April 23rd, 2024

VIRGINIA TECH HOLDS ANNUAL RUN IN REMEMBRANCE

Ava Garrison | News writer

Members of the Corps of Cadets stood guard for 32 minutes in front of Burruss Hall.

On Saturday, April 13, 2024, Virginia Tech held its annual Run in Remembrance to commemorate the lives lost on April 16, 2007. The run is held during the weekend near the anniversary of the event. The 3.2-mile run signifies the 32 students and faculty who passed.

Students, faculty, alumni and members of the community all gathered to participate in the run.

A first-year student majoring in multimedia journalism, Alex Frank, participated in this tradition with his friends.

“It’s a way for the community to come together for the good of Virginia Tech where we can remember the events and grieve together as a university,” Frank said.

Frank elaborated on the day’s event, which started with a moment of silence to reflect before the run, then the run which goes around all around campus following a remembrance service that afternoon.

Impartiality means reporting, editing and delivering the news honestly, fairly, objectively and without opinion or bias.

Credibility is the greatest asset of any news medium, and impartiality is the greatest source of credibility.

To provide the most complete report, a news organization must not just cover the news, but uncover it. It must follow the story wherever it leads, regardless of any preconceived ideas on what might be most newsworthy.

The pursuit of truth is a noble goal of journalism. But the truth is not always apparent or known immediately. Journalists’ role is therefore not to determine what they believe at that time to be the truth and

Another first-year student, Jayne Beth Martin, an economics major, explained how the run helps people remember the lives lost.

“There were 32 white balloons, parallel to the Virginia Tech archway and 32 seconds of silence,” Martin said. “It was an uplifting event instead of sad, it was fun to have an uplifting atmosphere. Lots of people were visiting the memorial and remembering the events of April 16, 2007.”

She described the atmosphere as really encouraging and supportive and that it was nice to be around so many diverse groups of people.

Martin explained that there were students, children in wagons, older people and alumni.

The remembrance events continued on April 16, 2024. According to the We Remember website, at midnight,

reveal only that to their readers, but rather to report as completely and impartially as possible all verifiable facts so that readers can, based on their own knowledge and experience, determine what they believe to be the truth.

When a news organization delivers both news and opinions, the impartiality and credibility of the news organization can be questioned. To minimize this as much as possible there needs to be a sharp and clear distinction between news and opinion, both to those providing and consuming the news.

OUR CORE VALUES

representatives of the student body lit ceremonial candles while the Corps of Cadets stood guard for 32 minutes in front of Burruss Hall. Post the candle lighting, a wreath-laying was done by the Cadet Guard and the extinguishing of ceremonial candles was held to commemorate the lives lost 17 years ago.

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A DEEP DIVE INTO THE VIRGINIA TECH PROGRAM FOR AFGHAN REFUGEES THAT HELPS TEACH ENGLISH

Ayisha Surani | assistant news editor

A current senior student at Virginia Tech is a leading face of the Afghan Conversation Project.

The Center for Refugee, Migrant, and Displacement Studies is working with refugees from Afghanistan on a conversation project to help them learn English.

The Female Tactical Platoon (FTP) was an all-female military group consisting of Afghani women who trained and went on missions with the United States Army. The responsibilities of these women, also called FTPs, were to translate for military personnel and work alongside them on the frontlines.

When the Taliban captured the city of Kabul in Afghanistan, many FTPs left their homes in Afghanistan for the United States in fear for their lives.

The original Female Tactical Platoon

consisted of approximately 60 FTPs. Currently, there are 42 FTPs residing in the United States and seven of them reside in Blacksburg, Virginia.

Many of these women living in Blacksburg take English classes at the Virginia Tech Language and Culture Institute (LCI). Through the Blacksburg community, these women received support in getting rides to English classes in the LCI and gaining employment through the Blacksburg Refugee Partnership. However, support was deemed to be more difficult for other FTPs outside of the Blacksburg community.

The remaining FTPs were dispersed throughout different states; in Arizona,

California, Colorado, Georgia, Iowa, Kentucky, Maryland, New York, Pennsylvania, Texas, Washington and West Virginia. FTPs were dispersed based on if they had family members near the area or through locations that were willing to give them a helping hand.

The citizenship status of many FTPs in the United States are still in a limbo.

