The Gudger Celebration of First-Year Composition – Spring 2019
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The Gudger Celebration of First-Year Composition – Spring 2019

October 24, 2019

♪ [opening music] ♪ ♪ ♪>>Leslee Johnson:
Okay, welcome. It’s good to see everybody and
I’m really happy to be here and to see the good work that you
guys have been doing in your composition classes: Lang. 120.
Just a few logistics. If you’re presenting, stand
close, there’s light, there’s sound. So, stand about where I
am with the microphone. You’ve probably shared
your work with me. It’s either going to be on the
desktop or on the Google Drive. And, so that should be easy to
find but I’ll be sitting near if you need any help with that. There will be an intermission
and you can see where it is from the program. We have a lot of neat stuff
going on in the lobby as well. So, during intermission will
be that time for you to kind of circulate there and see what’s
going on with some installations and sound and other infographics
and projects out in the lobby. What else? I think that’s it. So, right now it’s my honor
to introduce Professor Jessica Pisano, the Director and
Writing Program Coordinator. And, I just want to say,
her encouragement, support and enthusiasm sustains
her students and her collogues in our work together. And, without her this
wouldn’t happen either, so let’s give her a hand. [applause]>>Jessica Pisano: Okay, so
thank you Professor Johnson but honestly Professor Johnson
organized this whole thing. So, don’t let her
fool you for a minute. Thank you for bringing us
together, coordinating all this. When we first initiated the
Gudger Celebration of First-Year Writing, my predecessor,
mentor, former professor, and treasured friend Dr. Dee
James would introduce the celebration. In her introduction she honored
one of her former instructors, the woman for whom this event
is named, Peggy Jo Gudger. The story Dr. James used to tell
about Peggy Jo Gudger goes like this – she was an amazing,
dedicated first-year writing teacher who wanted to
celebrate student work, not only in the classroom
but also in a more public way. And so, after retiring she and
her husband donated money so that the work of first-year
students could be honored and celebrated. At first that honor was
bestowed in the form of a writing contest. But for the past few years in
order to recognize the variety of ways in which we compose
and communicate. This celebration has
transformed into a showcase of multimodal presentations. And so, we continue honoring
Peggy Jo Gudger’s spirit, her desire to celebrate
your work. Everyone here knows the
amount of work that you, both those presenting and those
watching have put into your writing and composition
this year. You’ve drafted, revised,
conferenced, revised, peer edited, and
revised again. Congratulations to all of you
just for making it to this point in your college career. But I’d also like to acknowledge
that none of us would be here tonight without the first-year
writing instructors who dedicate their time and energy to you,
their students every single day, all semester. This evening I’d like to
acknowledge one particular recipient- one particular
instructor, the recipient of our inaugural First-Year
Writing Instructor Award. In the words of
one of her students, “they’re amazing, they
understand the everyday stress of college students. They base their hard but doable
assignments on the classes needs for development. Through their assignments
we learn about ourselves, our classmates, and our
surroundings.” Another of their students writes, “overall
they know that it’s okay to make mistakes because they’ll
be there to pick us up. Lastly, they try to get to know
you which is nice in the sense that they know how you write and
what writing style works best for you.” This instructor picked
up an additional 8:00 am class 2 weeks into the semester but
never fails to greet students and collogues with a
smile in the hallway. Yes, this outstanding first-year
writing instructor is Jennifer McGaha. [applause] Jennifer, would you come
up to receive your award? So, congratulations to Professor
McGaha and congratulations to all of us to making it to
the end of the semester. Now in celebration of you the
students and the faculty and staff who’ve guided you along
the way and in honor of Dr. James and Peggy Jo
Gudger, let’s get started.>>Gray McNeish:
Hello, okay that works. Okay so hey guys I’m Gray
McNeish and I’m going to talk about some airplanes
today, really fast ones. So, the return of commercial
supersonic aviation. I’m going to talk about 2
companies that are working really hard to bring back those
type of aircraft to us today. Before I do that, I want to talk
about the history of some past supersonic aircraft
that have failed. Talk about why they failed, to
give us some context for these new companies and how they’re
addressing those problems. So, everyone- we probably
all know about the Concorde. Maybe you do, maybe you don’t. That’s the most famous past SST
or supersonic transport aircraft and in development
and in its operation, it faced many problems as did
others that were developed- or not developed and failed. And, they all fall into one
of these 3 categories. Either the science, the
culture, or the economics. So, basically for science
what I’m saying there is that engineers of the time
they really didn’t have the type of technology. They didn’t have the
computing power, things like that to solve these
really complex problems that needed to be solved to bring
these aircraft into fruition, efficiently at that. And then one that I think
is really interesting is the culture. I really didn’t expect that
doing my research and where that really comes in to play is the
culture of the United States while the Concorde
was being developed, they really weren’t excited
about an American version of the Concorde. They were very against the
environmental impacts that people were afraid of. They really were not
excited about sonic booms. There was really a big movement
against it and it’s the same in other countries as well. And,
I’ll talk about it later. And, economics. These planes were largely-
they were very expensive for manufacturers. They were
expensive for customers, the airlines, and
us the passengers. And so that was just a really
huge hinderance for the aircraft from all manufacturers.
So, first example Concorde. If you don’t know what it
is, this is a picture of it. Very beautiful aircraft. One of the main reasons it
eventually failed- it actually flew for many years. So, some would say that- I
think it is a success in a way. So, that’s kind of cool. But it did have a
very small market. It only flew over the Atlantic
Ocean from New York to Paris and New York to London because it
didn’t have the range to fly over the Pacific and it was
too loud to fly over land. In addition to that, it was very
expensive- the tickets were very expensive so not many
people could afford them. So, small market. But eventually what really
caused it to fail was its manufacturer which then evolved
into Airbus which we know today stopped providing engineering
support and spare parts and at that point the airlines couldn’t
afford to keep it going, so it was retired. And then this is the Soviet
built aircraft built by a company Tupolev the TU-144. It was the first supersonic
transport aircraft to fly and the reason that they were able
to do that was because they cheated, basically, the Soviets. They sent spies to steal
information about the Concorde while it was being developed
and they brought it back to the Soviet Union and the
government told their engineers, “we want you to rush, we want
you to build this so we can beat the British and the French.” And they did, they
did beat them. But, by going so fast they
built an aircraft that was very unreliable. It had
many engine failures. It had many- it was very-
the vibration was very strong during- it frightened
some passengers even. So, after being introduced it
was retired only a year later from commercial service. And then, another interesting
factor I mentioned culture earlier in the Soviet Union
this aircraft really didn’t make sense to the people because at
the time this type of aircraft was kind of represented luxury
and excess and that really didn’t match with the kind of
Soviet mindset of you know a collective society, the peoples
like supporting the working class cause this aircraft
wasn’t for them. They couldn’t afford it,
so it didn’t make sense. So, it was basically just
a propaganda tool even. And then this is the
United States answer, the Boeing 2707. It was never finished because
the FFA was so set on having an aircraft that was
faster, more efficient, and could carry more
passengers than the Concorde, all very high challenges. Large requests even for today
that the engineering process and design process was so drawn out. They were trying to solve these
really complex problems and it was just delayed, and delayed,
and delayed and it just got so expensive and whenever the
people finally decided that they didn’t- you know they
weren’t excited about it. They didn’t want
the sonic booms. They were worried
about the environment. The government, they
just cancelled it. So, it never made it. But today, these 2 companies,
there are many others but these are the 2 that I would want to
highlight because they’re the most you know in-the-news,
the biggest ones. Boom Supersonic and the Aerion
Corporation are working really hard to bring these aircraft
back and are addressing almost all the issues that
I mentioned earlier. So, let’s talk about them. This is Boom Supersonics’
aircraft, the Overture. As you can see its
very beautiful here, really nice rendering. The company estimates that it
will be 30% more efficient than the Concorde. And that is due to the fact
that it only has 3 engines. The Concorde had 4. It does have that same kind of
triangular wing but due to new computer software and new design
technologies the wing actually is extremely more efficient than
the Concorde and also quieter. So, that’s a big goal that these
companies have to reduce the noise because that’s
its sole large complaint. And, it will fly around
Mach 2.2 which is around 1500 miles per
hour, so very quick. And also, the companies very
excited because it has- it’s been receiving a lot of
support from airlines even. It has about 30 preorders from a
lot of airlines that you all may have heard of but also a
lot are unnamed still. And, this is the inside. So, that’s- it’s just a
rendering now but you can see its kind of still more
of a luxury product. But, as it goes on they hope to
kind of bring the cost down and make it for everybody. This is the second aircraft I’m
going to talk about built by the Aerion Corporation,
it’s the AS2. You can see that the wing
is a little bit different. It’s much more linear. Again, that’s due to the new
technologies that the engineers have access to now, something
they’re very proud of. The point of the wing design
is again to be quieter and also more efficient but quieter. They estimate that they’ll be
able to fly at Mach 1.2 so that its past the speed of sound
and produce no sonic boom. So, that would be solving
a huge problem that these airplanes will face. And then oversee Mach
1.4 so also very fast. And, if you didn’t notice,
it is a private jet so it won’t be for all of us. But, it still kind of
looks cool I think. And then again you can see it
has 3 engines here instead of the 4 or however many. And then this company is
also backed by Boeing and GE Aviation. GE is building the engines and
Boeing is supporting them with engineers, money, experience,
things like that. So, even though [indistinct] I
really do expect these aircraft to be flying in the next 5
years, as do the companies. And, I’m excited to see it, so. And then this is what the
inside will look like, so. That’s pretty much it. [applause]>>Jordan Upright: Hello
everybody. My name is Jordan Upright. And in classrooms
there is a political bias. As you can see I decided to
research into this question of whether there is a political
bias or not in the classrooms. I will be going through my
different sources I have found to explain why I believe this
and what solutions could be put to help resolve this issue. First, I felt that I needed to
look into the basic political leanings of educators. A survey done by the Education
Week Research Center gathered information of K-12 educators
including 555 teachers, 266 school leaders,
202 district leaders, and 99 other school
or district employees. Out of 899 answers, 41%
affiliated with Democrat, 30% with Independent,
and 27% Republican, and 1% Third-party. Not only did I gather
research from K-12, but I found information
about college educators. Studies done by the
andPolicy ReviewMagazine looked into the
Democrat to Republican ratio in various colleges. As you can see at Brown
University it’s 53-3. At Berkley: 59-7.
