Inexplicable Stupidity: Athletes battle it out for the ultimate crown

If you’ve been following this column for any length of time, you’ve noticed a recur­ring theme: athletes are inexplicably stu­pid. Now, I try to mix things up every once in a while and give credit to those athletes representing their sport well, but this week it’s just too easy. Washington Redskins defensive lineman and African American (which will become relevant in a moment) Albert Haynesworth has been indicted on the charge of sexual harassment.

Haynesworth, while enjoying a comfort­able meal at a hotel restaurant in Wash­ington D.C., decided he was done with his meal and asked to be charged. His wait­ress, an African American woman, had her hands full at the time, so Albert decided to slip his credit card into her bra and fondled her breast.

If your jaw’s not already on the floor, get a load of this. When asked about the inci­dent, Haynesworth said he would fight the case, citing that “she is just upset I have a white girlfriend … [I] don’t even like black girls.”

Let me get this straight, Albert, your de­fense in a case that could cost you as much as six months in jail and $1,000 in fines is that some waitress is upset at your racial preferences in dating partners? I hope at every stadium the Redskins play in this season, there is at least one poster reading: “Albert the racist dragon.”

In the spirit of Albert and his fondling, it’s time to set the record straight once and for all. It’s time for a show-down between the three major sports (MLB, NBA and NFL), for which has the absolute dumbest athletes. The match will be decided via a free-for-all of stupidity between one repre­sentative from each sport.

The NFL will be repped by none other than Albert for reasons you now know.

In the NBA corner we’ve got Latrell Sprewell. Sprewell is known for a plethora of off-court legal issues, constant technical fouls and the famous ending of his career when he declined a three-year, $21 million deal from the Timberwolves citing, “I’ve got a family to feed.”

For the MLB we’ve got Barry Bonds. Big Barry wasn’t always big. He’s been insisting for years he is innocent of charges against him regarding steroid use. The story seems to change each time. Whether he didn’t do steroids at all, or he unknowingly did, he just can’t seem to get his story straight. Lastly, Barry Bonds is just pure stupid be­cause he doesn’t think we can all see how steroid-licous he is, and yet he insists on continuing to ruin his life and the integrity of baseball.

So which is the dumbest based on these representatives, MLB, NBA or NFL? Well it depends on whether you’re looking at le­gal stupidity or personal stupidity. Bonds may have lied to a grand jury, Sprewell is now bankrupt and has several children he can’t support and Haynesworth doesn’t like African American women. I’m literally scratching my head on this one, but I’m go­ing to have to go with Albert. He covers all the bases of stupidity and so does the rest of the NFL.

By Colin Zalewski

The Peanut Gallery

Hullo, Whitworth. It’s a fine day. One of the finest I’ve seen. Why is this day so fine? Sim­ple: This day finds itself in this week. And this is a fine, fine week. And where dost this week find its greatness? Also simple: because this is the week before the week before graduation. I suspect, there­fore, that as good as this week is, next week will be better.

But while graduation looks about as tan­talizing right now as a lame water buffalo to a starving lion with a compulsive eating dis­order, it isn’t without its letdowns. Namely, I was not chosen as a speaker for our class. I didn’t even make the nominee list. I sus­pect the communists are behind this obvious oversight. But that is neither here nor there.

Because I will not have the opportunity to speak to my fellow seniors at Commence­ment in a couple weeks, I wanted to print the speech I had prepared in this column, but the nit-pickers told me that 5,000 words running more than three pages wasn’t doable. Appar­ently we print news in this paper. Had no idea.

So instead I’ve slaved away over the last two weeks distilling my magnum opus down into a few poignant points, which are printed below. If you are a senior, take notes, or cut this column out and have it inscribed on your contact lenses. If you are not a senior, con­sider yourself lucky to be receiving wisdom of this caliber so far ahead of the curve.

1. You no longer have a mother. Or a fa­ther, for that matter. Biological technicali­ties aside, you are now truly on your own. Or you should be. While people will tell you that there’s no shame in moving back home, you should be aware that there is. Shame, I mean. A lot of it.

2. You may have already learned to cook and clean for yourself, and that’s a good step. But now you no longer have a home - your bedroom is now a quilting room and your im­pressive collection of 500 energy drink cans mysteriously ended up in the recycle bin.

