Issue 2, Volume 123 Thursday, September 8, 2016
Pulse remembered page 3
Page Page #2 •• SECTION OPINION
Thursday, Thursday,September September11, 8, 2014 2016
Redefining your “anchor” Established in 1894 with the following editorial:
EXECUTIVE STAFF Lauren Waymire Editor-in-Chief Alexandra Mariano Managing Editor Caroline Arrigoni Production Manager
CONTENT STAFF Raquel Leon Head Content Editor Amanda Grace Head Copy Editor
Barbara Padilla Minoska Hernandez Copy Editors Eric Hilton Kalli Joslin Section Editors Christina Fuleihan Staff Writer Kalli Joslin Nolan Brewer Web Editors
DESIGN DEPARTMENT Shaayann Khalid Head Designer Victoria Villavicencio Zoe Kim Designers
BUSINESS & FACULTY Greg Golden
General Manager of Student Media
Dr. Bill Boles Faculty Advisor David Neitzel Business Manager Taylor McCormack Business Intern Jose Araneta Student Media Graduate Assistant
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Cover Art Designed By Christina Fuleihan ‘19
Michael Dulman
Writer
As I write this article at 7:30 a.m. between putting my laundry in the wash and transferring it to the dryer, I think about how overscheduled I am and how I could not be happier about it. I am a third-year senior taking 16 credit hours, including my senior thesis, heading a cultural organization, competing in two varsity sports, and working for Residential Life & Explorations and Odyssey at Rollins. Free time for me has become a precious commodity, and yet I still am looking to do more. I have, as we like to say here at Rollins, “found my anchor.” A liberal arts education
reaches its potential when you take it upon yourself to explore the opportunities that are practically shoved in your face. Flyers cover every bare space in common areas; clubs table at the campus center during common hour to promote upcoming meetings; at least once a week, you can expect to see sidewalk chalk advertising a public event. These are good things. I like to think the slogan “Find Your Anchor” refers not to joining a single club or sports team and making that your whole identity, but rather to celebrating inclusion and the intersection of multiple identities. Though you may find your anchor through your club or sports team, the groups them-
selves are not your anchor. I like to think an anchor is something intangible, that drive or passion that unites all of one’s college interests and experiences to a single ideal or life goal. Finding that anchor, that passion, is the most important achievement you can boast while attending Rollins. Still, that does not mean you zoom from club to club, rushing through every opportunity without seeing whether it will fuel your passion. I needed two years to find my passion—the thing that anchored me, made me feel at home, and connected all my many obligations at Rollins. For me, that passion was my love of teaching. After I discovered what
drove me, my disgustingly overbooked schedule gained new meaning. I never thought of myself as one to join clubs, but my desire to teach has lead me to take responsibility in groups where I simultaneously can pursue my passion and benefit other people. I could be introducing new rowers to the ergometers at the boathouse, organizing walks down Park Avenue to St. Margaret Mary’s, or sharing my thesis with and gaining insights from colleagues in the library. The pastime is irrelevant; what matters is the inspiration. Whatever I do, I try to link it back to my anchor, and I can do that because I finally found it. Have you found yours?
