surpasses everything else.

Our dog’s bark was our siren of warning, she was persistent. Little to our knowledge, as we turned up the T.V’s volume and pushed pillows harder over our ears, that this was the night our lives changed forever. My mom came banging on my door with screaming sobs that shook my core, the sort that haunts dreams. Two men with solemn faces wearing pressed uniforms were sitting patiently in our parlor. My momma, brothers and I waited for news any family with a soldier dreads to hear. Seconds left frozen, hanging; in a family with three active military, dad and two brothers, those two men whose presence only meant loss of life left us asking who have we lost? One of our own had died. My smiling beautifully blue-eyed brother, the very one whose approval I strove for hardest, was gone. His arrogance and laughter could no longer be heard in this world. This was the very moment that shattered our family and from there we were left to

he was a brother, son and friend. He was my “Kito�.

The future is uncertain; one only hopes that the compilation of pivotal moments equips a person to choose what defines them. At times our footsteps are uncertain, seemingly lost and left to wander but the sun still rises as life continues forward. Whether you are keeping up or not, is a choice only you can make. I am only one in a world full of individual voices, expressing a story to those who care to listen. Who are you?

Sara G. Cofield

pick up the pieces.

My face is only one of millions and my story is no more important than any other, but exists none the less. The death of my brother brought many things to the surface such as a grief the extent of which no words can accurately describe. Nothing more can be said to attest to his importance in defining who I have become. The loss of my brother brought friends and family closer to our hearts and into our home but at the steepest cost. His life was not lost on this world; his time here brought growth in personal strength and helped define the person who is here today. Who am I, though? A sister, daughter, and friend, I am someone who is passionate and fiercely loyal. I am a young woman who wears two active military blue stars on her sleeve and a gold star-sized wound of a fallen soldier over her heart. A seeker of knowledge and someone who loves literature, I am also a person who experiences deeply the pain of others. I am not someone’s statistic nor can my knowledge be measured by a standardized test, and good manners are not a choice but a way of life. He was not only a soldier,

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I Must Be

I

am a boy, therefore I must like fixing cars and watching football. I am young, so I must be naïve and impulsive. I am overweight, and accordingly that must mean that I lack any sort of self-control. I am white so I must believe I am better than every other race.

My physical characteristics obviously give people free reign to decide who I am and what I stand for. And why not? My visible traits are there for everybody to see and evaluate. But what about what they can’t see?

I am an atheist, so I must have no heart and I lack the capacity to accept those who have religion. I am a cancer survivor, which means I am not ever allowed to be upset because I survived such a hardship five years ago. I am getting a college education when so many in my family have not, so I have to think that I am better than everybody else. I study accounting, which means I am not adventurous. I am gay, which definitely means that I must be effeminate and enjoy fashion and home shopping networks.

Because of these stereotypes, I am scared to let people know who I truly am. I can let people like the person I portray, not my true self. Can

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you imagine how quickly opinions of me would change if people found out I am an atheist? That I am gay? I can guarantee that people would cause a riot. Friends would become distant. Teachers would look at me in a different light. Gossip would spread and strangers would give me awkward glances in the hallways.

Do not misconstrue this reluctance to let people in as not being proud of who I am. I couldn’t be happier, really. My close friends accept me for everything I am, physical or otherwise. My boyfriend takes me for all I am and loves me because and in spite of all my imperfections. My mother and grandmother love me unconditionally in a way that I could never quantify.

But the masses are not so open.

Colorado Springs is not ready for proudly homosexual, liberal democrats. My kind is unheard of here. Why should I expect any different?

I belong in Boulder, San Francisco, or New York, some place that is ready for me. People here just enjoy the beautiful mountains, sunrises and sunsets, not diversity.

Kyle Lira

I do not mean to make myself seem perfect. I, too, have reservations when I meet new people. But at least I try. I make an effort to give everybody I meet a chance to be my next long-time friend. I only hope that one day I will meet somebody like me who is hiding who they are in fear that they will not be accepted.

Pinpointing who I am seems kind of superfluous now. I should not have put so much effort into trying to define myself. You all do that for me every day. I am not who I think I am; I am who you think I am.

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Editor in Chief:

Jo Ellen Becco

Producer:

Robin Schofield

The Team

The Publishers of Parley ‌

If you are interested in submitting work or becoming an editor or designer for Parley, contact us at parley@ppcc.edu.

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Creative Director: Adam Curry

Cover Design:

Brandon Wheatley

Editors:

Zach McArthur Abigail Chu Leena Geeter Erin Huddleson Caleb Poe Sara Cofield Landie Holgate Meagan Kronjaeger Courtney Gonzalez

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