At Stanford: 151 -17. In the University of
Colorado at Boulder, 184 out of the 190 social
science and humanities professors identify
as Democrats. At UCLA 53 out of the 56 history
professors are affiliated with leftist parties, and 16 out
of the 17 political science professors are affiliated
with leftist parties. Another research that I have
found was by the Center of Popular Culture not on
educators but on the schools, who pick graduation speakers. They examined over a 10-year
period and discovered that out of 32 colleges examined,
including all Ivy League schools, 226-15
speakers were Liberal. Out of the 32 schools, 22 of
them didn’t even invite any Conservative speakers. From the research compiled here,
it shows that a majority of educators in K-12 and
universities are more Liberal to Conservative. This doesn’t mean that
there is a definite bias in the classroom, but it’s a starting
point to see where a majority of educators lie. However, I did find that the
graduation research here about the speakers, possibly
showing a bias. A reason why I can see is that
a school would pick someone they would identify with. So if their ideology
is more Liberal, they would choose someone
with the same ideology. Next, I decided to look into how
students felt about a political bias. A study was done
by Darren L. Linvill where a survey was addressed
to 277 females and 251 males. They were asked questions on a
scale of 1 meaning “not at all” to 4 meaning “a great deal”. A few examples of the questions
are: “I believe I should censor my own political beliefs to
preserve my grade when my political beliefs are different
than my professors” with a mean of 3.19. “Professors are dismissive of
student’s political beliefs” with a mean of 3. And “In my experience professors
tend to limit class discussion to the professor’s own beliefs”
with a mean of 3.19. And I’m not going to stray away
from the questions that came out with a beneficial answer. Some of those are: “I would
feel comfortable informing my professors of my disagreement
with their political beliefs” with a mean of 3.56. “I feel free to express my
political beliefs during class discussions irrespective of my
professor’s political beliefs” with a mean of 3.95. And “I feel free to express my
political beliefs on assignments irrespective of political
beliefs” with a mean of 4.03. These questions and their
means show that students do feel comfortable expressing their
political beliefs but that is not the problem. These results show that they
believe that they should censor themselves to preserve
their grades and to not start conflict. The survey results also
show that student’s differing opinions are being
dismissed by professors. That the professors only limit
discussion to their similar beliefs rather than
the opposing beliefs. Students’ comfortability
doesn’t matter if they are just going
to be shut down. Censoring opposing beliefs
is a restriction of the First Amendment right. I then decided to look
into specific examples to see political bias. Several Cornell professors
canceled class to their “personal distress and student”
emotional well-being.” At Iowa State a professor
canceled her class and postponed a quiz. The reason why: that
was the day after Donald Trump was announced president. Do teachers have the right to
cancel classes━the classes that students and their guardians
pay for━because they are upset? Well the answer is yes. A teacher can cancel those
classes but it doesn’t mean that it’s ethically right.
Let’s look more into censoring. How about a whole university
rejecting someone from visiting? That would happen to political
commentator Ben Shapiro. From multiple articles Shapiro
can be seen trying to be rejected from various campuses. Grand Canyon University declined
a venue and wrote a statement saying because his appearance
would be too divisive and run counter to the school’s mission. Gonzaga University would also
reject Shapiro due to “routinely draw protests that include
extremely divisive and hateful speech and behavior, which
is offensive to many people, regardless of their age,
politic, or beliefs.” DePaul and California State
University would also try to block Shapiro. Shapiro isn’t the only one
that is treated differently. Other well-known speakers
like Jordan Peterson, MILO and the organization Turning
Point USA will also be blocked. Just because they and their
students don’t like what he has to say. Does that mean that
he should be blocked? That he should be rejected? No. No matter what they say our
First Amendment protects his rights to say what
he has to say. The last sources were
two opinions articles. One written by David
Cutler and Frederick Hess. Teachers━Cutler believed
that instead of venting, we should discuss why the other
side feels that way and to admit our biases openly. Look at both perspectives
while being open about our own beliefs. Hess believed
instead of complaining, teachers should use events
for teaching opportunities. Both teachers decided not
to try to vent or complain but to learn. To teach what controversial
event happened and to let their students learn about
something━something new. However, Cutler on the left
would have agreed with more of a open bias. Hess on the right would rather
stick to just teaching aspect and keep a more
neutral interpretation. Now for the solutions. There is no solution
to get rid of bias. It’s in our blood but that with
what Hess and Cutler said, I believe that we
should use moments, no matter how much we agree
with them or disagree with them. To teach. We should tell the students
both sides of the stories. We should be open to those
who disagree with us. Not privilege those who agree
and let those who disagree be censored. We must not censor the opposing
ideas of others just because we do not agree with it or
that it is “offended” us. Teachers are there to help
students learn all about the world, both sides of
every story, and let them decide what to think. Instead of protests
how about we listen? Civil discussion━sit at a table
and have a conversation without arguing and listening to
what the other has to say. Have a civil debate and discuss
issues from two sides in a common civil way while
listening to each other. Because at the end of the day,
no matter what beliefs we have, we are all the same. We
are all people. Thank you. Any of you have questions? [applause] Yes?>>[audience member]: So, I
heard you say that because of Ben Shapiro’s First Amendment
rights that he should be allowed to speak at colleges
and not be censored. I just have a question. The First Amendment does allow
Ben Shapiro to say what he likes but it does not protect him
from the consequences of what he says. So perhaps him not being allowed
to speak at a school is just a consequence of him participating
in his First Amendment rights. What would you have
to say about that?>>Upright: Well━[ahem] sorry. Well I believe anybody should
have the right to speak, especially if students of
organizations━usually with Ben Shapiro, he’s usually
part of Turning Point USA, which organizations at
colleges invite him to come. There are students
that want him to speak. They should be able to listen
and Ben Shapiro should be able to speak. No matter if
you disagree with him. If you disagree you can go and
talk to him and ask him why you disagree and he’ll talk back to
you and if you don’t like what he has to say━you don’t
have to go and see him. It’s an optional event.
And that’s the thing. Like, banning people━I mean
that’s a certain thing that you can censor someone, but if it’s
optional you have the choice not to go and see him. So I believe might as well
give him the right to speak, and if you don’t like
what he has to say, you don’t have to go. You know?>>[audience member]: Since the
student━the university is kind of a large representative of
student bodies and Ben Shapiro has said things that would make
members of that student body feel like they are
invalidated or they are━ let’s just say, wronged. Do you think that might really
affect the relationship between students and their
administrators and would that somehow make them feel as though
the administrators condone things that Ben Shapiro is
saying and then therefore affect the integrity and the safety
of students at the university?>>Upright: Well
I have this idea. So, with administrators
for, like, Shapiro, or the students that bring
in Shapiro, they’re not accountable for his actions.