vanguards against liberal tyranny—depending on your views— it is true that the University of Chicago has traditionally been radically open to academic discourse. It is indeed likely, if not probable, that the faculty felt it incredibly necessary to swim against the current trend on college campuses so that they may maintain their highly held position of academic liberty and freedom of inquiry. Spokesman for the University, Jeremy Manier, stated that this indeed was the case and that any supposed ulterior motives are misconceptions. Manier also pointed out that the University did not expressly prohibit the use of trigger warnings. A professor may use them at their own discretion but the college will not officially enforce them. The University faculty felt that their historic stance on the open exchange of ideas was in jeopardy. In response to this, a committee was formed with the intent of preserving their almost radical position on openness and released a statement detailing their concern towards and stance on the school’s decision. We felt it pertinent to reach out to our own administration and ask President Cornwell to share his opinion on the matter. What are your thoughts on the letter produced by the University of Chicago? I spent seven years in graduate school pursuing my Ph.D. at the University of Chicago so
I can well imagine the cultural context for the dean’s letter and have been following alumni engagement with it. The letter is seven paragraphs long and I think six of those paragraphs are on the mark. The one paragraph where the Dean stakes his position on trigger warnings and safe spaces is, I believe, quite far off the mark. It takes a strident and simplistic stance on a matter that deserves much greater nuance and subtlety. In what instances, if any, would you find it acceptable to instill trigger warnings in an academic setting? These are matters where particularity of context are highly important. I think the wisest course is to defer to the judgment of professors to know and assess the context and purpose of their assignments. Sometimes we will err; most times, professors are profoundly and professionally thoughtful about their choices and pedagogy. The University of Chicago’s stance against trigger warnings and safe spaces is meant to facilitate the exchange of ideas and cause debate, despite discomfort. Do you think their position is necessary to allow the aforementioned academic discussion? The Dean’s statement reads like a pronouncement of policy. My mind is not settled on this matter, but I don’t see this as a place for administrative policy. In your fourteen years of administrative positions, and
in your sixteen years in St. Lawrence’s Philosophy Department, has it ever seemed necessary to integrate trigger warnings into your lectures, speeches, or other activities? If so, can you elaborate with a specific example? I would say that I go about it differently. Parts of my corpus of teaching include courses exploring texts, arguments, and themes in critical race theory. Treating this material responsibly entails being explicitly aware of the positionality of myself as the professor, of the students in the class, and of the authors and subjects of the texts. Done well, the engagement goes far deeper than trigger warnings, and leads with respect for the material and all those studying it. Do you believe it will ever be necessary in your tenure at Rollins College to take a similar stance as that of the University of Chicago? As I said above, I do not see this as a matter to be engaged by administrative policy. I can imagine being called upon to offer my views as part of a campus dialogue, as I am doing here, but I am disinclined towards declarations of the kind found in the Chicago Dean’s letter. Whether you support or oppose the university for its intended defense of academic freedom, it can be said that the university’s brazen statement has certainly challenged the accepted norms of college practice in the United States.
University of Chicago stirs controversy, Rollins reacts
Joseph Klens
Writer
When the freshman class of the University of Chicago received the traditional letter welcoming them to school, it contained a message which surprised all. In their letter, the University welcomed the students and emphasized their openness to freedom of inquiry and expression. This mission statement was followed swiftly by a paragraph which directly opposed ‘trigger warnings’ and intellectual ‘safe spaces.’ Those in favor of the letter argued that the University was stating its stance against coercion by political correctness in order to better facilitate the free exchange of ideas—setting demands from “special snowflakes” aside. However, those opposed to the letter pointed out the University’s seeming indifference to the emotional well-being of students who have been sexually assaulted or victims of hate crimes. Additionally, the school’s stance has been viewed as apathetic for certain ethnic groups and the LGBTQ+ community. In fact, Eric Holmberg, the student body president, pointed out that the University doesn’t seem to understand the point of trigger warnings and safe spaces. While it is tempting to demonize the administration of the University of Chicago as being aloof or callous to the needs of their students or to laud them as
The opinions on this page do not necessarily reflect those of The Sandspur, its staff or Rollins College.
Thursday, September 8, 2016
Page 3 • FEATURES
Rollins students reflect on Pulse shooting
The shooting at Pulse nightclub on June 12 shook the Orlando community to its core. Students reflect on their experience and Rollins’ response to the tragedy. Christina Fuleihan
Staff Writer
#OrlandoStrong, #OrlandoUnited, #PrayforOrlando: it is a sad but undeniable fact that horror often unites humanity. Rollins College has a zero-tolerance policy in regards to acts even remotely resembling hate crimes. Unfortunately, as opposed as we are to bigotry and discrimination, prejudiced creeds and delusions continue to survive as contemporary ideologies. In fact, as was made apparent by the June 12 massacre at Pulse, such ignorant animosity can reside much closer to home than we may realize. Because of the shooting, many locals—and some here on campus— have now lost an acquaintance or a friend. Michael Dulman ‘17 expressed the sensations of many who, upon hearing of the tragedy, experienced the pain and fear of not knowing who was hurt: “I was terrified that someone I knew could have been one of the victims, but when I realized that it was no one I knew, I still recognized that these victims had families and friends that were grieving.” Dulman would later discover that he had been closer to one of the victims than he might have