“Some have applied for asylum and have received it. But for others, they’re just waiting on Congress to say, yes, you can make it permanent,” said Brett Shadle, associate director of Virginia Tech’s Center for Refugee, Migrant, and Displacement Studies and one of the leading faces of the ACP.

The idea to create a project to teach Afghani refugees the English language came from Sophia Nadasy, a current senior at Virginia Tech majoring in creative technologies and minoring in computer science and French. Because her mother is from Afghanistan, Nadasy felt a direct connection to the Afghani refugee movement.

“My mom is from Afghanistan so I grew up with an Afghan household.

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Since coming to Blacksburg I’ve been volunteering with my sister and with the Blacksburg Refugee Partnership,” Nadasy said. Through her volunteering she met Shadle, who came to her with the idea of creating a project to aid FTPs on learning English.

The Afghan Conversation Project was not made to replace English classes for non-English speaking refugees and was instead made to give them realistic conversations to practice their English. Volunteers were guided by instructor in Virginia Tech’s LCI Meredith Hutton.

While many FTPs do not have any experience in the military, Lieutenant Colonel in the United States Army Daniel Harrison’s experience with the conversation project is very similar to other volunteers in the program. Despite Harrison’s extensive experience, he still expressed worries about not being of enough value and use to the FTPs and tries to make the most of his weekly meetings with his FTP partner.

“I want to help her (his FTP partner) solve problems; I don’t want to be the solution itself. So it’s finding the balance of what are her needs, requirements and desires and how I can do that,” Harrison said.

Harrison tries to keep conversations simple until his FTP partner is more comfortable with the English language to have more nuanced conversations. Generally, his questions are under the topic of the weather, what the FTP partner had been up to the prior week before and any miscommunications she might have had at work that they could work through.

“That is not a simple thing to communicate with when I don’t speak Turkmen, Pashto or Dari like she does, and she’s still building some of that English language proficiency,” Harrison said.

Harrison finds that his training in Afghanistan has aided him in his work volunteering for the Afghan Conversation Project.

“I’ve already had a significant amount of cultural training, in preparation to go do those things that help me understand some of the culture they (Afghanis) come from and a couple, you know, a couple of phrases or words that I still remember that are useful to help when I’m working with someone who has not fully inculcated English into how they think, which is incredibly challenging,” Harrison said.

Harrison also found that as women who assisted the U.S. military, the FTPs find a

comfort in seeing an active member of the army.

“I think it’s kind of like a warm hug to see somebody in uniform for her (the FTP). She misses having that camaraderie and extended family kind of relationship,” Harrison said.

Many FTPs would like to rejoin the military as soon as their legal status in the country is solidified while others have taken a different career route. Madina Nazari, a former FTP living in Des Moines, Iowa, has begun working toward a career in the medical field. Currently, she is applying for advanced classes to become a certified nursing assistant while living with her sister and nephew. Her parents currently reside in Pakistan.

While spending a lot of her time working in the FTP alongside the U.S. Special Forces, Nazari also worked in the hospital near her home in Afghanistan.

“I graduated from high school and university (in Afghanistan) and in Afghanistan I worked (as a) hospital midwife,” Nazari said.

Despite the language barrier, Nazari has persisted with her goal to work in a hospital in the United States. While the English language became a difficult obstacle to overcome, Nazari says she still doesn’t let

OPINIONS

Gthis get in her way.

“I want to try again every time,” Nazari said.

Along with the conversation project, Nazari is also taking English classes at her local college, Des Moines Area Community College (DMACC). She finds the conversation project to be helpful to her struggle in speaking the language, especially due to the varying accents across North America.

“It (the ACP) is very important for all and it is really a great project for me, for all FTPs, it’s very good,” Nazari said.

While many FTPs are like Nazari and would like to become nurses, others want to tell their story to people by strengthening their English and public speaking skills, which is one of the aims of the conversation project.

According to Shadle, the ultimate objective of the conversation project is for participants to eventually no longer need the program.

“That sort of first goal is just that it dies a natural death,” Shadle said. “The best part is if they don’t need it.”