Those are his actions. They do not take
responsibility for that. So if Ben Shapiro comes and
says something that people don’t like, people shouldn’t blame
the administrators because it’s not their fault. That’s Ben’s for
his right to speak.>>[audience member]: They
did give him a platform though. They allowed him to do that.>>Upright: You are right, but I
believe we should give platforms even if it is controversial. We should give platforms because
you said like the majority of the student body may not like
what he has to say but what about the majority
of the student body? They’re not being represented.>>[audience member]: It just
depends on what the university is. Thank you for
answering my question.>>Upright: No problem!
Thank you for asking. Any other questions? Yes?>>[audience member]: So like,
when you were saying that we shouldn’t be protesting, do
you not think protests are an effective method
of demonstration?>>Upright: Oh no! I believe
you have the right to protest. That is in your First Amendment. You do have the
right to protest. But I believe that sometimes
these protests that do happen━ we can make them more civil. We can talk about it instead
of protesting because I’ve seen━you’ve probably seen videos
on YouTube of people yelling and screaming at each other. They don’t get anywhere and
that’s a huge problem because why do we need to keep arguing
at each other when we can just talk to each other? You know? I mean if you want to protest,
you have the right to protest. Go ahead! But I believe that talking
is more valuable. So like, in that case, speaking
again on the university speakers, suppose that
a protest does devolve, because no matter how much you
want to say that civil discourse is the way, when people’s lives
are being affected they get a lot more impassioned by things. So I just feel like it comes
down to a matter of safety and respect. For example, Tamika Mallory,
when she came here the administration asked her to
attend events with Jewish people before her talk and, like,
addressed that controversy because there were protestors
and stuff, so like, I mean, are you saying
they should do stuff like that or they should just completely
allow them to talk?>>Upright: You mean
the protestors?>>[audience member]: No like
the people who are controversial speakers━should they just━do you
think there should be guidelines for their actions if they do
come or do you think they should just do whatever they want?>>Upright: Well I think
guidelines is more of like the law. They need to
follow the law. I mean they can’t go, you know,
robbing people while they’re coming to speak or anything
like that, but like, as long as they’re coming and
doing what they’re here to do then I believe it’s fine to say
whatever they want to say. If you want to protest them,
go ahead and protest them, but there are things that
we can make it civil, and then there’s things that
just get out of hand. Yeah?>>[audience member]: So,
I just want to be clear. The way that you’re talking
about protests it makes it sound like you believe that people
go and protest and they haven’t spoken to the people
they’re protesting already. What I’ve seen from going to
protests is that we protest because we’ve already spoken and
civil conversation has failed. That’s why there’s a need for
demonstration and that’s why it’s secured in our First
Amendment rights because sometimes the freedom to speak
out doesn’t get anything done, so we need to demonstrate. So are you saying that
protesters━that you think protestors aren’t
speaking first? They just go to protests
for the sake of chaos?>>Upright: No, I did not say
that, but what I said earlier ━you have the right,
and you also said, in your First Amendment━you
have the right to protest. I believe that if you
want to use that right, you have the ability
to use that right. Just personally in my opinion, I
believe that more of a talking one on one type of deal, or just
talking in a hole━in a civil discourse manner is more
beneficial but that’s just my personal opinion. Yes?>>[audience member]: So,
would you say that it’s very surprising that most
of the teachers, professors that were shown in
those studies were Democrats or Left-leaning since
those on the Right are, for lack of a better term,
wanting education to be reduced in some way? With not getting as much funding
to schools and organizations and those on the Left━wants somewhat
of the opposite of that━for education to be put to a higher
standard━so concerning the ideology within education,
do you think it’s not at all surprising that there are
the majority of teachers and professors being Left-leaning?>>Upright: I mean,
I believe that, like, it doesn’t matter what
education you have━ not education, political beliefs
you have, sorry about that ━you can become an
educator if you want to, but I just believe that more
people with a Left-leaning ideology do more likely
become educators. I don’t believe that’s mostly
based on their political beliefs of whether they want to,
like, have more education or less education. I just believe it’s whether they
want to become an educator or not. Anybody else? Thank you. [applause]>>Savannah Trout: Good
evening everyone. My name is Savannah Trout and
I’ll be presenting on the topic of sexual assault on
college campuses. I do have a disclaimer: I will
be discussing sexual assault, sexual harassment, and stalking. There will be quotes from
students that attend this school, as well as some possibly
disturbing images and stories, as well as inappropriate
language. If this topic makes you
uncomfortable please either leave the room or not pay
attention to this presentation. My main question is: “are
colleges doing enough to help prevent sexual assault
on their campuses?” My opinion: colleges are not
doing enough to help survivors and prevent sexual assault. Throughout this presentation
however I will discuss and show all opinions and perspectives
on this topic. What exactly are college
campuses doing for this issue? Programs: such as the required
talks here at UNCA that freshman are required to attend about
sex, consent, sexual assault and harassment. Online resources: for example,
UNCA’s support page includes contact information to
the Title IX administrator, Health and Counseling
Center, Hyannis House, Sexual Assault Response Team, as
well as off-campus resources and additional rights and resources
and lastly spaced out emergency phones on campus. When looking at UNCA
Asheville in particular, these seem to be the only
precautions to help prevent and care for survivors.
But is this enough? Women 18-24 are still at high
risk for sexual assault and sexual violence on
college campuses. 1 in 4 women and 1 in 16
men are sexually assaulted while attending college. Only 2% of rapists including
those who commit rapes that go unreported by the victim,
ever serve prison time. More than 50% of college
sexual assaults occur in August, September, October or November,
meaning students are at an increased risk during the first
few months of their first and second semesters in college. But are these assaults
really the college’s fault? There are 3 possibilities. One: it is the college’s fault
due to not enough precautions, lenient to no punishments
for previous perpetrators, and very slow reaction or action
time taken to deal with the complaint or even
investigate it, sometimes causing the
complainant to drop the complaint or lead others
to not want to report. Two: it is not the college’s
fault due to the Title IX administrator working
for the government and not the school directly. It is out of the college’s
control to an extent or the perpetrator is solely at fault
for the crime they committed, thus the school is in no
way involved or at fault. Option 3: it is not the
college’s fault due to it being the survivor /victim’s
fault. What about Title IX? In April 2014, the White House
released a list of 55 colleges and universities under federal
investigation for possible violations of Title IX, the 1972
Federal Gender Equality Law that requires schools to investigate
all reports of sexual assault. This map shows the
colleges across the US, showing the states with the
most open investigation being in Massachusetts with 6. What are some ways society
and colleges can help stop this problem? The American Civil Liberties
Union estimates that at least 95% of campus rapes in
the U.S. go unreported. The stigma behind rape victims
and the victim blaming/disbelief is a huge societal problem. Treat sexual assault as
any other rule broken on a college campus. The cheating repercussions can
lead to expulsion in some cases, though sexual assaults take
months to even be investigated. The only 25% of reported
assaults eventually result in arrest. Make it a
topic that is normal. To get help, talk about
experiences freely without fear or repercussions or judgment. What are some examples of
things that do not help to prevent this issue? According to a report from
the American Association of University Women
Education Foundation, surveying 2,036 enrolled
college students, most say they sexually harassed others
because they thought it was funny. Nearly one-third of them said
they did it because they thought the person wanted
sexual attention. And around one-third
said they did it because it’s just what people did. Student leaders at Saint Mary’s
University participating in a chant that endorses sexual
assault: “SMU boys, we like them young.
Y is for your sister. O is for oh-so-tight.
U is for underage. N is for no consent.
G is for grab that ass.” According to Nevada
Assemblywoman Michele Fiore, the only thing “young, hot
little girls” on college campuses need to do to
prevent rape is carry a gun. Fueling rape culture by
referring to women as “young, hot little girls” instead of
acknowledging them as people and instead of fixing the issue
arming college student with weapons. Fueling stereotypes that men do
not get raped due to them being too manly, that men always
enjoy sex, consensual or not. What do the students at UNCA
have to say on this topic? For this presentation I
conducted a survey about sexual assault, sexual
harassment and stalking. Here are some results from that
survey: 40% of participants said they had been sexually
assaulted, sexually harassed or stalked. Only 16.7%
reported the incident, while 30% did not report at all. Only 6.7% said the school
acted accordingly to the report. For the question as to why they
did not report the incident, the highest percentage answer
was 23.3%: didn’t think anything would happen or anyone
would do anything. Here are some responses
from the survey conducted. How safe do you feel on
campus on a scale from 1-5? Explain further. “There are so many people
on campus who have sexually harassed or sexually assaulted
women on campus and nothing has happened to combat this
or remove the people.” “I do feel safe in everyday life
as a student on campus, however when working
on my campus job I do not always feel safe. This sense of insecurity is
heightened by my knowledge that full-time non-student staff
will not protect me from sexual harassment.” “The way this
campus handles sexual assault is not comforting. I think I would feel better if
people were actually reprimanded for their actions.” Blank.
