November 17, 2011 by The Scripps Voice

Volume XV, Issue Four

November 17, 2011

The Scripps Voice Inside...

Take a look at the women who have recently influenced Scripps. page 6

Differences between Scripps life now and before Malott Commons page 11

Julie Elliott Leaves for the East Coast By Sarah Stringer ‘12 Staff Writer After 12 years of helping prepare Scripps students for almost every level of their lives after Scripps, Career Planning & Resources Special Projects Manager Julie Elliott now finds herself navigating the same situations that she has helped countless students face. At the end of the semester, Elliott will be moving with her family to Baltimore, Md., leaving the Claremont community and establishing new networks in her future hometown. “I’m going to lose my close friends here, but it’s a lot of what seniors will do, too,” Elliott said. “It’s just the transition to life outside of this amazing place, and it’s been amazing, it’s been a great 12 years.” Elliott’s husband, Heath, has just started a new position with development at the Johns Hopkins Bloomberg School of Public Health. While he has already started work in Baltimore, Elliott has decided to remain with their two daughters—one of whom is in third grade, one of whom is in kindergarten—until the end of the semester, at which point she and her husband will pack up and move to the east coast together. Elliott was born and raised in the south, and she admits she knows virtually nothing about the area where she will soon be living. Now, Elliott realizing she is taking the advice she normally gives students in terms of networking and building connections. “I’m trying to tap in to whoever I know on the east coast,” Elliott said. These efforts have already started to pay off. “I feel like I’ve already got people that, once I’m there, will help me make connections in the neighborhood.” This personal networking has also led her to some possible career prospects. While not searching for professional contacts, Elliott has already communicated with the career service departments at three universities in the area, and has even heard of one potential part-time position. Still, Elliott said that her main pri-

ority will be helping her children adjust, and taking time to get acclimated herself to the new environment. She adds that she is looking forward to this time of transition, which will allow her to reflect on her own goals and objectives. “There’s part of me that’s excited about the adventure of it. I could reinvent myself,” said Elliott. “I haven’t really given it much thought, because I really like my work in career services, but maybe I could do something else in higher education. Maybe in taking some time off, I can do some of the work we encourage our students to do, and really consider if is there something else I’d like to do. I’m excited about taking some time to figure it all out.” Elliott has always been dedicated to her family and her career, two driving forces that have, at times, proved difficult to negotiate. She has been open in sharing about her own process of finding a work-life balance; in 2010, the Scripps College Magazine profiled her perspectives on these issues. Previously serving as the director of career services, Elliott found that she was unable to spend as much time with her family as she thought necessary. This ultimately led to a breaking point, when she went to then Dean of Students Deborah Wood for help. Together, they came up with a new part-time position as Special Projects Manager for Elliott to fill. “I have been so blessed to be able to work part-time here at Scripps, and to be able to be at home in the afternoon with my kids,” Elliott said. “I really cannot say how fortunate I feel that I get to do both things that I love.” Elliott began working at Scripps in 1999. First working in the CP&R office in Steele Hall, Elliott was involved in the office’s move to its current location in Seal Court in 2000. Elliott has since served in almost every position with CP&R. She has been intimately involved in several projects, including launching CX,

PHOTO COURTESY OF SCRIPPS COLLEGE

the Claremont-wide administrative database for faculty, staff and students that has been essential in integrating the various offices and the different Claremont institutions and keeping everyone up-to-date. Life Connection and the academic portal are all part of this network that Elliott helped to create with her 5C colleagues. Another major project that Elliott has particularly enjoyed has been building relationships with faculty in Keck Science to be able to better serve Scripps students in the joint science program. This project has involved everything from large-scale programming efforts to providing sample science resumes with input from Professor Armstrong and Professor Wiley. The results of Elliott’s efforts are now in the CP&R service booklet, and have helped students represent

continued on page 3

Occupy Movement Comes to Claremont By Megan Petersen ‘15 Copy Editor

Getting ready for Thanksgiving cooking? Need some ideas? We’ve got recipes! page 10

Scripps students bare it all at the Motley for breast casting page 2

On Sept. 17, protesters angry about what they call a broken economic system descended on Wall Street in order to make their frustrations known. Two months later, the protesters are still camped out—albeit without their tents and generators as of Tuesday night—in Zuccotti Park in New York City. The movement has spread to over 100 cities in the United States and 1,500 cities worldwide. Claremont is one of those many cities, sporting two groups with the same idea. One is a 5C group based out of Pitzer College, and the other is a group comprised of students in Claremont High School (CHS). The 5C group, according to a Pitzer freshman, who came about because of the number of students commuting to the movement in Los Angeles. “We felt we needed to form a base here,” said a Pitzer freshman, who noted that the group needed to tread carefully in its plans because “Claremont is not as liberal as its students.” But the group is still active. Members of the Claremont group did show up and support an occupation in Pomona, Calif. last weekend. Isael Gonzales Goodman (PZ ‘14) said an actual occupation is in the works for next semester. They are also planning a teach-in before Condoleezza Rice’s visit to Claremont McKenna College on Nov. 30. Jade said the group has no official leader—the meetings are chaired by a different, appointed member each time—in order to keep it as group-based as possible. The group at CHS is spearheaded by two students, Yousuf Hafuda and Misha Ridnisbacher, who are planning a protest march for Saturday, Nov. 19, beginning at Memorial Park at 12 p.m. and moving through the Claremont Village. Hadufa, who said that the group has worked with two teachers at CHS and the CHS Democrat Club, said that the protest is a “one-time event intended for people to get their voices heard and will not be continuing as a full Occupy movement.” Hafuda said that at least 50 protesters were expected on Saturday. The two groups had similar sources of disgruntlement. “I’m an economics major, and I just think the system right now is so complicated and messed up,” said Ojan Mobedshahi (PZ ‘12). “We need to reevaluate our values.” Hafuda said, expressing support for the movement’s main ideals: “Basically, that the level of economic and political injustice in the United States has transcended levels of

normalcy,” he said. But there is no singular goal or course of action among those involved. “Our government doesn’t give anybody an equal chance,” Gonzales Goodman said. “I want free education and free health care. People can say what they want about issues with welfare and things like that, but everyone should be given a fair opportunity.” The Occupy movement is notorious among the media for being unclear about its positions and goals; Noah Stanton (PO ‘15) said that his experience at Occupy LA both confirmed and refuted that suspicion. “There is no doubt that protesters were diverse in their wants,” Stanton said, noting that he met communists, anarchists, socialists and libertarians, among others. “But on that march, the mass of people felt anything but disjoint. …Everyone there wanted one thing: equal opportunity.” Another major criticism for the movement is that it is not “occupying” the place it is actually supposed to be occupying: Congress. Furthermore, police in many areas are cracking down on movements and evicting the residents of tent cities popping up in various locations. The original Occupy group in Zuccotti Park was evicted by police Tuesday night and allowed to return without their tents and generators. Police arrested protesters who resisted police orders to leave the encampment in parks in Portland, Ore. Similar evictions and police interventions occurred in Chapel Hill, N.C., Salt Lake City, Utah, Albany, N.Y., Denver. Colo. and San Francisco, Calif. in recent weeks. Hafuda expressed a disgust for coverage of the movement, saying that the media was not covering the movement enough and was often overly-critical in its coverage. Though the future and effects of the international Occupy movement are still unclear, the movement in Claremont is still in its development stages. For more information, the 5C Occupy Movement has General Assembly meetings in the Huerta Room at the Gold Student Center on Tuesdays and Thursdays at 8 p.m. E-mail occupyclaremont@aol. com. For more information about the CHS movement, contact Yousuf Hafuda at yousuf_hafuda@yahoo.com.