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GENERATIVE AI IS INCOMPATIBLE WITH THE GOALS OF EDUCATION

Chris Donaldson | opinions columnist

A temptation in the classroom, AI eliminates the need for creative thought.

enerative AI is here to stay. The initial fanfare that accompanied that launch of ChatGPT — a mix of caution, optimism and apocalyptic fears — has settled down as AI continues to make inroads in art, industry and education. As a demographic, students are perhaps most acquainted with generative AI, its strengths and limitations. A temptation for the shorton-time and sleep-deprived, avid users of Chat GPT rely on a few common defenses when faced with questions of academic ethics: something along the lines of “I just use it for inspiration,” “it’s just a tool, like spellcheck or a calculator” or “it’s just a smarter Google.”

But these convenient rationales leave much to be desired. Generative AI may not be the technological villain it’s made out to be, but

it’s more than a tool in any familiar sense of the word. It stands to change the way we live and learn — for the worse if we let it. The same features which have captured the public imagination, its human qualities and its knack for higher order thinking, are the same traits which make generative AI incompatible with the fundamental purpose of education. At all levels of schooling, today’s students have access to a wealth of electronic tools. Calculators perform the basic operations once done by hand. Spellcheck and search engines have automated much of the manual work of proofreading and research. Proponents of generative AI might consider ChatGPT to be another such tool — a logical extension of automation in the classroom. AI, however, differs from existing tools in meaningful ways.

Our existing academic tools allow students to access the known. Calculators, spellcheck and search engines all serve essentially as reference guides. They bring information within reach, whether it be the sum of two numbers, the correct spelling of the word “Wednesday” or the current scientific consensus on man-made climate change. Most of us can agree that the value of learning lies not solely in the memorization of discrete facts, but in the use of those facts towards more complex and novel ends — in other words, in higher-level thinking. Good students analyze their world, linking separate points of knowledge into an integrated whole. They think, not only because they are told to do so, but because it brings fulfillment, a feeling of usefulness and the prospect of

an improved human condition. These tools facilitate the retrieval of knowledge. It’s up to students to interpret, analyze and apply it in the ways they see fit. At least that’s how it was before the rise of generative AI.

ChatGPT, at least in a superficial sense, can perform many of the higher-level thinking skills that were once the domain of human beings alone. With minimal student direction, it can create, from its endless wealth of human inputs, a perfect summary of “Jane Eyre” and craft an essay on the novel’s major themes in a pleasant, disembodied voice. Naturally, these

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capabilities carry the potential for misuse.

Amanda Walters, a former K-12 teacher and a graduate teaching assistant in the Educational Psychology department at Virginia Tech, commented on the ethical implications of generative AI.

“It complicates the topic of plagiarism. It creates a new grey area, so I think it can be used in an unethical way,” Walters said. “Generative AI can definitely be used as a crutch for writing… it can hinder research skills if students are not willing to look deeply and analyze what they get as a result and could hinder the production of coherent paragraph writing.”

Search engines can do some of these same things. If reading the book in full is off the table, a few Google searches could

also yield a brief summary, a list of themes and a few sample essays. However, even a student bent on doing the least would still have to integrate all these pieces into a coherent whole. Even a blatant plagiarist would have to select a source to copy.

What about students who use generative AI for inspiration rather than full on content-generation? After all, we might ask a friend for a good title for a project or a good ending to a piece of fiction. In this scenario, however, both the student and the friend are human beings, endowed with unique tastes, preferences and experiences which no machine, no matter how complex, can faithfully measure or account for. Each of them can share in the satisfaction of creating, and each gets a chance to hone their own sense of good taste. To young learners, with little confidence in their own voice and preferences, generative AI

might seem like a flawless tool, endlessly more capable and consistent in expression than they could ever be. But remove the impulse to ask AI and students will find real living role models to inspire them. They will learn to trust their aesthetic instincts and acknowledge their own creative potential.

Moreover, the line between borrowing and stealing is notoriously thin. With little oversight or incentive to create of their own accord, the temptation is far too much for some students. And for all its capabilities, AI is not perfect. The wealth of data on which ChatGPT is trained is not screened for bias or accuracy, and when asked to cite its responses, the sources it generates are entirely fabricated.

Despite the prevalence of AI and mounting ethical concerns, many public schools lack a clear course of action. A survey from Education Week showed that

LIFESTYLES

as of February 2024, 79% of educators say their school districts have issued no guidance on generative AI. For many students, especially young learners who’ve yet to discover that the value of education is far greater than a passing grade, generative AI will be an eternal temptation. It is an efficient substitute worker whose authority and speed condition students to favor the words of a machine over their own burgeoning voices. Of all the limits an educator can impose on their students, a ban on generative AI in the classroom will do the greatest good.