Did you report it? If you did report it has the
school/police acted accordingly? “Blank stalked me and
several people I know. It was reported and
nothing happened and he is still walking around. He is also friends with/sits
with the police during meals which is a clear sign of him
trying to get the favor of them so nothing happens to him.” “I reported 2 years after the
assault and was told it was too late and no one could protect
me or punish the assaulter.” “After reporting I had to wait
on the case for 7 years before any real action was taken.”
“He got a slap on the wrist. The administrator thought it was
funny and should be handled in private between me and the
guy.” If you did not report, why? “I did report. Nothing happened.” “I did
report, but not for a while. I was afraid of getting in
trouble and since it was someone close to me I didn’t want to
alienate myself from everyone.” “I felt as if it wasn’t ‘bad
enough’ to be reported. Months later, I know I was wrong
but it’s too late to do anything now.” But this is a nice campus. There haven’t been that many
reports about this kind of stuff, right? Over the
course of about a month, 3 major incidents have happened. The first incident is a walk out
of our Mills Residential Hall employees. “Due to the University’s lack of
attention to the Title IX issues and the underlying
culture of racism, the residential assistants in
this building will no longer be sitting desk.” This is a statement regarding
the UNC Asheville Honorary Degree process. Due to a lack of attention
and action to the Title IX complaints and racism presented,
the students staged a walkout during class time to protest. The Chancellor’s Office made
this statement: ‘We acknowledge the pain and suffering that
comes with sexual harassment and abuse, and acknowledge that
trauma can be lifelong and compounded when people and
institutions knowingly or unknowingly fail to acknowledge
the suffering of others. For this reason, we are
committed to reexamining our honorary degree program to
ensure its process is rooted in integrity and trust.” And lastly, the Occupy the
Quad protest that took place on April 12. “Occupy the Quad is a collective
of students who want to bring to light the issues of
Title IX mishaps, poor administration practices,
the culture of racism, lack of resources for people
dealing with mental health/disabilities,
policy hypocrisy, and malpractices
of campus police. Our goal is to unify the student
body, regardless of race, sexuality, class standing, age,
religion, national origin, disability, political
affiliation, as well as bringing those together of different
clubs and organizations to help express our concerns.” This peaceful protest called
upon the administrators, the school and the police
department to open their eyes and do something to help the
students they swore to protect. In conclusion, there are many
ways to go about this problem but there seems to be no
improvement or action being done especially on this campus. Students have held
walk outs, protests, reported and waited for help
and change but has yet to come. It is hard to change society
and college campuses ways of reacting to assaults
and handling them. The only thing we can do is
continue to fight for what is right and for the safety of
students on this campus. So the question is: how are
you going to make a difference in this community?
Thank you, any questions? [applause]>>Cassie Dockery: Hi everyone!
How are we doing tonight? Good. Okay. My name is Cassie Dockery
and this presentation is about plant foods and
disease prevention. I am a Health and
Wellness major, so nutrition is very
important to me, but I would rather focus on
overall health rather than a diet that is a fad. I think it’s very important to
implement nutrient-rich staples into your diet━whatever
your diet is! So first I would like to talk to
you guys about diseases and how they can form into your body. So, many diseases are formed
from free radicals and free radicals are caused by
environmental factors such as smoking, pollution, radiation
and sometimes even medications. And after a buildup of these
free radicals you can develop oxidative stress and oxidative
stress is what damages your cells in your body. So as you can see━you can see
that throughout the process of accumulating those free radicals
and oxidative stress your brain is completely different.
It’s completely damaged. And Alzheimers is not the only
disease that can form from free radicals and oxidative stress. Other neurological
diseases include ALS, Multiple Sclerosis, and some
other diseases include different types of cancers, osteoarthritis
and rheumatoid arthritis which are inflammatory diseases. You can also develop fetal
damage and pulmonary diseases. So now I will talk to you guys
about how you can prevent those things from happening
in your body. Antioxidants are found in
many different plant foods and they are so, so powerful. So basically, this is a
representation of a cell. And you can see that the free
radicals moving into the cell. And it damages things like your
neurons and your neutrons and your electrons and those
antioxidants will move into the cell and they fight
off those free radicals. So, you can view it as in
the free radical attacks the antioxidant instead of
the things in your cells, or just preventative. So, how do you get
antioxidants in your body? Like how can you identify
them and how can you have an abundance of them?
So basically, plant foods. That is all. And plant foods are so, so, so
important because they are so rich in these antioxidants
versus other foods. You can find antioxidants
in other foods. For example, beer is the fourth
largest source of antioxidants per American. So, you could still go bar
hopping on a Saturday night and get your antioxidants, but I
wouldn’t recommend it because it’s not very optimal. But instead, you can have one
serving of cherries and it has 713 units of antioxidants versus
a serving of salmon which has 3. So, I’m not saying that you
should resort to a vegan diet or a plant-based diet to
receive all these good, beneficial things, but simply
just put those staples into your diet because it can
make a huge change. And those changes are
based on your decisions. So whenever you’re
going to the grocery store, and you are looking for produce
that has more antioxidants, it is so simple. You can choose the yellow
corn over the white corn and why is that? Because the antioxidants are
found in the pigmented foods. So, for example, I
have some oranges. Here I have a blood orange
and this is a navel orange. So which one do you guys
think has more antioxidants?>>[audience]: Blood orange.>>Dockery: Yes! The blood
orange because it is darker in pigment. So it’s so simple. You can pick the red
onion over the white onion. The red grapefruit over
the pink grapefruit. So lastly, I’m going
to talk about diets. There is not one diet
that’s going to help you from developing diseases. There’s not one diet that’s
going to increase the longevity of your life. It is simply just watching what
you put in your body and it’s━ it could be negative
or positive. So is there anything that will
truly prevent you from getting sick or is there something
that will keep you safe? No. [laughs] It is simply just
taking care of yourself. Okay. Any questions? [applause]>>[audience member]:
What foods or vegetables would you recommend that have, like,
the most antioxidants in them? Is there like a top 5 or━?>>Dockery: Yeah! So some
really common berries that have so many antioxidants are
goji berries, blueberries, blackberries ━anything that has
a very darkened pigment like that. Some berries can
even have up to, like, 1,000 units of antioxidants
per serving. Anyone else? Okay! Thank you. [applause]>>Ani Tsingas: Hello, I’m Ani.
Thank you all for having me. Today I’m going to talk about
indigeneity and climate change. So, I’ve always known I
wanted to go into the field of environmentalism
since I was young. And even more recently I’ve
understood that I want to go into environmental policy. But, this semester completely
shifted my understanding of environmentalism and it
completely shifted my paradigm because I’ve learned and
I’m continuing to learn and understand that the primary
cause of climate change can be traced back to colonialism. Specifically, the invasion
of European settlers on Native land. And, this isn’t new information,
but it’s new to me and I think that’s a problem. Through my indigenous studies
class and my ethnic studies class and further exploration
on my own, I’ve been growing my understanding and
acknowledging the impact colonialism continues to have
on communities of color, indigenous communities
and on our planet. I’m understanding that working
for the environment means working to decolonize and
this is what my research is focused on. Firstly however, I think it’s
important that we acknowledge that we’re on native
land right now. We are currently on Cherokee
land and we must honor and respect and express
gratitude for that. It’s also important to
acknowledge that I’m not indigenous and I don’t claim to
know the indigenous experience. Because of this, I want to share
a quote and it’s kind of long but I ask for your
open ears and minds. It’s fromGod is Redwhich is
a book written by Native Vine Deloria Jr. and it explores the
contrasting relationship between Christianity and Native
spirituality and thus the colonizer vs. native
relationship with the land. “Yet there is a profound
difference between American Indians and all
of these other groups. The Indian is indigenous and
therefore does not have the psychological burden of
establishing his or her right to the land in the deep emotional
sense of knowing that he or she belongs there. Nearly half a century ago Chief
Luther Standing Bear of the Sioux tribe commented on the
strange feeling of alienation which the intruder experiences
and applied his analysis to the American whites as follows: The
white man does not understand America. He is too far removed
from its formative processes. The roots of the tree of his
life have not yet grasped the rock and soil. The white man is still
troubled by primitive fears; he still has in his
consciousness the perils of this frontier continent, some of
its fastnesses not yet having yielded to his questioning
footsteps and inquiring eyes. He shudders still with the
memory of the loss of his forefathers upon its
scorching deserts and forbidding mountaintops. The man from Europe is
still a foreigner and an alien. And he still hates the man who
questioned his oath across the continent.” It is important
for external groups to stop romanticizing indigeneity or
deeming every Native individual an environmentalist
because they’re not. And as Deloria expresses, “most
indigenous groups have just failed to objectify the land we
walk on in the way colonizers have.” It’s a lot easier to
neglect what is outside of you than what is a part of you. I could share with you
statistics and research that I’ve uncovered but I think
it’s more important to start by digesting the concept and
seeking to understand and empathize. The voices that are silenced
and misrepresented in most mainstream coverage are the
voices that deserve to be listened to the most. These are the voices of the
indigenous and voices of color. When Native demands, information
and knowledge are offered we owe it to the health of the people
and the planet to listen. Many indigenous groups have more
knowledge about the relationship with the environment than
colonizers and settlers ever could. Thousands of
years of knowledge. Why wouldn’t we consult the
peoples who share the oldest relationship with our earth when
seeking to mend the environment. We have everything to lose if we
continue to dismiss their voices and everything to gain if we
create space. Thank you. [applause]>>Rose Ruegg: Alright. Hello
everybody, my name is Rose.>>Rhianna Reckmeyer:
And I’m Rhianna.>>Abby Meyer: And I’m Abby.>>Rose: And we’re from
Professor Johnson’s Lang 120 class, section 7. So, throughout the semester
we’ve been doing a lot of work that has to do
with storytelling. And that came in the form of
reading the memoirs of several different authors as well as
writing our own narratives. And I was personally fascinated
by this so I decided to do my research topic on the
power of storytelling. Stories are one of those things
that are so central to our lives without us even realizing it.