1030 Columbia Avenue | Claremont CA 91711 | Box 892 scrippsvoice@gmail.com | http://voice.scrippscollege.edu

2 • News

Beyond the Quadrangle

The Motley Hosts Breast Casting

Kate Pluth ’12 Copy Editor

Instead of bringing the same news to you that you can read about every day, we thought we’d share with you snapshots of out-of-the-ordinary, weird, cool and just plain wacky stories you wouldn’t necessarily read otherwise.

PHOTOS BY EMILY O’BRIEN ’12

The Motley hosted a breast casting event on Friday Nov. 11. The event invited Scripps women to come to the Motley, make a cast of their breasts using plaster and some uncomfortably applied Vaseline, and then paint the dry casts. The breasts cast at Friday’s event are currently on display in the Motley.

Students attending University of California, Merced are living in the lap of luxury on a budget. Their lack of on-campus housing is abated by a surplus of empty mansions. Housing communities in the area, overbuilt due to the recession, were made available for students’ use. So, after studying in a doubleheight living room and eating in a chandeliered dining room, these lucky ducks can take a dip in their Jacuzzis to decompress. (New York Times) How honored would you feel if you were born at 11:11 on 11/11/11? Just ask the newborn Jacob Anthony Saydeh, who entered the world at precisely that time in Mount Holly, New Jersey. But wait—it gets better. This serendipitous moment occurred on Veterans Day, and it just so happens that Jacob’s mother is an Air Force veteran. His father is currently in the Air Force. (Associated Press) In Portland, a man faces criminal charges for watching television. Apparently, he forgot that entering someone else’s home—also known as trespassing—to plop in front of their television is not legal. A family member who confronted the uninvited guest on behalf of the homeowner knocked him unconscious with a blow to the head. (Associated Press) Qatar is feelin’ jazzy in its rise to being a cultural center in the Middle East. Jazz at Lincoln Center, a celebrated nonprofit jazz organization centered at its club in New York City, will be making its first expansion by opening a jazz club in a new $1 billion luxury hotel in Doha. (New York Times)

TOP PHOTO: SCRIPPS STUDENTS WAIT FOR THEIR PLASTER TO DRY ON A COUCH AT THE MOTLEY, BOTTOM PHOTO: ALICE OPALKA ’12 PAINTS HER BREAST CAST

The Scripps Voice

MONEY WISE WOMEN MENTORS

Editors-in-Chief Vritti Goel & Lauren Prince

Student Loans By Alexa Clark ’14 and Jackie Yamanaka ’13

Adviser Sam Haynes

Contributing Writers

Design Editors Nancy Herrera Anna Petkovich Charlotte Rosenfield Senior Copy Editor Tori Mirsadjadi Copy Editors Megan Petersen Kate Pluth Section Heads Rebecca Dutta Michelle Nagler Alissa Fang Kaela Nurmi Taylor Healy Ishmam Rahman Web Managers Alix Franklin

Meredith Kertzman

Printer Gardena Valley Press Comments and letters can be sent to Scripps College The Scripps Voice, 1030 Columbia Ave, Box 892, Claremont, CA, 91711. You can also email The Scripps Voice at scrippsvoice@gmail.com or visit our website at voice.scrippscollege.edu. If you want to contribute to The Scripps Voice send your articles or photos to editor.scrippsvoice@gmail.com. The Scripps Voice is a student forum and is not responsible for the opinions expressed in it.

Although the thought of repaying student loans may seem overwhelming, it is common to graduate with student loan debt. Student loans are also considered a “good debt” because it is one of the best investments you could possibly make. On average, college graduates make more than those who only graduate from high school, according to Ramit Sethi’s book “I Will Teach You to be Rich.” At Scripps, financial aid recipients will most likely have subsidized or unsubsidized Federal Stafford loans, Parent Loans to Undergraduate Students or Federal Perkins Loans. To qualify for a Federal Stafford Loan, students must be U.S. citizens or permanent residents, enrolled half time in school, and demonstrate financial need. Federal Perkins Loans are available to all U.S. citizens or permanent residents who are enrolled at least half time in school. After graduation, a few steps are necessary to take. First, know what you owe and how much you borrowed. Next, determine how much you can afford to pay each month. You should then choose a repayment strategy. Make sure you know the terms and conditions of your loan. Finally, keep in touch with your lender and loan servicer. Remember that you have one six-month grace period that begins when you graduate, go below half-time enrollment, or withdraw from school. In some cases, you loan may have a ninemonth grace period. How much money you are required to pay towards your loan every month is determined by a formula. However, if you can afford to pay any additional money, no matter how large or small, you will pay off your loan quicker. This means you will be able to invest sooner. If you find that your loans are past due, do not ignore your statement and bills. Make sure you contact your lender or loan servicer immediately. There are options for temporary relief and repayment strategies. Deferment is a temporary suspension of loan payments for specific situations. Forbearance is a temporary postponement or reduction of payments when you are experiencing financial difficulty. Here are some frequently asked questions about student loans. What if I don’t earn enough money to make the full monthly payment on my loans? -Contact your lender. -Federally sponsored loans give you a lot of options (e.g. temporary relief, flexible repayment plans, etc.).

Why is it that my loan amount seems to keep growing? -Loan balances grow due to accruing interest, especially if you miss a payment. What happens when I don’t pay my loan? -You will receive collection calls. -Remember, you signed a master promissory note. -After 270 days, you are in default, which means wage garnishment, seizure of tax refunds, lottery winnings, social security, etc. What does student loan delinquency mean? -Loan delinquency occurs when you are late making your scheduled payments. -Your credit report will reflect your loan delinquency, which makes it harder to borrow money and increases your interest rate. What does student loan default mean? -Student loan default means you have not made a monthly payment in 270 days. -Your lender may request immediate payment in full. -It will be harder to borrow money because it is listed on your credit report. -You will be subject to wage garnishment and occupational license suspension. -You will also be ineligible for future federal student loans and other federal assistance. If I don’t have money to make my monthly payments, what can I do to avoid delinquency? -You have three options: deferment, forbearance or flexible repayment plans. -Talk to your servicer and explore these options. -Often, they are quite reasonable, but they will probably want at least a little bit of repayment. Please join us for our next workshop on credit cards, credit scores and identity theft on Dece. 3 at 1 p.m. in Humanities 121. If you have any question, feel free to stop by our dorm office hours, which are the first and third Tuesday and Wednesdays of every month from 8 to 9 p.m. Our next office hours will be Dec. 6 and 7 from 8 to 9 p.m. in the Frankel living room. For more information concerning repayment plans or general questions about student loans, please contact Money Wise Women Mentors at MWWM@ScrippsCollege.edu or Scripps’ Office of Financial Aid department at (909) 621-8275.