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BEST RESTAURANT - CABO FISH TACO

Kelly Barker | lifestyles writer

Hungry Hokies and Blacksburg residents alike flock to Cabo Fish Taco to feast on its specialty tacos, burritos and quesadillas. Quality food combined with a welcoming atmosphere make this restaurant one of the most popular places in town to dine and unwind. In fact, Cabo Fish Taco is so popular that it was voted the Best Restaurant in the Collegiate Times’ 2024 Best of Blacksburg survey.

So, what makes Cabo Fish Taco so popular?

Richard Barrar, the regional manager of Cabo Fish Taco, who has been working with the restaurant for 12 years, has the answer.

“I think we just have a lot of good people and we have really good food.I think the students and locals all see that, and they come out and support us,” Barrar said. “We’re very thankful for that.”

Customer service and appreciation comes first at Cabo Fish Taco.

“It doesn’t matter if you’re a college student or a local, you’re a Cabo customer and we want you to be happy,” Barrar said.

Opened in 2005, the Blacksburg branch of Cabo Fish Taco was made by Hokies, for Hokies. The other branches are in Charlotte, Richmond and Roanoke.

“When we opened, it was our second location, (and) the three owners all went to Virginia Tech,” Barrar said.

Cabo Fish Taco’s location holds a special

place in the town’s history.

“Before it was Cabo, it used to be a restaurant called 117 South Main, and it was the biggest music place in town,” Barrar said. “People like the Dave Matthews Band played there, Hootie & the Blowfish, we still (have) older customers come in and they…talk about all these crazy shows they saw there.”

Customer loyalty to both Cabo Fish Taco and its location, coupled with old-fashioned hard work, allowed this restaurant to become a local hit.

“It was always a popular place, but it did take time to grow (and become) as busy as we are now,” Barrar said.

Cabo Fish Taco’s popularity is no secret. This historic building is filled with patrons daily, all who are eager to enjoy the restaurant’s food and service.

This local favorite’s popularity is achieved by following a surprisingly simple philosophy.

“We just want to be the best at what we do,” Barrar said.

A lofty goal, but an achievable one for a restaurant as reportedly exceptional as Cabo Fish Taco. Congratulations to Cabo Fish Taco, voted the Best Restaurant in Blacksburg.

Local mexican restaraunt reveals how it’s grown into Blacksburg’s favorite.

BEST BOOKSTORE – BLACKSBURG BOOKS

Mollie Coogan | lifestyles writer

A deep dive into what makes Blacksburg Books the best place for page turners.

In the almost three years since its opening, Blacksburg Books has left a deep impression on the New River Valley. From its book club with Moon Hollow Brewing Company to its gardening book swaps with the Blacksburg Farmer’s Market, the bookstore is always eager to engage with its neighbors and bring the Blacksburg community together.

Most recently, Blacksburg Books partnered with Twisted Liquid, Original Frameworks, Fringe Benefit, New River Art & Fiber and Matrix Gallery to collect donations to create a Montgomery County chapter of Dolly Parton’s Imagination Library. The Imagination Library is accessible to any child under the age of five who lives in a participating county, and

the Mount Tabor Ruritan Club is fundraising for Montgomery County to join the program.

“Before [The Mount Tabor Ruritan Club] can sign up and start getting all the children enrolled, they need a certain amount of money. We’re trying to help raise that money,” said Ellen Woodall, the manager of Blacksburg Books. Once enrolled, children will receive one book per month until they reach the age of five. The Imagination Library has been hugely impactful for children in five countries (U.S., Canada, U.K., Australia andRepublic of Ireland) and 200 million books have been distributed since the program’s inception in 1995.

Community engagement was part of

the initial vision for Blacksburg Books. “We wanted to be more than just a store,” Woodall said. “That’s something that we set out trying to do and we weren’t sure if it would be exciting to people or effective, but I think people like it, and we like it.”