We read them in our books. We watch them on TV, and we
talk about them all the time. And, as well as being such an
important part of our culture throughout history everyone all
over the world tells stories. And, I thought that that
was really interesting. So, I wanted to look more
into the power of storytelling. Okay so, another thing that
inspired my research wasThe Moth.For those who do not know,
The Moth
is a multimeda storytelling platform where
people of all different backgrounds can come together
and tell their own personal stories, their narratives. And, people of all different
backgrounds can come and listen. It’s done through podcasts,
live events, books. It’s really interesting and it
actually got its name because the founder had also seen that
phenomenon of people being drawn to stories like a
moth to a flame. Another thing that I was
interested in was the psychological reason why we
are attracted to storytelling the way we are. And so, I did some research into
the psychology of it and found that some of the main reasons
are using stories as a form of communication. It’s one of the most primal
forms of communication and we’ve actually been telling stories
before we could even speak. It’s also a way of building
connection with our fellow human beings which is really
incredible and creates this equal ground when it
comes to storytelling. It’s also – stories are
something that evoke emotion in people and help us build
empathy and just really care for other people.>>Rhianna: So, throughout our
entire class time we all felt as if stories brought us together. We read a lot of stories
together, on our own, and within our class and we even did a
project halfway through the semester called our little
library project where small groups got together and made
a digital little library. And, when the semester came to a
point where we needed to choose a group project, we all felt as
if stories had such a prominent role in the class that a little
library would be the best way to represent it. So, this time we decided not to
go digital and to actually build a little library and decorate
it and fill it with some of our favorite stories. And
so, that’s what we did.>>Abby: So, these are some of
the stories that we ideally want to include in our
little library. In our small group
little library projects, we got together and we figured
out stories and themes for ourselves. From these small group projects,
we picked the ones that had the biggest impact on us and those
are the ones that we wanted to include. That’s where a theme
of coming of age came up. It’s broad and all-encompassing
but that’s because what coming of age is. These are all stories
that either influenced us particularly when we were coming
of age or they have themes of the process of coming of age. So, these are the stories
that we wanted to share.>>Rhianna: One more story
that we wanted to share was our personal story. And so, when decorating the
little library, we wanted to put our story on there. So, at the beginning of the
semester we had done a collaborative poem and that’s
exactly what we did is we wrote it all entirely on
the little library.>>Abby: And that
poem would beMoss: Many Original
Short Stories.
It was our first collaborative
piece as a class. The titleMosscomes from an
essay that we read by Robin Kimmerer which is about language
and her research on moss. From there, Moss practically
became a mascot for our class and then the acronym
simply followed. Initially we all wrote
our own poems. They’re poems about our
background and our stories and our history. And then we each contributed a
line or two to our collaborative poem. The style was inspired
by 2 poems that we read, one by Mary Pipher –I am From,
and Langston Hughes –Theme for English B.What is my truth,
can I ever know? What makes my truth true? It’s not easy to know what is
true for you or me at 19 From being a student athlete
playing basketball at UNCA To bare feet and school buses,
There’s so much diversity and so many passing stories that
have been told here but it’s because we all are different. We
all have our own experiences. From a family that
has tried to define me, but a mind with the
Power to define myself. These are my truths. The poem as a whole is on the
side of our little library. So, please at the intermission
feel free to read the rest of our stories yourself.>>Rose: Yeah, so next up is
intermission and there’s a lot of cool projects outside.
But, ours is one of them. You guys can go and check it
out and share some stories of your own. [applause] Does anyone have
any questions? Yeah?>>audience member: Who’s the
one who putWaiting for Godotin the little library?>>Rose: I’m not
sure, maybe Abby.>>audience member: Why?>>Abby: Because I read it when
I was coming of age obviously. It had a big impact on me, like
the lessons and themes that we were learning while we were
reading that in my English class, my senior
year of high school. Those are what help- impacted
me and helped develop me as a high schooler.>>Rose: Yeah?>>audience member: I have a
suggestion for your library.>>Rose: Oh, cool.>>audience member:Holes.>>Rose:Holes, yeah that’s a
good one [laughs]. Awesome. Alright, thank you. [applause]>>Leslee: Okay so, yes now we
have intermission so go out, enjoy everything that’s
in the lobby and we’ll put this little library somewhere. So, if you’ve got books to
donate, feel free to drop those by as you’re packing
up your dorm rooms. Yeah, 10 minutes for
intermission or so okay? And then we’re back here for
the second half of our program. ♪ [musical interlude
during intermission] ♪ ♪ [musical interlude
during intermission] ♪>>Nathan Harland: Alright, I’m
not the one who made this. I’m Nathan Harland. I’ll be presenting for Micah
Hayes tonight since he is currently unable to. So, I will be using note cards
as I don’t really know the research to well myself. He asked to pass
out these handouts. Would anyone like them? So, his research was on
the school-to-pipeline- or school-to-prison
pipeline program. But more importantly, how
the- or the role School Resource Officers play in the program. In this presentation, on the
slide show you’ll see SRO, that just stands for
Student Resource Officer. So, is the presence of school
resources officers in school simply to protect students and
help youth with disciplinary issues, or do Student Resource
Officers exacerbate the Pipeline program? Before we answer that
question, let’s address a few different questions. What is the School-to-Prison
Pipeline program? I did not know what this was. So, it’s the practice of
excluding children from schools, funneling them into the juvenile
justice system for small infractions. And, when we
mean small infractions, we mean harmless
class disruptions, child-like behavior and
this leads to suspension, expulsion and arrest sometimes. Another term we’ll be using
in this presentation is exclusionary discipline. This is consequences in
school which lead to systematic exclusion notably with
minorities and disabled children- children
with disabilities. What role do SRO’s play
in school discipline? Student Resource Officers are
supposed to play the role of safety, but also mentors,
role models, and teachers for the students. What are zero-tolerance
policies? Those are harsh disciplinary
procedures that enforce ridiculous punishments or
arrests for what in the past schools would take
care of by themselves. And, he made a comparison
where zero-tolerance to the prison-pipeline is like the war
on drugs to mass incarceration. And this leads us to the
question, should police be present in schools?