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

News • 3 Amendment 26 Falls in Mississippi attempt to redefine the “personhood” of a fetus fails By Nikki Broderick ’14 Staff Writer

On Nov. 8, voters in Mississippi rejected Amendment 26, a controversial initiative that would have defined “personhood” as beginning at conception. The amendment also defines life “to include every human being from the moment of fertilization, cloning or the functional equivalent thereof.” The website of Amendment 26 (www.personhoodmississippi. com) states that the aim is to outlaw “human cloning, embryo stem cell research and other forms of medical cannibalism.” Personhood Mississippi also states that the core of the initiative is to challenge Roe v. Wade, the Supreme Court decision that made abortion legal. But its most important goal is to “[honor] God and loving our neighbors in our law system.” Governor Barbour of Mississippi, who claimed he had doubts with the wording of the amendment, said that “what’s been put on the ballot is a little bit ambiguous.” However, Governor Barbour still voted for Amendment 26 based on his belief that life begins at conception. Despite this support from the governor and other pro-life groups, such as Personhood USA, voters in Mississippi rejected the controversial amendment, in a 58-42 percent vote. Though there were serious doubts as to whether or not Amendment 26 would pass, it still brought fear into the minds of many pro-choice groups, such as the American Civil Liberties Union and Planned Parenthood. The new amendment would have made abortion illegal in the one abortion clinic available in Mississippi, located in Jackson, whose pre-procedure instructions include a warning: “There may be protesters outside

SASsy Corner Updates Francesca Simmons ’14 SAS Media Relations Chair

Hey Scripps! It’s time for your SAS update! This Wednesday’s BeHeard forum was all about the Student Union—policy making, redecorating, use of space and all that jazz. If you couldn’t make it, or if you have any

on the day of your procedure. If there are protesters outside on the day of your procedure, please ignore them and come directly into the clinic. You do not have to stop.” Pro-choice groups feared that the new amendment would have banned many forms of contraceptives and abortions—even in cases of rape, incest or times when a mother’s life is in danger. While these potential ramifications caused anger among some women and pro-choice groups, there was another controversy in the amendment, which created a divide between different prolife groups. The loosely-worded amendment caused a rift in some pro-life groups, not due to the dangers it might impose on women, but due to the way it would have created grounds on which to challenge Roe v. Wade, the 1973 Supreme Court case that legalized abortion by naming it a woman’s constitutional right. Some pro-life groups, such as National Right to Life, feared that Amendment 26 was not sound enough to serve as an actual threat to Roe v. Wade. These pro-life groups opposed the amendment because they wanted to wait to put their support behind an initiative with the same goals, but written with more clarity. With a stronger amendment to outlaw abortion, some pro-life groups believe they could overturn Roe v. Wade. Overturning Roe v. Wade is one of the Republican Party of Mississippi’s goals. Although Mississippi, one of the country’s most consistently red states, chose to reject the initiative, there is still the possibility that initiatives similar to Amendment 26 will be seen in other states across the country. The ongoing battle, between pro-life advocates to define “personhood” as beginning at conception and pro-choice activists supporting a woman’s right to choose, will no doubt continue to be on ballots in the future.

questions, comments or concerns to add, please e-mail beheard@ scrippscollege.edu. An upcoming SAS-sponsored event, in collaboration with SCORE, is the idENTITY & Intersectionality Teach-In. The teach-in will be happening in the Motley on Nov. 20. There are three parts to the event. The first part, an exhibition of SCORE CLORGs’ artwork, will be running throughout the day. Then, from 3 to 4 p.m., there will be a craft fair. The craft fair will be open to everyone, where everyone can come to make visual art

Julie Elliot, continued from pg 1 their experiences effectively to potential employers and graduate schools. “It’s been neat to hear that something that’s come out of a coffee conversation in Seal Court has made an impact,” Elliott said. Along with this desire to reach out to students in all different disciplines comes Elliott’s appreciation for the overall diversity of student interests. She says that she is delighted that students are always coming up with new ideas and challenging her to learn with them in her role as a career counselor. This year, Elliott has helped students who are considering everything from consulting, to pharmacy, to sports broadcasting. “The students continue to impress me and challenge me,” Elliott said. “What I love is that we learn together. Our students are always trying to do unique things that fit for them. I don’t think there’s a typical Scripps student, at least not in the work that we do.” The legacy that Elliott hopes to leave is not so much a specific program, but a spirit of genuine caring and support among students and colleagues. She says that team built over the years has been a great source personal and professional fulfillment. “A lot of our work is individual, but we’re all in it for the right reasons, and we’re going to work as hard as we can to make students feel comfortable walking in and getting the support that they need,” Elliott said. “They’re more than just students. It runs deeper than that.” As everyone in the Scripps community will eventually discover, there is a life after Scripps. Elliott will be embarking on the next stage of her journey at the end of the fall semester. After having made 12 years’ worth of footprints on the community through the CP&R office she has been integral in shaping, Elliott which will continue to help students decide their own next steps.

and reflect on their identities. From 8:30 to 10 p.m. there will be an open mic, during which anyone to come and perform their art. This event will not only be informative, but also fun. So everyone please come out and express your identities! Also, as mentioned in the previous SAS update, a SAS website is in the works. If you have anything that you would like to see on the website, please email Francesca Simmons (me) at fsimmons1454@scrippscollege.edu! Thanks and keep it SASsy, Scripps!

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

4 • Opinions & Editorials Dear SHE,

Let’s Get NAKED

What is the best way to strategically sexile your roommate without being rude or awkward? Love, Confused in Clark Hall If you know you’re going to be sexiling your roommate, you should probably address the issue as soon as possible. I’m a bit of a geezer, but from what I recall of my first year our first hall meeting involved going over a “roommate contract” to establish rules and boundaries as soon as possible. Do you still do roommate contracts? Even if they don’t make you fill out the official form, you should definitely be sitting down and making general boundaries with your new roommate about how you’re going to handle this whole shared-living-space thing. If you like to walk around naked, or if you start every morning with a hearty scream, these are important things to tell your roommate. So is the prospect of bringing sexual partners back to the room. You should come up with ground rules. If you feel like you need a “strategy,” then I take it you didn’t establish hard and fast rules when you first met your new living partner. (Totally understandable. “I’m an early riser, my favorite color is purple, and I plan on having occasional sleepovers of a sexual nature” is kind of an awkward first sentence to utter to someone. Which is why it’s nice when there’s a contract there to broach the topics for you.) Your first step in producing a nice, polite sexiling policy will be to acknowledge that at least one person is going to want to use the room for sex. The second step is to acknowledge that this will be inconvenient for anyone who doesn’t want to be around during said sex, or who doesn’t want to have to become a voyeur to engage in sexual activities in the bedroom. The important thing, really, is to communicate that you’ll want to have the room to yourself some nights before the event actually occurs. If your roommate has advanced warning, she can arrange for alternate sleeping arrangements for those nights. You should

reciprocate, of course. Even if your roommate does not plan on monopolizing the room with partnered sex, there are surely other reasons a person could want a room to herself (or himself) for a night. You could reciprocate the favor of relinquishing your regular sleeping place, if only to get a sense of just how much you’re really inconveniencing your roommate. If you plan on having serendipitous sex (a paradox of sorts, but there’s such a thing as knowing that you’re prone to spontaneous sex acts…), then you should definitely establish some sort of warning system so you don’t get interrupted and make your future with your roommate and/or sexual partner(s) exceedingly awkward. Whiteboards are handy for drawing little warnings (if I recall correctly, my first-year code for being “engaged” was a ring). But whiteboards are, sadly, prone to vandalism and accidental erasure. And there’s always the factor of forgetting to dash to the door and draw your code on it to warn your roommate when you’re in the heat of the moment… Another way to strategically let your roommate know that you’re “engaged” is to shoot her a quick text. Also a bit awkward in the heat of the moment but it’s potentially less awkward than getting walked in on. And “DON’T CUM IN ROOM CUZ I’M PLANNING ON DOING IT LOL” doesn’t have to be your go-to text. (I, for one, am a sucker for puns and kind of wish I had a roommate so I could get this text. It’d make the actual sexile seem less punishing…) Sometimes you’re going to end up inconveniencing your roommate with a sexile. It happens. As much as you plan out alternate sleeping arrangements for your roommate ahead of time, you could also be planning out ways to take your sex elsewhere. That said, when you absolutely must inconvenience your roommate for a little one-on-one time with your sexual partner(s)—even if that partner is your very own hand—you should probably show a little gratitude with a Motley drink, a clipping from the rose garden, a nice note or something. It’ll probably still feel awkward, but at least it won’t be rude.