initially thought. “I found out I was only two degrees of separation from [a victim] who I had this connection with that I didn’t know. This person was from Jersey and for no other reason she was just visiting Pulse; one of my friends knew her really well.” President Cornwell described the attack as “a vicious assault on humanity, freedom, and the dignity of every person.” According to Cornwell, “The Pulse tragedy impacted many people at Rollins. Acts of terrorism rock our sense of safety and hope, and for community members who identify as members of LGBTQI+ and/or Muslim [communities], this may be even more compounded. . . We will need time to heal. Our hope is that through educational opportunities, resources, and service we will help students grapple with this tragedy and find ways to leverage their liberal education to make positive change in the world.” Despite the tragedy, Rollins was truly “a beacon of light and support to the larger Winter Park and Orlando community” according to Karina Barbesino ‘19. Madeleine Scott ‘19 also shared similar views: “Because of Rollins’ reaction to the crisis, I was proud to be a part of the larger
Rollins community.” Rollins “reached out and [offered] support in a multitude of ways,” continued Cornwell. “That Sunday morning, Rollins staff coordinated communication efforts, leveraged all possible communication methods to identify impacted students and engaging community outreach efforts.” Rollins counseling staff, faculty, alumni, and students volunteered their services at the Wellness Center, at the Winter Park library, and with various organizations across the state. Rollins hosted a campuswide vigil for peace and organzined “a series of sessions for those on campus including Care 101 and Tars Talk,” among contributing to other outreach activities. President Cornwell also talked about upcoming events that
Rollins will host to both honor the victims and address issues that the tragedy has brought up; he encourages the entire Rollins community to participate in these gatherings. “On Sunday, Sept. 11th at 3:00pm, on the 15th Anniversary of Sept. 11th, we will host a concert and ceremony in Knowles Chapel called ‘We Choose Love’ that will honor the victims, survivors, and responders of both Sept. 11th and Pulse. There will [also] be a Tars Talk that following day at 4 p.m.” It may be true that some of us have lost our sense of security or experienced outrage and terror at this unexpected intrusion of atrocious violence into our own backyard. Despite our shock and grief, we have stood united in the face of such strong hate. Come the first day of school in August
we were all back at Rollins—at home—ready for the new term. While we have by no means forgotten the impact of the massacre, we will not let this act of violence take anything more from us than it already has. Flags and posters can still be seen displayed across the city and our campus, now unmistakable symbols of harmony, peace, and union. Ultimately, it is up to us to stand strong and not give into fear; it is up to us to remember the daily sacrifices that occur both at home and abroad as people continue to strive for a better world. This might have seemed especially difficult this summer considering the close succession of attacks in Nice, Rouen, and Orlando, but we must all remember that love has always been stronger than hate.
Illustration courtesy of Heron Home & Outdoor and FASTSIGNS
Rollins institutes program to connect minorities Rollins has just launched the Rollins Connect Membership program with the goal of helping minorities find and create relationships with faculty and staff who share their identities. Kalli Joslin
Section Editor
While Rollins may at times seem to lack diversity, the fact is that many social and cultural minorities are often overlooked. Not all identities are immediately visible, and some students may feel “whitewashed” or otherwise invalidated by common assumptions made by their professors and peers. With this reality in mind, the Center for Inclusion and Campus Involvement (CICI) has
decided to institute a program to help recognize and encourage these differences: the Rollins Connect Membership Program. According to Destinee Lott, Assistant Director of CICI, “Rollins Connect is a mentorship program to help students connect with faculty and staff who share identities with them. “The mentor and mentees from there will meet initially and get to know one another, and are encouraged to continue to foster a relationship throughout the year. The goal is to allow stu-
dents to see those who are similar to them in their roles at the College.” Rollins Connect is still in its earliest stages. It is unclear when and how often these meetings will occur, nuances such as these will probably be decided by the faculty and students on a caseby-case basis after the original “connection.” Although the newness of the program makes it hard to estimate future success, CICI deserves applause for its inclusion of minority groups not often rep-
resented in other organizations on campus. While organizations like Spectrum and MECCA are in place to represent the LGBTQ+ and Middle Eastern students respectively, other groups including first-generation college students, plus size students, and adopted students are only now finding a collective voice on campus thanks to Rollins Connect. Any student interested in joining Rollins Connect should take the Qualtrics survey found in their emails. It should take less than five minutes to complete,
and the rewards this program is poised to offer in the coming semester are too good to pass up. If you or somebody you know is part of a minority group you feel is underrepresented on campus, or you wish to find a faculty or staff member that shares your identity and your unique perspective on campus, you should definitely take advantage of this wonderful new initiative by CICI. Chances are high that you are not the only person on campus searching for a connection.