So why is this a problem? And, let’s try and understand
how this came into existence. In the 1990’s youth violence
increased and it peaked up in 1994. So, it peaked up in 1994
and in response the U.S. created the Safe Schools Act of 1994
which was designed and this added in the zero-tolerance
policy and the Student Resource Officers. As law, this means schools
started employing metal detectors, surveillance
cameras, drug dogs, that kind of stuff. And one common myth is the use
of police in schools is due to an increase in violence. Violence in America has been on
a steady decline since the mid 90’s only rising- or only
the fear of mass shooting has encouraged people to want to
keep Student Resource Officers. In many cases the presence
of police in schools has not deescalated the violence but
instead increased violence with use of force against students. Unfortunately, exclusionary
discipline enforced by Student Resource Officers has since
been on the rise and arrests on school grounds have
increased rapidly fueling the pipeline program. So, here’s a simple formula
he devised that I believe many scholars and academics
would agree with, where minor misbehaviors by
students + School Resource Officers & zero-tolerance
policies=the school- to- prison pipeline. To show this formula in action,
in 2010-2011 over 16,000 students were referred to
the juvenile justice system in Florida alone. From 2004-2009 the LAPD got
over 83,000 referrals for Student Resource Officers. And nationwide in 2015 and
2016 82,800 students with mental disabilities were arrested. I want to emphasize again that
disciplinary tactics used to fuel the pipeline are seriously
discriminatory against minorities particularly in low
income areas and students with disabilities. A 13-year-old was handcuffed
for writing on a desk. A 5-year old was arrested
for throwing a temper tantrum. I think there’s more. Items such as aspirin have been
considered drugs and paper clips can be considered weapons
in some schools. Elementary students expelled
or arrested for pointing their fingers at someone in
the shape of a gun, farting in class, and bringing a
cake knife to school for their birthday, even wearing the
wrong colored shoes sometimes. This is completely unacceptable
to treat kids like this. So, how can we disrupt the
school-to-prison pipeline? We believe that in the meantime
while other measures to reduce the pipeline are created,
Student Resource Officers should be involved in extensive
specialized training such as learning to understand youth
through empathetic listening, proficiency in de-escalation
measures, advanced public relations classes, continued
sensitivity training about minorities, impoverished
children’s, students with disabilities, etcetera. Because if they’re going
to be on a campus, a teacher has to go through
classes on how to be trained properly with kids so
why shouldn’t they. I believe that is
the end. Thank you. [applause]>>Bonnie Rockwood:
Hello everyone. Good evening. Thanks for having me. The first poem is called
The Smoky Mountain Song
and this is by me. I wouldn’t trade
these mountains, these smoky mountains for all
the king’s gold in the world. Nayith would I trade their
gentle people be my word against the sword. I’ve grown to love these
beautiful mountains, these beautiful mountain peaks
and the poetry the people speak and the homage so many seek
and these beautiful mountains, oh. Across the foggy fields, oh.
Greatness may it come and go. Wealth and power as can show but
nary they be as beautiful and whole as the glory and
those purple mountains capped with snow. I couldn’t find more and jewels
and silver than what I’ve seen there in these rivers from
what her sacred womb mother earth delivered. All those fish and tadpole,
deer and beaver. When it’s quietly
and softly night, how you know a spring’s a-coming
when all the forest critters coo lullaby’s chirpin’ and a-hummi”
till the morn the skies are born for distant drum
beats thrumming. And yonder emerald hills
burst lively daffodils among two lovers tussling and all around
the bird’s song sound about the blooding blossoms.
Yes, silently live forever. Legends held deep within their
talking stones inscribed within these living blue pyramids
holding high heavens mystifying dome. Who we are is oh so very small
for from the great mystery life’s given of loving hands. But surely to see all this
majesty heralds each tender soul strong and grand. Before our precious bodies
fold into the earthen tomb of this ancient, sacred land. [applause] Thank you. This is a poem titled
Libertas which is the Latin word for liberty. I hear a-bells a-ringing
out from a foggy forest cave. I hear a child singin’, her
voice wild with righteous rage. Lady liberty ye giant
striding round your world. We look up to your silver sword
and silence as you slice our hateful words. Lady liberty [indistinct]
freedoms at last are dawn. The Nubian Dulas blessed your
birth with their sacred freedom songs. We open our eyes to see.
No currency can contain you. No man bind you to a bed. No doctrine contain you for from
your blood sacrament’s ye led selfish fear beyond its
self-inflicted darkness and despair. Beyond, into the bright luscious
land of courage almighty God prepared for all
his people who dare. The pursuit of life itself. So, sing ye lady liberty above
cement and razor wire and that iron bells brazen yells will
ring through hells hungry fire. Oh, that music sounds so sweet
to all the souls awakening, to all the souls who fought
in bondage and left our earth aspiring for flight on high
eagles’ wings above man’s crumbling empires. Thank you. [applause]>>Michael Fortini: Hello
there. I’m Michael Fortini. For my- in my Lang 120 class
we did a genre analysis project where we were tasked to analyze
a type of writing within a topic of our interest and, I chose
the research article within psychology. Your next question might
be, “why do I care about the research article
within psychology”” What a great question,
everybody. There’s a lot of reasons. Maybe if you’re a student, your
brain learns for you and the results of studies examining
that topic might be of interest to you. The DSM lists over 150 mental
illnesses that if they don’t affect you, effect someone that
you might care about and that’s another good reason to care. And also talking to people,
social connections. I do that sometimes, that’s
another great thing that you should care about in terms-
that psychology studies. And that brings me to my main
point that psychologists are only as good as the medium that
their work persists in and the reason why I chose the research
article is because they give you the most accurate and the
most recent findings possible. So enough of that. Let’s talk about my
specific project. And I used 2 main articles
to build the foundation of my thinking and that’s the
Standards for the preparation
and writing of Psychologyreview
articles by Fernandez-Rios and Buela-Casal andTeaching
the Conventions of Academic
Discourseby Teresa Thonney who
is an author that we studied a lot in my Lang class. And, I used those to build these
3 main points that psychology research articles
might want to include. That would be clearness
in terms of prose, as many references, and to
have a consistent structure. In addition to that I also had
the chance to sit down with a neuroscience professor
on campus, Dr. Foo and he helped me build-
get a greater understanding of what good psychology
research articles have. Those points being: they should
strive to- plan to stick around for a really long time,
hopefully be referenced hundreds of years in the future, to
be as credible as possible, and my favorite most important
point is that they lead to something important.
That they lead to discovery. And, my project exists
in bridging these ideas. So, let’s start with references. Psychology has a notoriously
brutal peer-review process and you’re basically never going to
get your foot even through the door if you don’t have as
many references as possible. And obviously that includes
people who agree with your argument, even the people who
disagree with your argument as it gives you a chance
to rebut them and build your ideas further. I also saw a lot of referencing
your own experiments that you’ve done. One of the articles that
I looked at wasA SocialNeuroscience Perspective on
Adolescent Risk-Taking
which included about 6 pages of
references which for me is a lot. [laughs] And so, the main point
here is to heavily source. And, that brings us to
the idea of credibility. There’s a little picture
of the sources. So, the next point is clearness. I saw- what was iterated a
lot in my research was that you might want to have clutter-free
prose when creating your research articles. As said by Nora Bacon who’s
another author we studied, “clarity and conciseness is
desirable.” Thonney’s 5th move in the teaching conventions
was, “use academic and discipline-specific vocabulary””
And Fernandez-Rios and Buela-Casal, they recommended,
“avoiding emotive language and to center on empirically
relevant knowledge.” And that brings us to the idea
of longevity because when you increase the understandability
of what you write that gives you- that sets you up to have
your articles stick around for a really long time. And, that means a lot, I mean
you’re giving yourself the best chance to make something-
obviously if your ideas are good than you can- you’re setting
yourself up to make something really special
with your article. And the final point is
consistent structure. There are a lot of similar
points that I saw between these 2 main articles. I wish I could go into
all of them right now, I’m sure you’re all
super interested. Here are the connections
if you want a visual. But what all of this boils down
to really is this one main point that having a consistent
structure between all academic research articles is that it
makes your writing easier to read. And that connects
back to the other 2 points. That makes you more likely to be
published because your peers can get to the root of your ideas
and understand you better. And then on top of that it’s
more easily understood by anyone you know like a Lang 120 student
like me hopefully even Lang 120 students hundreds of
years into the future. So then, that brings you to the
biggest part that the consistent structure leads to discovery,
leads to everyone having something as a part of
their knowledge base. Yeah, that’s pretty
much it. Thank you. [applause]>>Maya Beth Atkins: So as
you can see the topic that I’m going to be covering is
about domestic violence and sexual assault on
college campuses. The video that I will be
presenting later on in the presentation does contain a
lot of sensitive material and graphic descriptions of certain
cases involving sexual assault and domestic violence. If you’re not comfortable
with that, if that is something that
is really sensitive to you, you’re more than welcome to step
out of the room and then come back as soon as
the video is over. This is a safe space.