I LOVE YOU! -SHE

Write SHE: Scripps Box #797

(no stamp required for intercampus mail!)

E-mail SHE:

editor.scrippsvoice@gmail.com

scrippsvoice@gmail.com (SHE encourages you to make the subject “SEXXX” or something. SHE also promises to ignore the email address from which your sexy emails are sent and assume everyone’s writing on behalf of sexually-awkward friends)

Scripps College Problem #12

A Motley to the View By Earnest Eleanor Staff Satirist

On Friday morning, I woke up to unusually cold weather for Southern California. True, the gods of thunder and hail had just released their fury on helpless Claremont earlier in the week—but this was still California. We Scrippsies need our sunshine. Despite the frigid, below-70-degree weather, I got my books together and braved the trek to the Motley to for some coffee before heading to the library. While I passed by Malott, I saw some stragglers still coming out from breakfast. I felt a wave of pity for these silly, silly people, with their non-organic dining hall coffee. A gust of wind sent a chill straight through me as I hurried through Seal Court, clutching my recycled, reusable plastic corn mug with me. I stepped into the Motley with warm air welcoming me inside. I ordered my usual drink (hot Chai tea blended with Mexican chocolate, non fat milk, with a shot, extra hot) and a pumpkin bagel with vegan cream cheese. As I waited on the padded bench just inside the Motley, I gazed at the many posters set up inside for events and film screenings. I bobbed my head along to a song I’d never heard by some cool, indie band and read the plaque from which the Motley’s official name, Motley to the View Coffeehouse, originates—a Shakespeare quotation. But not a well-known Shakespeare quotation. At least, not so mainstream that I’d ever heard it before. When I looked toward the counter, trying to see if the barista was making my drink yet, I let my eyes wander toward the mural on the wall. Words were painted on all directions: feminism, environment, organic, equality… Yes, Motley, I nodded approvingly at the free-

drawn tree, with its soothing green background that calmed my soul. You know me so well. I like all of these things. Finally, the barista called my drink. I stood up and made a decision on a whim—I could study just as well here as I could in the library. I grabbed my corn mug, walked toward the sitting area, and felt my heart truly break. People were sprawled on every mismatched chair and sofa, leaving no space for my homework and me. Some had even taken to the stage, sitting in positions that looked to be quite uncomfortable. Distraught, and with a heavy weight crushing my spirit, I left the Motley and sat down at a table in Seal Court to get my bagel out of its wax paper bag (I think they’re better for the environment?). I looked into the window and saw those happy college students; some were laughing, or listening to underground, hipster music while their eyes scanned across the pages of their reading assignments. They didn’t always look like they were absorbing the information as much as they were absorbing the atmosphere of the Motley, but they all looked so contented that it didn’t really matter. I saw them with their shiny Mac computers, sitting peacefully in the most feminist, environmentalist space on campus and I felt the bitter taste of disappointment. I took a bite of my bagel as I walked away, taking solace in my one vegan choice of the day. Next time, I thought, chewing proudly, Next time, that comfortable, happy Motley studier will be me. It’s a tough life at Scripps, it really is. IMAGE COURTESY OF THE MOTLEY COFFEEHOUSE

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

Opinions & Editorials • 5 Iran in Israel’s Backyard By Ellie Rudee ‘14 Staff Writer

Fellow for Committe for Accuracy in Middle East Reporting in America (CAMERA) If you follow global news, chances are you’ve heard about flotillas arriving at Israel’s ports and the subsequent arrest of those who illegally entered the country. Chances are that what you haven’t heard from the media is that since the last cease-fire in 2009, Hamas-ruled Gaza sent more than one thousand rockets—an average of more than two rockets per day—toward Sderot, a city just one mile from the border between Gaza and Israel. Over 1 million Israelis in southwest Israel are under constant missile threat with Iranian-made Grads and mortal shells and the financial and military help of Iran and Syria. If you haven’t heard about this, you are not alone. “Iran in Israel’s Backyard” was a Nov. 6 event that aimed to counteract this media silence. The title of the event was an allusion to Iran’s elite military unit, the Islamic Revolutionary Guard Corps, funding Hezbollah, Hamas, Palestinian Islamic Jihad, the Taliban and Shi’I militias in Iraq. The Islamic Revolutionary Guard Corps’s representative Ayatollah Khamenei said himself that his organization is proliferating weapons of mass destruction as well as rockets to “blow up the heart of Israel.” Hamas, the terrorist organization that receives its funds from Iran’s military program, is based less than one mile from Sderot. On Nov. 6, Noam Bedein of the Sderot Media Center gave a presentation in Balch Auditorium on the devastating effects of Iranian support of Hamas’ rocket-terror on Israel’s civilian population. The “Iran in Israel’s Backyard” event was not as well-attended as had been hoped, perhaps due to the fact that that Sunday night had seen heavy rainfall and hail, making the prospect of a walk to Balch Auditorium far less appealing than staying in one’s room. Nonetheless, Bedein’s lecture presented a poignant message that would be a shame for the community to miss. The people under siege in Sderot and the Western Negev want to tell their story, and Bedein’s lecture did just that. Particularly moving was the way that Bedein described the ways in which children cope with near-daily rocket attacks. He described the way that, when the a rocket alarm goes off, residents have only a mere 15 seconds to get to a bomb shelter and shield themselves from the shrapnel. Bedein gave the audience a chance to see what happened when an alarm sounded in Sderot, showing footage he filmed himself. Heading for shelter, some children ran, while others skipped to the shelter as if running for shelter had become commonplace, a sort of game. The children counted down from 15 and when they reached zero, the children sang at the top of their lungs so as not to hear the explosion. (See links to videos below.) While Hamas-controlled Gaza is teaching their children how to act as human shields, Israel is teaching theirs how to run to a shelter in less than 15 seconds. And while Bedein has photos that 9-year olds drew, depicting Gaza residents and Israelis coexisting, one mile away from Sderot are military summer camps where children learn how to kill effectively. Sadly, according to official Sderot Media Center statistics, 90

percent of 3- to 5-year-old children in Sderot suffer from post traumatic stress disorder and tranquilizers are included in most of these children’s daily diets. Bedein’s sister, a teacher in Sderot, asked her students during a biology lesson why snails have shells. The children answered that snails have shells to protect them from the rocket attacks. People may ask why the population of Sderot doesn’t just move, if circumstances are so devastating. The answer lies in the fact that the population of Sderot consists largely of refugees from surrounding Arab countries who cannot afford to move. And moving from the site of conflict would not solve the problem, anyway. Allowing Hamas to destroy their homes would only facilitate Hamas’ ultimate objective—as stated in the Hamas charter—of wiping Israel off of the map. It is significant that 97 percent of the rockets are fired from civilian areas in Gaza—Mosques included. But when Israel responds by firing back to the location from which the rockets were sent, the image of a burning mosque undoubtedly gains worldwide coverage from the media without context of the cause. Somehow, rockets being fired to kill Israelis are okay by the media, as the attacks are not often shown and thus not newsworthy. But imagine how the media and U.S. government would respond if rockets were systematically sent from Tijuana residential neighborhoods and Churches across the border toward San Diego. Do you think the United States would have the right to defend itself ? Why is it that a kindergarten has to be hit before Israel receives any support in protecting its people? While the media at large has not found the story of Sderot to be profitable, the fact is that civilians in Sderot are the only people in the world targeted by missiles on a daily basis. Bedein’s lecture was a poignant reminder of the horrific reality faced by residents of Sderot, a reality often obscured by media representation which overlooks the systematic targeting of these refugee civilians by an organization determined to destroy their newfound home country. It’s time for the media to take responsibility and give Sderot’s citizens the voice they deserve. Listening to Bedein’s lecture surely put the hail Claremont experienced in perspective. While we in Claremont were huddling in our rooms, Sderot residents also avoid venturing out into the thunder because it is too difficult to tell the difference between thunder and rocket attacks. When I heard about people on Monday skipping class because they did not want to walk out in the cold, I thought of the people of Sderot who go to school even with the daily threat of rockets. While everything seemed to halt on the Claremont campus when it began to hail, and I saw nobody outside, at least it was not hailing missiles. Please take a couple minutes to watch these videos of the kindergarten: http://www.youtube.com/watch?v=mFss6p5sTPE&feat ure=related http://www.youtube.com/watch?v=ygb6VrW8WZw