Page Page #2 NEWS 4 •• SECTION FEATURES
D
Bailey Miller
Thursday, Thursday,September September11, 8, 2014 2016 Writer
ear World, wherever we come from and whoever we are, we all have a story to tell. By telling our story, we can make connections and reach people we never thought we could. This is what the people at the Dear World project want—for us to share our stories of hope, struggle, joy, and fear; to connect with others all over the globe. On Tuesday, August 30, Rollins College had the opportunity to do just that. The Bieberbach-Reed Room in Cornell Campus Center was filled with music and conversation as our students and staff lined up to share their stories. These tales were written down on skin and captured in photographs taken by Katie Greenman, a skilled photographer who is deeply passionate about what she does. As each person stepped forward, Greenman asked for their story — and she listened. Some of us shed tears, some kept a strong face, and others laughed. No matter the story, Greenman praised the model for telling it, and then set up to take the shot. The stories that were told were as varied as the people who were telling them. Some conveyed their journies through a simple “LOVE” written across a hand, while others dove into the details of the struggles and passions that shaped them into the students who now call Rollins home. Whatever the story, the ultimate goal remained the same: to vocalize it. All around the room, friends and strangers alike were sharing their stories, strengthening relationships and making new ones, just as the creators of Dear World hoped we would. For many, the Dear World event here at Rollins put things into perspective. Everyone has a story, but many of these tales go untold, as Angel Whetstone ’17 recalled: “This event put things into reality, that we can ask people what they’ve been through and they can help us get stronger individually, telling us how they conquered their mountains.” Ashley Reed ’18 spoke to this as well; she “thought it was very eye-opening to hear different people’s stories... it goes to show that you really don’t know what people are going through or what they have experienced.” I had the opportunity to not only attend the event, but to participate in it as well. There is a certain sense of pride, anxiety, and relief that comes out of sharing your sto-
ry with the world, but the reward felt after—knowing that I could make an impact through sharing a piece of myself—made it worth it. It also helped to remind me that everyone has been through their own journey, and that no story is “too small” to be told. Go out and tell it. Sincerely, Someone who has been changed by the Dear World project.
Ashley Williams
Nam Nguyen
Molly Botnick
dear worl Kyle Oliver
Vernisha Andrews
Page 5 • FEATURES
Thursday, September 8, 2016
Professors examine lack of Latino cultural engagement, representation Associate Dean of the Faculty Dr. Gabriel Barreneche and Assistant Professor Edwin Mouriño make the case for increased engagement of and with the Hispanic community nationally and at Rollins given the country’s rapidly changing demographics. Note: The authors recognize the differences between the terms “Hispanic” and “Latino/a/x”. However, for this article the authors chose to use them interchangeably. The demographics tell the truth: America is changing. Our nation is more diverse, more global, less monochromatic, and less monolingual. Our sizeable Hispanic population is a principle driver of those changes. Harvard professor Samuel Huntington noted in his controversial 2004 article “The Hispanic Challenge,” which negatively forecasts the social, political, and economic changes brought about by two decades of significant immigration from Latin America, that “The United States ignores this challenge at its peril.” A decade later, some in our society continue to respond with the same fear and trepidation and have called for America to wall itself off from these changes. We at Rollins can embrace them as an opportunity to transform our campus into the global learning community that we claim as part of our mission. However, we can choose to ignore them at our own peril as well. First, the demographics: To put this Latino/Hispanic growth in perspective, consider the following. There are 53 million self-identified Hispanics in the U.S., which represents the second largest Spanish-speaking population in the world (larger than Spain, Argentina, or Colombia). This group also holds $1.7 trillion in purchasing power in