There’s no judgement here. So we’ll start with that. But before we get
the video started, there are a couple of
points that I wanted to bring up regarding sexual assault
and domestic violence on college campuses. We are currently in a day and
age of some of the highest numbers regarding college
admissions in the United States. This includes minorities and
this especially includes women that are now getting admitted
to these higher education institutions and while we see an
increase of these admissions we also see an increase in domestic
violence and sexual assault cases on college campuses. Im sure you all are━I’m sure
you guys are all aware of these occurrences as we recently
had the Occupy the Quad demonstration about a couple
weeks ago and it’s just something that really needs to
be brought attention to and more so than━I’m not going to really
be talking about as much as what college campuses need to do,
but I’m talking about us as a student body. Because
federally speaking, like, according to the law, there’s
really only so much that a college campus can do. But before that━before I can
talk about what needs to be done about sexual assault and
domestic violence is that first I need to talk about
what that is. So according to the Center for
Relationship Abuse Awareness, domestic violence, dating
violence━abuse is considered patterns of abusive and coercive
behaviors that are used to maintain power and control over
a former or current partner. Domestic violence and sexual
assault is about power. Any sort of sexual gratification
comes second. It’s a power dynamic and it’s a
fight for control and that is what makes it so debilitating. Stalking, psychological trauma,
physical trauma, threats, isolation, intimidation:
all of these are forms of violence and a
part of rape culture. Women, especially women in
marginalized groups between the ages of 18-24 are at the highest
risk of being victims of sexual assault or dating violence. Out of every thousand university
students, 6 of those will experience violence, whether
it be sexual or physical in an intimate relationship. As more of these cases and
assaults are performed by friends or partners or family
members of the victim. As of 2016, 22% of women
reported experiencing sexual or dating violence upon
coming to college, not prior, but upon coming to college. Those statistics range from
about 22% to about 40% and the reason being that the gap
is so wide is that there, as we know, many stigmas about
reporting sexual assault as there are lots of social risks
and most people don’t feel safe. Title IX can only do so much. Under federal law, Title IX only
implements that there has to be an investigation of
the reported case. It is not legally required
to go to court. College campuses cannot legally
administer restraining orders nor can they legally administer
jail time to those who have been accused of assault. So it really does limit what
a college campus can do, but as far as that, as far as
going to the student body as of 2017, 52% of students said that
if they saw or heard of a friend or a classmate or somebody on
campus who was a victim of━ like actively being a victim of
sexual assault or domestic violence, that they
would not get involved. That really does need to change
and the video that I’m about to show you is as to why. We hear a lot of survivor
stories but what I’m going to be showing you is
those who did not. The making of the video was
a little bit of a process. I did write and record the
music that’s playing in the background. The songwriting
process took about 24 hours, the recording process
took about 4 or 5, and then putting the video
together was about 5 or 6 hours. So, a lot of time up on
this screen right here. But like I said, you know, this
is a lot of sensitive content. If you feel uncomfortable,
feel free to remove yourself. It’s totally understandable.
Safe space. And please enjoy. I mean, you know, to
your fullest extent. It’s heavy━it’s heavy material,
but you know what I mean. Thank you. [laughter] ♪ [“Cold Summer”] ♪ ♪ [“Cold Summer”] ♪ [applause] Thank you. As sort of a parting
word, these cases that I researched were extremely
difficult to find. They were mostly
found in local news. None of them really went to
more popular news outlets. They were not given very much
exposure and I can guarantee you that there have been more
cases like this happening. Locklear’s case was
probably the hardest to find, which isn’t difficult
to see because women, especially women in
marginalized groups, tend to be the most isolated
when it comes to these cases. I would have like to have had a
more diverse panel of victims but unfortunately this
is what was━you know, this is what was given
attention and little else was. So as I get off this podium,
I would just like, you know, keep your eyes open. Check in on your friends even
if you don’t know them like, you know━this is a very nice
campus full of very nice people and even if you feel like you
don’t know them that well, it’s probably just better to
speak up just to say that you did something rather than to
feel like you didn’t do anything at all. So, we’re a family here.
Just watch out for each other. Take care of each other and I’ll
take any questions or comments if you have any. Alright.
Have a safe day. [applause]>>Lauren Dunne: Hi everyone. My name is Lauren Dunne and I’m
representing Professor Johnson’s 11am LANG 120 class. So this semester our class
decided to create a collaborative video on all
the research we’ve done. Specifically focusing on the
different conversations that we have entered into
with our research. So without further ado, this
is Lang*Laugh*Love: Sharing Perspectives and
Embracing the Process. ♪ [upbeat music] ♪>>Zach Nelli: This year
I’ve worked on many projects including a narrative essay
in which I discuss the many ways my grandmother
has influenced who I am, and now I’m working on a video
essay discussing the ways that MTV changed the music
industry and pop culture.>>Lauren Dunne: Early on, I
decided that I wanted to delve deeper into my
StoryCorps research, which was on babies born with
withdrawal symptoms known as Neonatal Abstinence Syndrome. I created a presentation and
focused my attention primarily on how the perceptions and
language of the opioid crisis in America today ultimately
affected and influenced this disease and opioid usage.>>Erin Corliss: A little
library for the rural town of Swannanoa. We hoped that our little library
sparks conversations about the struggles of growing up,
especially since our target audience may not have the
privilege of the internet where teens do much of their
learning and exploring. We want these books to help
the audience feel less alone, awkward and ostracized. We also hope that our little
library provides insight into other parts of society inspiring
empathy for different cultures and those who we do not
connect with on a surface level. The world can seem so small if
you are not actively searching to learn more about it.>>Savannah Bindas: There is
something fundamentally flawed about the language we use to
talk about climate change. In other words, something in the
way we explain climate change needs to change because people
are still unable to accept it as a reality. For example, when we talk about
climate change as a battle between two opposing sides,
such as left versus right, it discourages people on the
right from getting involved in climate mitigation efforts. We can instead say things like,
“There’s a hole in the boat. Not only do we need
to patch up the hole, but we also have to start
dumping water overboard in order to stay afloat.” Using a
peaceful analogy like this instead of explaining climate
change in terms of human wrongdoing or as a fight, helps
people who disagree with climate change to understand it.>>Chris Newton: I have been
researching how VR can help individuals with PTSD
overcome the images, sounds, and other things that
may trigger their PTSD episodes. This is a form of exposure
therapy and is safe for when traditional methods
just aren’t good enough. From the study conducted by
Georgia Tech in 1997 to sessions today, it seems to help
military veterans overcome their triggers. Scientists are also noticing
that repeated VR exposure therapy sessions tend to lower
biological indicators of panic.>>Sofia Falasco: My work for
this class began when I wrote a narrative about growing up and
how my active imagination and attention to detail brought me
closer to the natural world and closer to science. The endless hours I spent in the
backyard with my sister explain why I’m an Environmental Studies
major and why I care so much about environmental issues. For my last project, I
researched the topic of climate change and wrote an op ed
explaining why action against climate change is necessary.>>Dassy Smolianski: I began my
research project with a lens of investigative journalism
and investigative podcasts. My final project though, in
addition to a short podcast, was in the form of a graphic
novel in the neo-noir style. I wanted to synthesize
the two genres, specifically the aspect of the inclusion of
the process of investigative journalism, and the dark aspect
of neo-noir graphic novels in the final product.>>Gabrielle Blanc: Around the
middle of the semester I created an infographic on musicals about
social issues and decided to use that as my topic of research. The final product of my research
is a how-to guide on musicals about social issues for
high school drama teachers. Each post on the website is
about a different musical, the social issue or
issues it depicts, and how it can be used to teach
students about hard subjects.>>Olivia Winberry: Getting
different perspectives from people of all different races,
cultures, and beliefs is valuable because having
a greater understanding of how people around the world
live is so important allowing you to gain empathy and
more accurate perceptions. Through my research, I have
found that there have actually been studies on this, where a
person’s capacity to empathize has been increased
simply by reading. It is interesting to me how much
more accepting and empathetic the whole world could be if more
people took the time to read and learn about each other.>>John Bengivenni: This class
was challenging and useful. Recently I learned how to do
thorough research by finding solid and reputable sources. I believe it also helped me
develop my writing skills. I’m not one for explaining,
but if I had to sum up my experience, I’d say it
was overall beneficial.>>Graham Swennes: In my
research I explored the works of Hunter S. Thompson and
the impact he has made on journalism today. FromFear and Loathing: On
the Campaign Trail ’72
toHells Angels: A Strange
and Terrible Saga,
his influence and giving birth
to the gonzo journalism movement has sent waves
through journalism that we still feel today. I believe his style and work
should be used as a blueprint to expose the United States’
current administration.>>Matt Hennes: I began
researching the different views on how the electric car
impacts the environment. I’m looking at the scientist’s
view versus an economist’s view on whether or not the electric
car is actually beneficial to the environment. I intend to create a website
that will break down all the information for people to see. I want this website to be a
teaching tool so people can be informed instead of just
jumping to conclusions.>>Andrew Sharkey: I’ve spent
my time researching podcasts and why they’ve gotten so
big all of a sudden. The question is actually
a lot more complex than one would think. There are multiple reasons why
podcasts are blowing up, but the main reason is the
evolution of technology making them easier to
make and listen to. Not to mention the many
personalities that form a connection with their audience
leading to an easy profit.>>Julia Finnegan: We all know
someone who has gotten pregnant at our age and we
have all judged her. This is a result of centuries
old sexism rooted in society’s obsession and regulation
of female sexuality. The discourse on teenage
pregnancy is damaging, unnecessary and needs to change
as every teen girl’s self-image is at stake.>>Kess Curtis: I researched
the 7 unique steps of the engineering process and then I
researched the International Space Station which I used as
a case study for that process. From my research, I pulled
examples about the ISS project to represent each of the 7 steps
and created a how-to engineering guide for high schoolers.>>Roxanne Pfenning: On the left
is a poem I wrote for one of my first assignments in class. Poetry was a constant theme in
my work throughout the semester. The 2 emphasized quotes connect
back to one of our earlier discussions about
intersubjectivity and the truth of shared perspectives. For our latest assignment, I
chose to research erotic poetry specifically written by women. I learned a lot about new
and shared perspectives in my research.>>Kelly Innes: Writing as
well as listening to music is key to my work. I get so much inspiration
from listening to music on SoundCloud. That is why I chose to do my
research on the creative process and platform of SoundCloud. The song playing right now
isHit Me Upby Space Jesus. I chose to play this song
because I believe it is an example of a song that my
research would point to. It is dynamic with
multi-genres and sounds. You can tell there’s an
underground EDM influence as well as a reggae sound. It just sounds good
in your ears. I believe that listening as
well as writing can change the world of music. ♪ [upbeat music] ♪ ♪ [upbeat music] ♪ [applause]>>Luke Japardize: Cool. So for those who don’t know
me, my name is Luke Japardize. I’m a Mechatronics major here
at UNC Asheville and my research project was about general
education requirements and part of that project was me going
to interview some of my fellow peers to see what
they thought about it. So here’s a short
video I put together. Hope you enjoy. ♪ [Playing Mozart’s Requiem
Mass in D Minor] ♪ ♪ [Playing Mozart’s Requiem
Mass in D Minor] ♪>>Japardize: Alright my name is
Luke Japardize and today I’m going to be interviewing people
about general education requirements. Let’s
go check that out. What’s up man? You mind if I ask you
some questions?>>Bobby: Sure.>>Japardize: Alright cool.