“Why is it that a kindergarten has to be hit before Israel receives any support in protecting its people? “

PHOTOS COURTESY OF NOAM BEDEIN

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

6 • Features

Features • 7

P h e n o m e n a l Wo m e n o f S c r i p p s

r a s a N a i v l y S

Faculty, Alumae and Visitors Who We are Raving About By Lauren Prince ’14 Editor-in-Chief

Last Thursday, Nov. 10, the celebrated Sylvia Nasar arrived on campus for a visit full of events. A former New York Times columnist, staff writer at Fortune and U.S. News & World Report who currently holds the James S. and John L. Knight Professorship of business journalism at Columbia Graduate School of Journalism, Nasar came to talk to Scripps students and faculty alike. Nasar, renowned author of A Beautiful Mind, was brought to campus by the Malott Commons Speaker Series and was welcomed in true Scripps College fashion. An intimate dinner with roughly 20 students and faculty members preceded her lecture in Garrison Theater Thursday night. The following morning, Nasar met again with a small group of students for a discussion. Nasar’s new book, Grand Pursuit: The Story of Economic Genius, was published this September and traces the history of economic thought. With all the publicity, forethought and planning that went into her visit, there were less than 80 people in Garrison Theater for her lecture—a surprisingly small attendance for the hype it received and the excitement floating around Claremont. The week prior, the film adaption of A Beautiful Mind was screened so students would have Nasar’s most famous work fresh in their minds. Nasar’s lecture had a positive tone. She explained that, despite the economic rollercoaster our nation has been facing these past few years, she has faith in our generation. Even as college graduates fight to enter the workforce, Nasar “does not worry about [us].” She discussed her ideas about how the government could and should be doing more to fight the recession. She thinks the Federal Reserve did a good job, but they did not do everything they could. Because the Federal Reserve is independent, Nasar believes it might not have the necessary political support needed to properly solve the economic recession. Nasar believes the current stimulus package was not designed well, because Congresspeople rather than economists designed it. She said that the origin of the recession was a result of the accruement of debts that could not be paid, not with social inequality as society seems to think. Nasar explained that inequality had been happening over a long period of time, but the crash was sudden. Students—mostly economics majors—as well as Professors Sean Flynn and Patricia Dillon were in attendance in Denison Library for an intimate discussion with Nasar on Friday morning. Nasar let those in attendance know her writing process, including how she got the idea for her new book, how she researched and the fact that her new book took 11 years to write. A Beautiful Mind took two and a half years. The discrepancy came from the problems she had in deciding how to organize this story.

Ga br iel le Gi ffo rd s

By Taylor Healy ’15

Features Section Head In the final chapter of Gabby: A Story of Courage and Hope, Gabrielle Giffords (’93) writes that she plans to return to the United States Congress. Giffords makes this written vow in a book that, released Nov. 15, is coming out a mere 10 months after an assassination attempt put her in the hospital, struggling to survive. To celebrate the release of this book, Scripps hosted a reception in front of Malott Commons in Holden Court. The book, co-authored by Gabrielle Giffords (’93) and her husband Mark Kelly, describes Giffords’ journey to recovery. Speaking at Tuesday’s reception, Scripps President Lori Bettison-Varga called Giffords a national role model, citing Giffords’ “grace and determination” as well as pride for her alma mater. President Bettison-Varga also read a letter addressed to the Scripps community from Giffords’ husband, in which he thanked the college for gathering to recognize his wife. Following President Bettison-Varga’s address, multiple Scripps alumnae spoke on Giffords’ dedication to the Scripps community, including the powerful impact Giffords had as the 2009 commencement speaker. In recounting personal memories of Giffords, Janel Henriksen Hastings (’91) described her as “a Scripps woman personified.” Hastings went on to speak about the message Giffords and her “story of courage and hope” has sent to Scripps students: to “never settle, never take the easy way out and never, ever compromise your beliefs.” Students, alumnae, faculty and staff all had a chance to write personal messages to Giffords as they enjoyed refreshments and the entertainment of a mariachi band. The festivities also included a raffle, with five raffle winners each receiving a complimentary copy of Giffords’ book. Tuesday’s celebration allowed the Scripps community to share the pride they take in the success and strength demonstrated by the esteemed alumna. As Kelly’s letter said, “Like many of you, Gabby attributes her keen sense of curiosity and her ability to lead to those formative years at Scripps College… Gabby has always been a focused and determined individual… She continues to slog through a rigorous schedule of speech, physical and occupational therapy. She is committed to getting better so that she can return to the job she loves to do: representing the American people in the U.S. House of Representatives.” In addition to fulfilling President Bettison-Varga’s vow to “celebrate where [Giffords] is and where she’s going,” Tuesday’s reception was a reminder of the very real manifestations of the oft-cited confidence, courage and hope which Scripps instills in its students.

By Charlotte Rosenfield ’15 Design Editor

Melissa Coleman

Melissa Coleman is an assistant professor in the Keck Science Department. Coleman, with her colleague Eric Fortune, recently published an influential study the popular journal Science. I sat down with her on Friday, Nov. 4. Charlotte Rosenfield: First of all, could you let our readers know what the study you’ve just gotten published is about?

Melissa Coleman: What we were interested in was how two organisms cooperate to produce a coordinated behavior. One example we give of this—which I think is a really good one—is two people dancing, for example, the tango. For two people to produce this dance, the sum of the whole is more than its parts. If you have one person who dances her part and another who dances his part, when they come together; those motions change because each person is getting feedback from his or her partner. With cooperative behavior, even though you know your part, your movement and behavior will change based on what your partner is doing. CR: How did you and Eric study this type of interaction? MC: We studied both the internal and the external activity of Plain-Tailed Wrens. First we were studying the behavior in these birds and how they coordinate their songs. And then secondly, we wanted to see how the nervous system enables this coordination. No one [before us] had looked into the nervous system and discovered how it is able to produce these coordinated activities. So we heard about this bird that produced this song, before the event actually occurs and it’s quite remarkable. If you listen to their song, it sounds like one bird singing it. It’s very, very precise. It’s really fast, so the nervous system has to get on line momentto-moment. The first thing we were able to do was figure out which bird was singing which part. Sometimes they sing by themselves—like they’re practicing—and we found that it’s usually the females that do this. We took this as an indication that the females are the ones leading the song. We don’t have conclusive evidence, but everything is consistent with this [conclusion]. What also suggests that the female wrens lead the interaction is that sometimes they’ll be singing a duet and just the male will drop out—almost like he made a mistake or lost interest—but the female keeps going. And so we think, behaviorally, the female is leading the song. What we really wanted to know was how the nervous system can produce this coordinated behavior. [Like I said], nobody has ever been able to track this before. So we went to Ecuador and recorded the songs of birds in their habitat. We set up a lab, out in the middle of the jungle, so that we could look at their brain activity. It took a long time, but we were finally able to capture these birds and anesthetize them so we could look to see what their brains were doing. What we found—something that, in hindsight, seems a bit obvious—was actually quite surprising at the time: the brain prefers the song of the duet to the summed response of the male and female parts of the song. The response of the brain—how many action potentials the neurons fire, or how active everything is—is greatest in duets, greater than in either the male or female parts combined. So we’re proposing, based on our findings, that the brain has actually evolved to produce coordinated behaviors; that we are wired to cooperation. [Returning to the tango metaphor,] it’s not like you’re saying, “Oh, I know my part.” It’s not like I have a memory of my part in my head and the male has the memory of the male part in his head. Instead, the memories that we have are wired best toward a duet, rather than toward recognizing our parts individually. CR: So do your findings also apply directly to humans? MC: We think so. And the other application we hope it has is to robotics. As people are trying to figure out how humans are going to interact with robots, we’re realizing that you can’t just program the robots to do a specific act; their interactions have to depend on feedback [from a person or another robot] to have a certain response. CR: How did you arrive at this type of research? Was it the birds themselves? Was it the nervous system? MC: My general, overall interest is how the nervous system produces behaviors. As a graduate student, I looked at rhythmic behaviors—things like walking and breathing, which have a pattern to them. And then I studied how birds produce and learn their song. Typically, birds have to learn their songs from their parents, and there are actually very few species that learn their vocalization. These include dolphins and whales, some bats and some hummingbirds. Cats and dogs vocalize, but nothing’s learned. We learn our speech from our parents; you’ve probably heard horror stories about people who were isolated and never learned proper speech patterns. Birds are exactly the same way [when it comes to song acquisition as we are when it comes