the U.S. economy, which would make it the 16th largest economy globally. In addition to being the largest and fastest-growing ethnic group in our country, the Latino population is notably younger. While the average age of the Anglo community is 40, the average age of a member of the Latino community it is 27 (Rodriguez, 2008). The future impact of Latino population growth will be seen most notably in the workforce of tomorrow. Beginning next year, in 2017, Latinos will comprise the majority of entrants into the U.S. workforce. Every 30 seconds two non-Hispanics retire while one Hispanic turns 18. This is probably one of the reasons that a recent Forbes article was titled “Without Hispanics America’s Corporations Can’t Grow and Compete” (Llopis, 2015). Furthermore, they are drivers of economic growth in our country, as it estimated that there are over 3 million Hispanic-owned businesses, with an ownership growth rate 15 times greater than the rest of the U.S. population (commerce.gov). In addition, it is estimated that by 2030 there will be an increased labor shortage around the world, including in the U.S. (Strack, 2015). Now, why this matters for Rollins: Why are these demographic changes important for Rollins and other institutions of higher education? While college enrollments have declined nationally, Latino/a/x college enrollments have actually increased. Krog-
“ ld
stad note that Latinos make up over 35% of 18-24-year-olds in two or four-year colleges. If Rollins stays on the sidelines and does not seek out ways to both recruit and retain qualified Hispanic students, we put ourselves at a significant disadvantage that could have ramifications on the long-term viability of the institution. But aside from the pool of future applicants to Rollins, as a developer of the future workforce and leaders for organizations, Rollins students of all ethnic backgrounds need to live with, study with, engage with, and learn from their future co-workers. To not prepare our students for the demographic realities that await them in their careers would be to shortchange our students’ learning experiences. Furthermore, to be unresponsive to the “Latino Boom” goes against the core mission and values of our institution, one that espouses diversity and inclusion as a focal point and a key in preparing our students for lives of responsible leadership and for rich participation in our nation’s democratic process. Finally, how can Rollins respond to this challenge? Here’s the good news: we are off to a good start. Admissions has recently hired an Associate Director of Admission for Diversity and Inclusion, Mr. Lester Alemán, to spearhead and coordinate our efforts both in the recruitment and retention of students of color to our campus. This position clearly
demonstrates the College’s commitment to D&I work now and for years to come and is a step in the right direction, especially given that the demographics of our campus community does not necessarily reflect the state of Florida. While 24% of Floridians identify as Hispanic, only 14% of our day school program do. So, there is work to be done. But our charge is to not only increase the enrollment of Hispanic students on our campus, but to ensure that we promise a welcoming and safe environment where these students can flourish. The faculty and staff need to mentor these students once they are here and cultivate them into future campus leaders who, in turn, will mentor the next incoming cohorts of students. Current students must come out of the shadows, be proud of their heritage, connect with their peers, and take care of one another. Finally, it’s on the whole Rollins community to stand up and speak out against hate and intolerance. We have come together as a community before, and we are confident that we can and will again. The institutions and workplace of tomorrow will be different: will our students be prepared to navigate that difference? ¡Vivan los Tars! - Dr. Barreneche and Dr. Mouriño
Gabriel Barreneche, Ph.D. Associate Dean of the Faculty
Edwin Mouriño, Ph.D. Assistant Professor, Business & Social Entrepreneurship
References Huntington, S. March/April, 2004. The Hispanic challenge. Retrieved from: http://www.freerepublic. com/focus/news/1084558/posts Krogstad, J.M. (2016). 5 facts about Latinos and education. Retrieved from: http://www.pewresearch. org/fact-tank/2016/07/28/5-factsabout-latinos-and-education/ Llopis, G. (2015). Without Hispanics America’s Corporations can’t grow and compete. Forbes. Rodriguez, R. (2008). Latino Talent: Effective Strategies to Recruit, Retain and Develop Hispanic Professionals. John Wiley & Sons, Inc. Hoboken, NJ. Strack, R. (2015). The workforce crisis of 2030 and how to start solving it now. Retrieved from: http:// www.ted.com/talks/rainer_ strack.