The store boasts a variety of new and used fiction and non-fiction, including romance, self-help, Appalachian history and much more. “In the books that I order, I want to make sure that there’s a variety of different interests reflected,” Woodall said. Blacksburg Books also offers an exchange program, so customers can bring in unwanted books in exchange for store credit. Woodall also orders books almost daily to ensure a range of options

for new and returning customers.

To understand why Blacksburg Books was voted “Best Bookstore” in the Best of Blacksburg poll, consider visiting on Saturday, April 27, 2024, for Independent Bookstore Day. There will be raffles, sales and exclusive items offered throughout the day for those in attendance. Blacksburg Books is located on South Main Street in downtown Blacksburg. For information about events, parking, and store hours, visit @blacksburgbooks on Instagram or go to blacksburgbooks.com.

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MENTAL HEALTH PODCAST THROUGH THE AUDIO WAVES

Aidan Mason | lifestyles writer

Students and faculty collaborate to discuss a major campus issue.

Substance abuse and mental health are two crucial topics on college campuses, and many students struggle with one or both afflictions during their time in higher education. It can be tough to find resources to deal with their problems or even just a fair representation of the struggle.

However, that is about to change, as Assistant Director for the Academy for Transdisciplinary Studies Susan “Scout” Stinson and her students have produced two new podcasts called “Substance Use & Harm Reduction” and “Mental Health & Wellness” to tackle these topics. Featuring on these podcasts are special guests Danny Clawson, executive director of the Virginia Harm Reduction Coalition, and Senior Associate Athletics Director and Clinical & Sport Psychologist Dr. Gary Bennett. The two podcasts have been released as episodes three and four of the “Foundations”podcast. Both episodes are free to listen to on the Virginia Tech Student Affairs YouTube channel.

Genesis Scout first produced the idea while teaching the class Communication and Issues of Diversity. She had been teaching the program for sometime, but post-COVID and George Floyd she felt like it needed to change.

“In figuring out I needed to do something different, there was an opportunity to apply for the Pathways grant that would enable me to turn the class into not just a Pathways class, which it is, but also a service-learning class,” Scout said.

At this point, Student Affairs entered the picture, as they were looking to introduce a program called Constructive Dialogue Institute which acts as modules for constructive discussion on certain hot-button topics. Over a period of semesters, Scout’s students have been giving feedback and participating in the modules, but this semester, the class took on a few subjects that last semester’s students had figured were important. It was decided that a podcast would be perfect to tackle these issues.

For Robert Bateman, a sophomore studying sports media and analytics, and one of the podcast hosts and coordinators, the project began in class along with his friends.

“At the beginning of the semester, it was like the first class, (Scout) had us sign up for a role,” Bateman said.

In the beginning, Bateman’s group was planning to do nutrition. However, a group that was helping them get ready found the subject uninteresting, so the topics for the

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podcasts were switched. That’s when they thought of substance abuse, inspired by its relevance to many college students.

Process

To begin the podcast, Scout notes that Anthony Scott, chief Diversity, Equity, and Inclusion officer for Student Affairs, had the podcasting equipment for the project. The students were then divided into sections, in which they would each make a podcast based on their topic.

“As the semester went on, a lot of the work was distributed throughout the class, so we really did not have to do much other than prepare the podcast. Getting together, making questions and then obviously on the day of the podcast sitting down and recording it,” Bateman said.

Bateman further went on to say that preparing the questions had some difficulties, but credits Scout for helping on the podcast and noted that she was one of the main contributors of keeping the project on track.

Recording

Recording went well for the final two podcasts, with each having a clear topic in mind to pursue. The mental health team decided to take on the topic of college athletes. Meanwhile, the substance use team would explore the topic of the surrounding areas of Blacksburg, Roanoke and New River Valley, alongside the students of Virginia Tech. However, there were originally intended to be four.

“A couple of them didn’t turn out because of various recording issues,” Scout said. While Scout was not there for the recording of the lost two, she notes that the other two

were never released due to audio issues, speculating it may have been garbled or a microphone issue. The rest of them went by smoothly, with Bateman noting that the only real issue with him was when the group tried to record the intro and accidentally all spoke at once.

Aftermath

Even though the podcast is over, that does not mean everything that it set out to do faded away. Much like mental health and substance abuse, the aftereffects linger and the memories of what happened will still influence one’s life.

For Bateman, getting to hear Danny Clawson’s perspective on safe substance use was something that he found interesting and something that elevated the podcast from a routine school assignment to something that he found genuinely enjoyable.