to language acquisition]. Both birds and humans require hearing and a tutor, making an internal memory of the sound and then matching their vocalization to the memory. If you’re interested in how the nervous system produces learned vocal communication, birds are an obvious place to go look. I also have birds—finches—here in my lab. We look at how birds learn their songs, and some of my students are looking at how the nervous system is built to recognize songs. [My students are working on investigating] how you can change that [recognition, and how it’s wired within the brain]. What initially piqued my interest in the study with the wrens is that we would be able to separate the motor output—the actual singing itself—from the sensory hearing. With the tango, it’s obvious [how to separate the two] because you have to get feedback from your own body, about where your body is in space, but you also have to get feedback from your partner. The sensory and motor portions are hard to separate in the finches we study [here in Claremont]. But with the wrens [Eric and I studied] they’re easier to separate because you have these two parts of the song. CR: Were you always interested in science? MC: I’ve always been interested in biology, and in science [more generally]. That never really changed. At one point I thought that I might want to be a vet, but then I realized that that wasn’t really for me. So I went into research. Teaching was something I became interested in in addition to research. When I was looking for jobs, I was looking for something where I could do some teaching and some research. I didn’t want to be exclusive in either one of those realms of work. CR: What are some of the courses that you currently teach? MC: Right now I teach almost exclusively neuroscience classes. I teach in the “Foundations of Neuroscience” class, which usually has fairly large enrollments. That’s a great class since we have teachers from Scripps, Keck and Pitzer coming together. We teach everything from cell-molecular biology to philosophy. I also teach two of the upper-level, foundational neuroscience classes. [In these classes] we go over how neurons work in great detail: how the nervous system works, how your eyes work, how you ears work, that kind of thing. [In addition to those three classes on neuroscience], I teach a seminar class where we just read papers, which is fun. I teach in a class for non-science majors about cool things that animals do and how the nervous system enables those things to happen. For example, bats echolocate to catch their prey; we look at how the nervous system enables that. CR: How do you promote a good studentteacher relationship in workspaces like labs? MC: Well, here it’s easy because everyone wants to do research. So I’ve got a lab full of students, and they’ve been very successful. It’s fun to have students come into lab and see what it’s like and say, “Oh yeah, this is pretty cool.” I really enjoy that part. I’ve had some really great students who have gone on to do some amazing things. CR: Have you taught at other institutions? MC: I haven’t, actually. I went straight from doing research, as a post-doctoral fellow, to being a teacher here. CR: What is your general teaching philosophy? MC: I like for students to know where ideas come from. So I won’t just say, “Here’s what we know. Memorize it and spit it back out.” There’s no point in that. My goal, and I don’t know if I achieve this, but what I try to do is give students a sense of what the field is like. When they leave my class and go on and read literature, or become medical doctors or researchers in the field, I want students to have this base that they can draw from. I hope I give a good introduction to the field. I also want to give people an idea of how to do science. I want to give them a sense that it’s a little harder to do than just going in and doing whatever experiment they feel like doing. There’s more to it than that. I teach two classes that are designed to be accessible for non-science-majors. I want them to enjoy the science. I’ve had some people come in and say, “I had science in high school. I hated it. I’m just here because I have to take it.” So first of all I try to erase the “I hate science” part by making it fun and interesting. And then I try to show students a little bit of the methods going on and give them an idea about how to actually do science.

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November 17, 2011• The Scripps Voice •Volume XV • Issue Four

8 • Features 1

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15. have _ ____ 16. what a newly-sentient horizontal line might say about its position in the latter half of the alphabet 19. Latin abbreviation for “note well” 20. capital letters associated with Concord 21. syllable to repeat if you would like to refer to a certain Lady 24. with 29-down, author of bundles of poetry, including that from which 13-across was taken 25. abbreviation of state you’re from if you’re the only “ten” visible? 26. no problem? 28. suffix to distinguish U.S. president 41 from U.S. president 43 29. see 24-down 30. apostrophizing, formal way to address people of 41-down, 24- and 29-down 32. an inflated or otherwise skewed one is probably a bad thing 33. ___ chi, members of which would know whether 32-down made any sense 40. Scripps offices dedicated

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By Tori Mirsadjadi Senior Copy Edior

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46. Science Department and Graduate School 1. with 5-across, pages 4 and 5 48. court 5. see above 50. citrusy juice and murdery athlete 7. __-it-yourself 52. Blame __ __ the Tetons 8. prefix, with –metric, which 53. note you might find on a dress in Wondescribes planks and wall-sits derland? 10. Penn’s woods, shortened 56. you might’ve described 51-down and 2411. someone who is 56-across may also and 29-down this way while they were alive be described as one 59. suffix for the higher charged form of a 13. “…men do not sham convulsion, metal in a metal-nonmetal compound ___ simulate a throe…” 60. morally crooked thing to do 14. may be found in Baghdad 61. American ___, affectionate name for 17. not out? class where you might read works of 4118. what a well-told fantasy does; also, down, 51-down, 24- and 29-down what doors can be 62. he kindly stopped for 24- and 29-down 22. _____ Aquarium, which despite (because she could not stop for him) being local is not our school 64. if you can’t find a good rhyme for 23. what a group may do, with spirit? “dew” in your poem, you may have to make 25. sin over 39-across this lazy homonym 27. stand for golf balls 65. abbreviation for that which is also, less28. vertical line’s response to 16 down densely, termed pixels per inch 29. ___ Quixote 66. initials for he whose father was killed 31. type of class which might approve (prepare to die) of your kicking and screaming 67. the end of first street, on a traffic sign 33. department in charge of spreading 68. see 41-across positive news 34. its chemical symbol is Sn Down 35. address which identifies your computer on the internet 1. Walden was not an ___ to dejection 36. owners of slightly more than half 2. if you’re bad at retaining information of NBC (whose initials rhyme with from class, you may need to do this over NBC) your notes 37. chemical symbol for the first 3. what you might do to a lens, to make element in a dyad with Old Lace? your vision rosier 38. city of angels? 4. McCoy, Smith, Walpole, Augustan 39. opposite over hypotenuse satirist or fat henchman of Cruella De Vil 41. with 68-across, Dorothy’s companion 5. what reading Paradise Lost is? 43. “…depends on what the meaning 6. ____ __ Dream of the word ‘__’ is” –President Clinton 9. reddish brownish 45. “Shortz” form of the name for an 11. to tell the truth slant is to do this? award-winning newspaper less prone 12. preposition used by New Yorkers in to crossword-typos regards to lines

to raising our awareness of our biases, and empowering us to move beyond them 41. _ _ Eliot 42. a victory drink? 44. you are __ busted! 45. a series of robots in I, Robot 47. most bread requires that its maker ______ it 48. if everything is conditional for you, you might get lost in these 49. do this to the truth, and the result can be a lie 51. _ _ Salinger 53. coded initials for a closeted black man 54. fairy land to the north of Oz 55. faker, faker belly-_____ 57. bloody convenient thing to acquire following a gash 58. to do this is to shape what gets presented (and how) 59. vague pronoun 63. dismissive slang for 24- and 29-down’s work?