we aren’t changing the world, but we take pictures of people who are
Page 6 • FEATURES
Thursday, September 8, 2016
Students focus on Fulbright The Fulbright scholarship is an acclaimed award granted to graduating students which gives them the opportunity to conduct research or teach abroad. Rollins is a top producer of Fulbright scholars among master’s institutions. Morgan Parr
Writer
The arrival of the fall semester brings along scholarship season. Among all the scholarship opportunities, the acclaimed Fulbright Scholarship takes center stage in the mind of many American students. Every year, this internationally recognized government scholarship awards approximately 1,900 grants to graduating and graduate students. This prize gives scholars the opportunity to conduct advanced research, graduate research, or teach in a variety of
settings, including international universities, secondary- and primary-schools. The Fulbright U.S. Student Program is known for its competitive edge and selectiveness when awarding applicants. While reviewing applications, the Fulbright Program looks for qualifications like impressive academic and personal records, language preparation for the host country the application has chosen, and other logistical qualifications required by each host country. So why is the Fulbright Program so relevant to the Rollins
community? Rollins is one of the top producers of Fulbright Scholars in the country and has been for the past six years. As of the 2014-2015 academic year, Rollins had produced a total of 57 scholars since 1951, 32 of which have been named since 2006 (Rollins 360). For the 2015-2016 year, Rollins produced six Fulbright Scholars, once again placing Rollins on the list of top Fulbright producers. Along with the hard work of these students, recognition must be awarded to the Office of External and Competitive Scholarships, directed by Dr. Jay
Shivamoggi. The tools provided to students by this office are not limited to Fulbright applications, but are also available for use with any application a student may need help completing for external scholarships. Other examples could be graduate school applications, tuition grants, and so forth. You can even contact them if you want to apply for scholarships, but are unsure as to where to start looking. If you are considering applying for a Fulbright or any other scholarship this academic year, make sure to contact the Office of External and Competitive
Scholarships. A little help can go a long way with competitive applications, and Rollins’ Fulbright recognition is a small example of the work that is done within this office. The Fulbright is an extremely prestigious award, recognized worldwide; not only does it provide the opportunity to conduct research of your own design that may be valuable in your future career, but it also allows for international opportunities, helping to foster a broader perspective on the world for students, offering them the chance to truly become global learners and leaders.
What nobody tells you about studying abroad Students studying abroad in Lancaster, England, this semester detail the triumphs and challenges of day-to-day life in another country. Micah Bradley & Sianna Boschetti
Writers
Obviously, moving to a different country for four months comes with a lot of challenges. Some of these we knew before we set off—there were visas, passports, luggage, getting classes and housing approved through Rollins, and lists of things not to do that our parents gave us. What we were not prepared for were some of the little differences from home that the UK held in store—the things that nobody warned us about beforehand. First, there’s public transportation. Both of us have been on American public transpor-
tation, but let’s be honest: the best and most reliable public transportation in Orlando is the monorail at Disney World. To get into town from our campus, we have to take a bus to get to the city centre. Our campus has an underpass, which is where all the buses stop, and which can take you almost anywhere in the Lake District. We’ve only made a few mistakes on the buses so far, but one wrong move and you will find yourself walking several blocks (or more) in the rain. The trains are even worse—they are rumoured to be reasonably reliable, but both our trips were delayed or cancelled. This is usually an easy fix, but it is pretty boring to stand in the Preston
bus station for half an hour with no internet. Paying for things is another tricky challenge. For example, purchasing coffee has become a more involved process than we ever anticipated. First, when we order “to go,” the barista looks at us funnily until we specify “to take away.” Then there is the issue of paper money itself. Obviously, currency differs depending on the country, but Great British Pounds are much more difficult to keep straight than expected. British coin denominations are totally different from ours; the notes are each different sizes. Paying with a no-international fees credit card is supposed to be easy, but lots of ven-
dors toss on extra fees anyways that add up quickly. Perhaps the most depressing part is the lack of original American junk food. Kraft mac and cheese? Forget about it. Lay’s potato chips? Nope. Lil’ Debbies? That’s a no. They do, however, have certain odd variations of things. Cool Ranch and Spicy Doritos abound, but we haven’t seen a pack of the originals yet. Same with Mountain Dew—no original flavor, but a load of strange tropical choices. In the classroom, the grading scale is similar but just different enough from the American system to be a hurdle for us. If you are an A student at home, you are a B student here—it has
nothing to do with your work; it is just how the grades work here. When everything is said, done, and transferred back to your home school, your scores will be back to normal, but seeing those initial grades takes some getting used to. Slowly but surely, we are overcoming the daily struggles of an American semester abroad in England. With every successful bus ride into town and every properly paid-for grocery trip, we blend in a little bit better and learn the ways of the British. We will be okay once we adapt to these minor cultural differences—except for the lack of real Mountain Dew. That is simply unjustifiable.