“I hope that people listen to it because I felt like I learned a lot just sitting there and conducting the interview,” Bateman said.

As for Scout, she stated that there would be a team meeting again to reflect on the project. She notes that she won’t say for certain what she plans to do regarding the future because it’s up to the students and their feedback. However, in terms of the podcasts done, she had positive feedback for the project.

“It exceeded my expectations,” Scout said.

SPORTS WITH A LITTLE LUCK, AND A LOT OF SHUTOUT PITCHING, NO. 23 VIRGINIA TECH WALKS OFF NO. 7 DUKE

Dylan Tefft | sports editor

How do you beat the No. 7 team in college baseball with two runs in 11 innings?

You throw out four pitchers that allow one.

Virginia Tech pitcher Brett Renfrow took the mound at English Field on Saturday evening to start against No. 7 Duke (28–11, 12–8 ACC). He observed his team lose a heartbreaker to that same team the night before, falling 9–8 in a dogfight that required two extra innings to conclude.

“He’s arguably been one of our better arms from one of our top two starters,” said Virginia Tech manager John Szefc. “So (having him pitch on Friday) gives him an extra day’s rest.”

The Hokies (25–11, 12–8 ACC) burned through eight pitchers in the game one loss and needed a lengthy outing from Renfrow in game two to hold over Duke’s high-torque offense.

Renfrow finished at the mound after six innings pitched. He posted one earned run, four allowed hits and four strikeouts.

Just how Szefc and his staff drew it up.

“I just attack, that’s really what our plan is,” Renfrow said. “And it works out when you get

ahead. I would just say attacking the zone was the best part.”

Equally as important as Renfrow’s six shutdown innings were the five following innings by pitchers David Shoemaker, Jacob Stretch and Grant Manning.

The trio of relief pitchers kept Duke’s offense off the basepaths from Renfrow’s exit to the end of the game.

“It’s probably one of our best pitched games of the year,” Szefc said. “To give up one run against that lineup in eleven innings. I give a ton of credit to those guys, they were outstanding. Any one of those guys could have been a player of the game.”

It wasn’t always a strikeout, and there were some deep fly ball scares, but Virginia Tech’s pitching staff stumped an offense that had a .310 batting average entering the series.

“They rose to the occasion,” Szefc said. “They pitched really well. They battled hard. That game could have ended a lot of different ways.”

The pitching gave way for the Hokies’ offense to eventually end it — in an albeit

strange way. Nevertheless, walk-off hitter Christian Martin was doused in Gatorade following his eleventh inning game winner.

The side began with a pair of walks for the Hokies, delivered by Duke pitcher Fran Oschell. The winning run was in scoring position — in the form of Gehrig Ebel.

First baseman Ethan Gibson advanced Ebel with a fielder’s choice single, then shortstop Clay Grady did the same to place him on third.

With two outs, Martin walked up to the plate in need of a hit to bring Ebel home.

Maybe it wasn’t a hit on the box score, but Martin’s should-be routine groundout knock became the walk-off base when Duke first baseman Logan Bravo dropped the throw from shortstop Wallace Clark.

“I just started laughing when I saw it hit the ground honestly,” Martin said. “I hit it hard right at him, so I was like, that’s not cool. It was on the ground, and I was just like, that’s pretty funny. Yeah, I started laughing.”

It was a relieving sight for a Virginia Tech offense that had struggled to bring runners home all series. It stranded 26 batters on the

base paths across games one and two.

It was equally as relieving for the pitching staff who had given the bats so many opportunities to get ahead.

“I mean, I know they’re gonna do that because our hitters are awesome,” Renfrow said. “Best hitters — I think — in the league. We’re just great. It was awesome. That feeling was great, to go out there and pour some Gatorade on (Martin). Yeah, it was awesome.”

Tied at one game apiece, the Hokies and Blue Devils will return to English Field for the series-deciding match on Sunday, April 21, at 7 p.m. Pitcher Griffin Stieg will start on the mound to try and shush Duke’s offense the same way the staff did in game two.

“I think Stieg is gonna be great out there,” Renfrow said. “Everyone, our whole team hitting is gonna be great. Yeah, it’s gonna be great.”

Christian Watson walks off Duke with a base hit off an error.