Answers to Last Week’s Puzzle N O

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November 17, 2011• The Scripps Voice •Volume XV • Issue Four

R K

Arts & Entertainment • 9 Fashion Spotlight: Laura Jones ’14 By Ishmam Rahman ’14 A&E Section Head

ways try to keep every item I’m getting $25 and under.

Ishmam Rahman: How would you describe your personal style? Laura Jones: I’d say my personal style is made up of various different looks. I get a lot of handme-downs so it’s a few different people’s looks combined. I really can’t pinpoint an exact style, but I do have two favorite seasons, the summer and winter, which I love to dress for. I love peacoats, gloves, scarves and fuzzy socks, and I am constantly shopping for them even though the California winter is pretty mild. During the summer, I love wearing rompers. I think they are just so much fun and they always put me in a really happy mood. I also really love dressing up for themed parties and wearing costumes. Usually, I always add glitter or face paint to my costumes. I love making duct-tape dresses too for parties like ‘Anything but Clothes’. For Halloween, I was a white swan, poison ivy and a pin-up girl.

IR: What influences your taste in clothes? LJ: My friends and the people I’m surrounded by always inspire me. I am very open to try out new things all the time so my style is usually pretty versatile and always changing.

IR: Where do you normally shop? LJ: I go to H&M, Forever21 and similar stores like that a lot. But I also love Goodwill a lot because I love shoes and they have the nicest heels for very cheap there. I am a very, what do you call it, a ‘cheapy’ shopper. [laughs] I usually al-

IR: What are your thoughts on fashion at PHOTOS BY ISHMAM RAHMAN Scripps? Jones is wearing a 1950s bathing suit that she found at an outdoor antique market for $25. LJ: When I first visited Scripps while I was looking at lots of colleges, I realized Scripps is not one of those places where every single stu- pants all the time. Everyone was very put together. And now actually being here for over a year, dent wears their school sweatshirts and sweat- I’ve really been appreciating that because everyone puts thought into what they are wearing.

COLEMAN INTERVIEW, CONTINUED FROM PG 7: CR: How would you say your study that got published in Science compares to some of your other achievements? Are you striving for more? MC: Oh, you still strive for more. You always strive for more. CR: Do you want to do more with this study, or are you finished with it? MC: Well, we’re still going to follow this up. This was just a few months that we went down there and collected this data. [It was by no means an exhaustive study.] The next thing we want to do—aside from more fully characterizing the behavior of the wrens—is to look at how the brain is behaving while they are singing to each other. Hopefully next year I’ll be on sabbatical and will be able to go visit some friends’ labs. That should help me set up better technological techniques to try and answer some of the lingering questions.

CORRECTIONS Our previous issue contained several factual errors in the article on Paul Soldner. The title of the article incorrectly implied that the exhibition was a retrospective. Soldner’s mentor was Peter Voulkos, and not Mason and Prince as the article claimed. The article also incorrectly stated that last spring the gallery exhibited John Mason, Ken Price, and Peter Voulkos. These artist are actually going to be featured at the Ruth Chandler Williamson Gallery next January (January 21, 2012), in the PST Exhibition, Clay’s Tectonic Shift: John Mason, Ken Price, Peter Voulkos 1956-1968. Serendipity: Paul Soldner Artist and Provocateur is not one of the PST exhibitions. The Scripps Voice apologizes for these errors.

IR: What are you majoring in? LJ: I am dual major in Sociology and legal studies and I’m minoring in Spanish. IR: Wow. Does any of that influence your style? LJ: I’d say it does because in Sociology we learn about culture and how culture influences people so I’d say that I get influenced by what other people wear and I am very aware of that. I am also really excited for when I go travel abroad in Spain next year. I can’t wait to be immersed in the fashion and styles that they wear in Spain and hopefully bring back a lot of that when I come back to California.

Gotta Cut (Foot)loose: Remake Stays A Little Too True to the Original By Kelsey Lubetich ’12 Staff Writer

Paramount Pictures released Footloose in theaters earlier this year. The film, a remake of a 1984 version, centers on a small town, Bomont, which gets turned upside down with the arrival of rebellious city boy Ren McCormack (Kenny Wormald, played by Kevin Bacon in the original). A law banning Bomont’s minors from dancing in public, put in place after a group of high school seniors died coming back from a dance, stands out among the many antiquated laws with which Ren takes issue. One of the central authority figures in the movie is the preacher (Dennis Quaid), whose rebellious daughter Ariel (Julianne Hough, played by Lori Singer in the original) is Ren’s love interest. The classic ‘80s movie wasn’t exactly screaming for a remake. Sure, Kevin Bacon mildly creeps me out (and I can’t buy him as sexy Ren). And sure, the fact that the film was made in the ‘80s means that the costumes and hairstyles now seem ridiculous, and the dancing outdated. But its being outdated is no reason to remake a movie. Regardless, remake it Paramount did, giving us a Footloose for 2011. Or rather, they gave us another Footloose for 1984 in 2011. Instead of an updated storyline—with perhaps a new take on the issues facing a small town in the new millennium—or updated dialogue, or less ‘80s-style dancing, Paramount released the exact same film. (To be fair, there were different costumes and a little rap music thrown into the mix. And Ren is no longer the un-sexy Kevin Bacon.) It’s like the producers watched the original film and loved it so much that they decided to make a shotby-shot remake. I watched the original the night before I saw the new version. Sitting in the theater the next night, I was shocked by how much was exactly the same. It’s great that they stayed true to the film’s roots, but when the film opens with the exact same shots of dancing feet (albeit without leg warmers this time), uses exact same lines and keeps the original songs in the original scenes throughout the movie, that’s a little too much “re-“ and not enough “-make” in this “remake.” Decisions to stay true to the original went so far as to become ridiculous. Ariel, for instance, wears basically the

same prom dress in the remake as in the original. That dress was ugly even for the ‘80s, but it’s even worse in 2011. The most noticeable difference was that Ren and Ariel’s boyfriend Chuck Cranston now race school buses instead of tractors (right, because school bus drag races are so 2011). Not everything about this remake was frustratingly ridiculous, though. The lack of changes in the new film also meant that some of the best parts were retained. Ren’s best friend in Bomont, Willard, remains absolutely adorable with his country accent and his inability to dance well. There are still those great scenes with Ren attempting to teach the rhythm-less Willard how to dance. I think the problem with this remake is that the producers assumed that today’s teenagers hadn’t seen the original. They assumed that we wouldn’t notice the fact that we were watching exactly the same movie that the now middle-aged teenagers of the ‘80s had already watched. Maybe they thought the nods to the original film were subtle rather than the shot-for-shot recreations that they were. Regardless of what the producers were thinking, watching both versions of Footloose means seeing the same exact movie twice. You really don’t need to watch both. If you haven’t seen the original, I would recommend the 2011 take because it is slightly less corny than the 1984 version. If you have seen the original, watch it again rather than watching its anachronistic remake. Whichever Footloose you end up watching, I can promise you two things: that you’ll get the title song stuck in your head by the end of the film, and that you will at some point want to get up out of your seat and dance.