Page 7 • ARTS & ENTERTAINMENT
Thursday, September 8, 2016
Net fluctuation for your Netflixation As Netflix takes away classics like ‘The Emperor’s New Groove’ and adds gems like ‘Gilmore Girls,’ Rollins students react to September’s changes. Katie Pearce
why good movies are leaving while Netflix overflows with unheard of titles and outrageous B-list adventures. Examples such as Zombeavers and Cowboys vs Dinosaurs come to mind when considering what could have left with little fanfare, versus the reality of the golden titles actually being stripped away. Many students spent the last days of August binge-watching their favorite shows while they still could. Whether they decided to watch the last three seasons of Fringe or perhaps coffee-power through Death Note before these shows went to streaming heaven on August 31,
Writer
With the semester in full swing, Rollins students find themselves with little time for relaxation. The gorgeous gaps in their schedules and the deluges of rain, however, occasionally give them the chance to sit in front of their screens and pay a visit to their ever-available friend—Netflix. In September, every student’s enabler of cheer and procrastination will introduce new characters and say goodbye to a number of wonderful stories. Many students question
the students of Rollins feel each other’s sleep-deprived pain. Looking on the brightscreen, a few new seasons and blockbuster films are trickling in. Recent student binges are likely to continue with new seasons of Blacklist, Daredevil, and Stranger Things, hitting laptop screens everywhere this month. “I will say I’m incredibly excited about the return of Narcos! Loved the first season,” Christopher Becker ‘20 said when asked what he was excited to see on Netflix this month. Fresh flicks coming to Netflix are also garnering attention, from the classic gore of Jaws to the new and
What Rollins will miss:
funny. “Zootopia is where it’s at. I saw that movie twice,” Rebecca Candage ‘20 testified while discussing the new additions. Her fellow RCC student Lindsey Wright ‘20 expressed excitement for The Imitation Game, which she hadn’t realized was coming this month. While the missing episodes and movies will be sorely missed, the arriving titles are hotly anticipated. As Netflix continues to please its audience with various original series such as Peaky Blinders and Stranger Things, the company is sure to keep the collegiate masses returning for more. Despite its
release date looming far ahead in 2017, Karina Barbesino ‘19, a peer mentor, is ready for season 2 of Stranger Things. Mary Vickers ‘20, one of her mentees, responded with anticipation of another favorite: “I can’t wait for Gilmore Girls!” The long-awaited revival is set to release in November. Whether they are counting down the days, binge-ing a series while they still can, reveling in the B-list movie madness, or mourning the loss of a favorite title, Rollins students are united by this ever-present cinematic companion and partner in procrastination—Netflix.
What Rollins is excited for: Blacklist (season 3) Daredevil (season 3) Gilmore Girls (revival) Gotham (season 2) Jaws Jessica Jones (season 2) Luke Cage (season 1) Narcos (season 2) Saving Private Ryan The Imitation Game Zootopia
Death Note Fringe (seasons 1– 5) Hachi: A Dog’s Tale How to Train Your Dragon 2 Lilo and Stitch Roman Holiday The Color Purple The Emperor’s New Groove We Were Soldiers Zoolander
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Page 8 • SPORTS
Thursday, September 8, 2016
Volleyball team lands new Quidditch, dance head coach teams take hit The Rollins volleyball team welcomed new head coach on participants, Mika Robinson during the offseason. Robinson joins the team after eight seasons at Berry College. budget Manny Walls and Jacob Rodriguez
Writers A few days ago, the women’s volleyball team headed to Alaska for a four-game trip under a new head coach, Mika Robinson. A trial run, these games will test how the team stands just before their first conference game on the September 16. For senior players like Katlyn Sawyer, prospects look promising with the team. She is sad that this will be her last year playing, but knows that the team is ready to capture victories that will carry them into a solid position for the hope of a NCAA championship. Robinson, a graduate from Harvard, joins Rollins after spending eight seasons as head volleyball coach at Berry College in Georgia, where she combined a career record of 169-88 with three conference championships and a pair of NCAA tournament victories. For her remarkable efforts she was named the Sunshine State Athletic Conference’s (SSAC) Coach of the Year. Robinson also served as Associate Head Coach at Idaho State University, helping lead the Bengals to their third consecutive appearance in the Big Sky Conference Tournament. She went on to earn a Master of Physical Education with an emphasis in Athletic Administration from ISU in 2006. According to returning athletes, Robinson brings a vastly different coaching style. Her approach to coaching differs from the previous coaches in that she is both kind-hearted and very experienced in volleyball. The coach emphasizes that being an athlete here at Rollins is more than just winning games—it is also crucial to be an effective student and citizen off the court. “We are improving really quickly with our new coach which is very beneficial. I also feel it’s more about the heart and the desire to win with Mika, but with our previous coach it was more technical and all about winning. I definitely think we have potential to be great. We are said to be the underdogs but we’re going to surprise everyone” said Bri Civiero ‘18. Robinson reported that the