So ━what’s your name?>>Bobby: Bobby.>>Japardize: Bobby.
And what year are you?>>Bobby: I’m a junior.>>Japardize: Junior! Awesome
and what are you majoring in?>>Bobby: I was a BIO
major but now I’m going to Health and Wellness.>>Japardize: Okay. And approximately what portion
of your credit hours this year went towards general
education requirements?>>Bobby: None.>>Japardize: None?>>Bobby: None.>>Japardize: Well
how about in the past? Like all your education.>>Bobby: Oh probably
12 hours right now.>>Japardize: About 12
hours, okay. What else? Do you think general education
requirements are helpful or harmful to students?>>Bobby: I mean I don’t think
they’re helpful but I don’t think they’re harmful either.>>Japardize: Okay. Would you say you’re getting
your money’s worth out of a general education?>>Bobby: Nah, because that
makes me have to take more credit hours than what I
have to to get my major.>>Japardize: Yeah
that’s a fair point.>>Bobby: I think they’re just
making us go to more college honestly and pay more money.>>Japardize: So leading into
that, do you think your education is preparing you
adequately for your future?>>Bobby: I mean
in overall, yeah, but with general education, no. I don’t think that’s helping
anything for what I want to do.>>Japardize: Alright! That’s
all I need. Thanks man. So I’m here with━what’s
your name man?>>Evan: Evan.>>Japardize: Evan. Alright
and what year are you?>>Evan: Sophomore.>>Japardize: Sophomore?
Awesome. What’s your major?>>Evan: Math.>>Japardize: Math
major, awesome. So approximately what portion of
your credit hours in your whole education went towards
general education requirements?>>Evan: I entered with 19
credit hours from high school, so that was a bunch, but
like I haven’t done shit. I haven’t done the Humanities
or like foreign language or anything like that, so━small.>>Japardize: Right.
[laughs] Awesome. So do you think general
education requirements are helpful or harmful to
the average student?>>Evan: Uh, harmful. I mean like it makes it
feel like high school. Like you’re going here to,
like, learn about a thing, and then, like, they say that
the humanities represent all fucking branches looking at
one thing together━it’s like the whole point of the liberal
arts━but they don’t include any STEM, so I just don’t
think that it’s executed well. It’s good in concept but
I don’t think it works.>>Japardize: Yeah, I totally
agree. So a few more questions here. So do you think you’re
getting your money’s worth out of your education?>>Evan: No! God no! [laughs]>>Japardize: Alright. And
last question: do you think your education is preparing you
adequately for the future?>>Evan: I don’t know, because I
just don’t know what it’s going to be like to be
out of Asheville.>>Japardize: Right.>>Evan: So maybe.>>Japardize: Maybe! Yeah,
well appreciate it man. Thanks. Alright. So I’m here with━what’s
your name man?>>Luke: Luke.>>Japardize: Oh! Me too man!>>Luke: Whoa hey!>>Japardize: So
what year are you?>>Luke: I’m [laughs]
a freshman.>>Japardize: Freshman?
Okay and what’s your major?>>Luke: Mechatronics.>>Japardize: Mechatronics?
Very nice. Me too. So approximately what portion of
your credit hours thus far have went towards general education?>>Luke: Every
single one of them.>>Japardize: Really?>>Luke: Yeah.>>Japardize: Okay.
So with that being said, do you think general education
requirements are helpful or harmful to students?>>Luke: Harmful.>>Japardize: Why?>>Luke: [laughs] I
don’t fucking know!>>Japardize: Okay. Okay.>>Luke: I don’t like them?>>Japardize: We
can cut that out. Okay. Do you think you’re getting your
money’s worth out of a liberal arts education?>>Luke: No.>>Japardize: No. Okay. Do
you want to elaborate or━?>>Luke: I’m dropping out.>>Japardize: Dropping
out actually? Okay.>>Luke: Yeah.>>Japardize: So do you think
having to take general education requirements maybe
led you towards that?>>Luke: Yes.>>Japardize: Okay.
Good to know. So do you think your education
is preparing you adequately for the future?>>Luke: Uhh [laughs] no.>>Japardize: No?>>Luke: I mean not
right now. I’m just not ━motivated right now.>>Japardize: Okay
that makes sense. Well appreciate it man. Thanks. So I’m here with━what’s
your name?>>Sophie: Sophie [indistinct]>>Japardize: Nice to meet you.>>T.J.: T.J.>>Japardize: T.J. Alright
I’m Luke, nice to meet you.>>T.J.: Nice to meet you.>>Emma: Emma.>>Japardize: Emma.
Nice to meet you.>>Emma: Nice to meet you.>>Japardize: So
what year are you?>>Sophie: I’m a freshman.>>T.J.: Freshman.>>Emma: Sophomore.>>Japardize: And,
what’s your major?>>Sophie: I am
undecided right now. I am hoping to pursue
something [indistinct].>>T.J.: Right now Computer
Science but I’m switching.>>Emma: Health and Wellness.>>Japardize: Okay. And so
approximately what portion of your credit hours this year
went towards general education requirements?>>Sophie: I would say━I don’t
know [indistinct]━I would say the majority of them.>>T.J.: Half. Half of my
credits this semester. Roughly half.>>Emma: I don’t know the exact
number of hours but I would say every semester it’s about
half━general requirements for the liberal arts and about
half of the requirements for my major [indistinct].>>Japardize: You think general
education requirements are helpful or harmful to students?>>Sophie: I believe
that they are helpful. I believe that most
of them are important, although I do think that
sometimes students tend to not try as hard in those
classes [indistinct]>>Japardize: Definitely.>>T.J.: I think helpful but
kind of irritating because you’ve got to get them done to
graduate and it’s just kind of another barrier you have to
step over on top of passing your major classes and it’s
not━it’s not helpful.>>Japardize: Yeah,
definitely not.>>Emma: I think general
education requirements are helpful depending on the class
and I think it’s important that the professors have their stand
on if it’s a general education class or not part of your major,
so the workload should probably be tailored to that because
you’re getting a lot of different levels
of [indistinct]. ♪ [lively jazz music] ♪ [applause]>>Leslee: Thank you
for being here. There’s still stuff you can
look at and listen to out in the lobby. There might even be a couple
of slices of pizza so good luck with all your exams and
we’ll see you next semester. ♪ [closing music] ♪ ♪ ♪ ♪ ♪

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