THE MOVIE POSTER FOR THE 1984 VERSION OF FOOTLOOSE AND THE 2011 VERSION, RESPECTIVELY

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

10 • Arts & Entertainment

Thanksgiving Recipes By Laura Jones ‘14 Contributing Writer

Pumpkin Bread 2 AND 1/2 CUPS FLOUR 1 TBS FLOUR 2 CUPS WHITE SUGAR 1 CUP BROWN SUGAR 2 TSP BAKING SODA 3 TSP PUMPKIN SPICE 2 CUPS PUMPKIN 1 CUP OIL 4 EGGS 2/3 CUP WATER 1 CUP NUTS 1 CUP RAISINS Sift dry ingredients together. In separate bowl, mix wet ingredients Combine wet and dry ingredients, mixing in nuts and raisins. Place in bread pans and bake at 350 degrees for one hour. Makes 2 loaves.

Soufléed Yams In Orange Shells My Grandma makes this every year and it’s absolutely delicious. It’s sweet and tangy and the melted marshmellows on top adds something fun to a Thanksgiving tradition. 6 LARGE YAMS OR SWEET POTATOES, COOKED, PEELED AND SLICED. OR ONE 40 OZ. CAN OF YAMS. 5 NAVEL ORANGES 1 TBSP. VANILLA 3/4 CUP SUGAR 1/2 C. RAISINS 1/2 CUP BUTTER MARSHMALLOWS, OPTIONAL Cut oranges in half, and squeeze for juice, save juice and orange shells. In large bowl, combine yams, sugar, butter and vanilla. Mash yams with potato masher, or beat with mixer until smooth. Add enough orange juice (about 1/2 cup) to make a light mixture (not runny). Stir in raisins. Mound high in reserved orange shells (3/4 cup per serving). Swirl tops with fork. Place in baking pan. Bake for 30 minutes, or until hot. If desired, place marshmallows on top and place under broiler, just until marshmallows are lightly browned. Serves 10.

Cheddar Scones

Corn Pie

1 STICK MARGARINE 2 CUPS SELF-RISING FLOUR 1/4 TSP SALT 1 TSP BAKING POWDER 1/4 TSP DRY MUSTARD 1 CUP MILK 1/2 CUP SHREDDED CHEDDAR CHEESE

10 OUNCES OF CORN 2 BEATEN EGGS 1 AND 1/2 TSP SALT 7 –8 OUNCES SHREDDED MONTEREY JACK CHEESE 1/2 CUP MELTED BUTTER 1/2 CUP CORN MEAL 1 CUP SOUR CREAM 4 OUNCES MILD GREEN CHILIS

Rub flour and margarine together with fingers until blended. Add salt, baking powder, and dry mustard. Mix together with milk and cheese. Roll dough out to one inch thickness and cut out scone shapes with muffin cutter. Bake at 450 degrees for 10 minutes. Makes 12 scones.

Process 2/3 of the corn in food prcoessor to make it mushy. Put all ingredients in a bowl in the order listed. Mix well and transfer to a 9-inch pie pan. Bake at 350 degrees for 45 minutes, until browned on top.

Pumpkin Pie Everyone needs to know how to make a good pumpkin pie. My mom’s recipe is the tradional pumpking pie, flaky crust and a yummy filling. CRUST: 1 AND 3/4 CUP FLOUR 1 STICK (1/4 LB) BUTTER, CUT UP 3 TBS VEGETABLE OIL 1 TSP SALT 1/4 CUP COLD WATER Blend flour, butter, oil and salt in food processor until crumbly. Add water and continue blending until it forms a ball. Makes enough dough for 1 double-crust pie or for 2 single-crust pies. FILLING: 1 AND 1/2 CUPS PUMPKIN (CANNED) 3/4 CUP SUGAR 1/2 TSP SALT 1 AND 1/4 TSP CINNAMON 1 TSP GINGER 1/2 TSP CLOVES 3 EGGS, SLIGHTLY BEATEN 1 AND 1/4 CUPS MILK 2/3 CUP EVAPORATED MILK Thoroughly combine pumpkin, sugar, salt and spices. Blend in eggs, milk and evaporated milk. Pour filling into crust. Bake at 400 degrees for 50 minutes, or until a knife comes out clean.

Enjoy! Happy Thanksgiving! PHOTOS COURTESY OF BLOGCHEF.NET, SEA SALT WITH FOOD, JBUG’S KITCHEN ANTICS, STREAMING GOURMET AND THE MAINE HOUSE

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

Student Life • 11 Malott Commons and Seal Court: Then and Now By Sarah Stringer ’12

Malott Commons

Contributing Writer

One day last week, three people in a row happened to talk to me about the difference in the campus before and after the Malott Commons opened. One, an alumna talking about her days living in the Scripps dorms, mentioned that the dining hall tables now in Malott were the ones that used to be in the dorms. Another alumna, who talked about working on “desk duty”—a requirement for all students during her years at Scripps, during which time the desk attendant checked in visitors and operated dorm switchboards—mentioned being able to dine right next to her room when she was a student. Julie Elliott, who began working for the College about one year before Malott Commons opened, said she was there to witness what was one of the major shifts in campus life. Dining in dorms, having mail delivered to your hall, having another student greet you when you walked into the dorm…Life at the College was much different before Malott Commons. Having been confronted so many times in one day with examples of just how different this pre-Malott life was, I decided to investigate matters and see what the Malott Commons area was like before and after Feb. 14, 2000, when it first opened its doors to students. All photos are courtesy of the Claremont Colleges Photo Archive on the Claremont Colleges Digital Library database.

Opened Feb. 14, 2000 Where did students eat before? In the dorms! Each dorm had its own dining room and kitchen. Fun fact: The tables in Malott are the same ones used in several of the dorm dining halls.

CLOCKWISE FROM TOP: THE DINING ROOM IN BROWNING, THE DINING ROOM IN KIMBERLY, THE DINING ROOM IN CLARK

The Motley Officially opened in 1974 Where was it before? Started in Balch Hall, moved to the basement of then Lang Art Building (now Malott Commons), then to the Frankel-Routt complex, and then back to Seal Court. ABOVE AND BELOW, THE MOTLEY’S BASEMENT LOCATION

The Mail Room Where did students get their mail before? Students used to get their mail delivered to the mailboxes in their dorms. Fun fact: At one time, each student was required to put in hours working at the front desk, checking people into and out of the dorms and working a dorm switchboard. There was someone at the front desk 24/7.

Seal Court Fun Facts The Florence Rand Lang Art Building housed the art department for 50 years before Malott Commons opened. The art department is now on 12th and Dartmouth, in a building given the same name. The services in Seal Court (Motley, mail room, etc…) all used to be art studios. The bathrooms near Seal Court used to be the pottery kiln. Students created the mosaics around the pond in Seal Court, starting in 1940s. Paul Soldner recast the seals in bronze in 1990.

November 17, 2011• The Scripps Voice •Volume XV • Issue Four

12 •Student Life A Musical InFESTation Photos by Yushuang Sun

PITZER REGGAE FEST

November 17, 2011• The Scripps Voice •Volume XV • Issue Four