transition to Rollins was very smooth. The returning athletes have a well-formed bond and were very open to the arrival of a new coach. As far as scores are concerned, Robinson is definitely looking forward to fighting for a spot in the championships, but also at pushing students toward success in all aspects. With the practices going well and the team coming together nicely, Robinson said that although we come in 8th place within the conference, she doesn’t see the team as an underdog. According to her, the cohesion of this team has been impressive enough to suggest that these women will go all the way. According to Jaime Becker ‘20, “It was a good change and she’s like my second mom. We practice hard as a team and everyone wants to be here. The whole team is really, really happy and I know we are definitely going to win our first game.”
Maura Leaden
Photograph of Mika Robinson courtesy of Rollinssports.com The first home game is September 14 at 7 p.m. in the Alfond Sports Center. Make sure to be there and show your support!
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Now that we are two weeks into the new semester, academics are in full swing and recreational teams and clubs are beginning to regroup. Anticipation is spreading quickly across campus. However, there are a few questions floating around concerning the status of some of last year’s most talked-about teams. There has been speculation about both the Quidditch and Dance Teams, each one facing individual concerns. The Quidditch Team recently faced rumors that it was not large enough to continue. Jack Schwab, on the team last year and a current sophomore on campus, has confirmed that the small Rollins team has, unfortunately, broken apart. The team had previously struggled to recruit due to our small community of students, and they had relied on outside community members to support them. “For a couple of reasons, that team fell apart,” says Schwab. However, two dedicated players on campus will still be competing for an outside team in Gainesville, and Schwab hopes to “at least keep practices going on Mills and maybe get a practice squad of people who just want to play for fun with no real commitment.” As such, for any avid Harry Potter fans or students just beginning to delve into wizarding sports, there is still hope! For anyone who is interested in the activity or in the potential of joining the local UCF team, you can contact Jack Schwab at jschwab@ rollins.edu. In addition, this year’s national championship is in Kissimmee April 8—9; it will be an entertaining tournament, and just under an hour away. The other team in question is the Rollins Dance Team (RDT). Doubtful inquirers are wondering if the team received the appropriate monies to continue their program after a petition was issued last year in attempt to receive funds from the college. The team was reestablished
just last year by Francesca Agostino, a recent graduate from the Crummer Graduate School of Business. Agostino restarted the program as a part of her Crummer Graduate School of Business leadership certification project. Her goal “was to bring back RDT as a program to provide performance opportunities for dancers on campus and engage [the] campus and local community in Rollins spirit.” One of the most important parts of the project was “to have a sustainability plan, to ensure the program [could] continue on.” However, after some difficulty communicating this goal to Rollins Athletics, the team did not receive a promise of appropriate funding. After this, Agostino discussed with the team their options: “continue the team without a coach, no longer have a team, or have the Rollins community help us communicate our value to Rollins College.” Quitting was not an option to this team of determined and passionate ladies. They launched an online petition that night in an effort to make Rollins Athletics aware of the value and impact of the team within the community. “Within 24 hours we received over 1,000 signatures,” the Rollins Dance Team reported. The following day, the entire team met with President Cornwell and was able to negotiate with Rollins Athletics a plan “to be back this year as a partially funded recreational sport.” Agostino extended her most sincere thanks to the Rollins community for extending love and support to the team, and for “appreciation for the art of dance.” She added, “I cannot emphasize how much the ’15-’16 Rollins Dance Team has contributed to this effort and how proud I am of their leadership, maturity, patience and passion.” As far as the work to be done ahead in developing and sustaining the team, Agostino is confident that “our team is strong enough to face any challenge as long as we face it together.”