3. You don’t have insurance anymore either. That’s right. You have less than two weeks to schedule a final appointment with your den­tist before you can kiss your oral health good­bye for the next several years. Or until you have your teeth beaten out by your Russian landlord due to your outstanding debt.

4. You will have to provide your own food. Fortunately, every major at Whitworth is de­signed to help with this. Biology majors can live off an exclusive diet of plant thorns and small rocks. Communication types have de­veloped the ability to literally talk people’s ears off - a surprising source of both protein and fiber. Sociologists and political science students have learned to stomach anything. Art and theatre majors are both well prepared for a future of starvation. The only people who are going to have real problems after school are peace studies majors, but that was always going to be the case anyway.

5. Regrettably, most of the good paying jobs start before you get up in the morning.

I originally had 27 points, each as pithy and timeless as the five you have just read. My apologies, but you have no one to blame but yourself for not selecting me as your speaker. So don’t come crying to me when you sud­denly realize how cold the world is. Just hun­ker down and deal with it, senior. You’re a grown-up now.

By Jerod Jarvis

Spending time to learn from other viewpoints

Over Easter I was able to spend the weekend with my grandparents. This interaction is not common­place in my life, and thus seems worth noting. They are both in their 80s, live in Wenatchee and are tru­ly the most hospitable people you will ever meet. Over the course of the weekend we shared our sto­ries, their lessons from the past and my hopes for the future. In hearing their experiences and beliefs, I was forced to respectfully consider our differenc­es. Through this I gained an invaluable lesson. I would encourage you, over the next couple weeks or the course of the summer, to seek a rela­tionship with a person you don’t typically interact with. Spend time with someone sitting on the other side of the fence and listen.

We are often told to shy away from politics. This is especially true when there is a known disagreement, and you’re fam­ily. Yet when we do, we gain an essential aspect of political thought, and a life principle - perspective. I am writ­ing this now from my grandpa’s office looking at the family portraits above his desk, the photographs of dams along the wall and an image of President Barack Obama and the democratic party lead­ers signing a document with text reading, “these people are responsible for bankrupting the U.S.A. by passing the health care bill” in all caps. He is a World War II veteran and remains active politically.

Since the fall of my freshman year I have been dreading the “Grandpa, I’m a peace studies major” conversation (which happened over dinner, while he was wearing his vest with an American flag and “Go Army” pins). That day, however, as he started telling me about the Republican Party mailer he received the other day, I engaged. Not only did I listen and comment, but I also brought up immi­gration reform. From there we began talking about environmentalism, education and the wars in Iraq and Afghanistan. In listening to what he and my grandma had to say, I came to realize the fallacies in my opinions. He described watching a recent en­vironmental protest.

“They were so dirty, dreaded hair, no showers, ripped up clothes, just the worst. They were telling the people they need to stop driving; that we have to ride our bikes everywhere. But when they were asked how they got to Washington, D.C. from Cali­fornia they all drove.”

My grandma chimes in, “You have to live out what you believe, all the time, not just when it’s convenient.”

I am nearly certain they saw this on Fox News, but I disregarded this information and listened to what they were saying, and they were right. If we are go­ing to seek radical change, we had better start making those changes holistically in our own lives.

So students of Whitworth I charge you, eat a meal with some folks who have a back­ground significantly different from your own. Lis­ten to their story. Learn what has brought them to their ideological framework. Do not disregard all or part of what they are saying; rather be receptive gleaning from it what you can. You need not come to agreement, but in putting a face to our perceived opposition we can all learn the line dividing us isn’t that thick.

By Haley Atkinson

Obama's botched response to the Lybia crisis

For weeks, I’ve hesitated to write about Libya. Events were unfolding at such a rapid rate that I feared anything I wrote could be obsolete before it was published. Now that the revolution in Libya has been underway for more than two months, I feel I can begin to offer meaningful criticism of the way in which the United States has played its role in the conflict. From the very beginning, the Obama admin­istration has mishandled the crisis, regardless of how you look at it.

First, of course, is the question of whether the U.S. should have become involved in the conflict in the first place. For instance, America’s involve­ment does not come without significant monetary cost. It is even questionable if President Barack Obama had the authority to authorize military action on his own.

According to Fred Lucas of CNS News, while campaigning for president in 2007, Obama explicitly stated: “The presi­dent does not have power un­der the Constitution to unilater­ally authorize a military attack in a situation that does not involve stopping an actual or imminent threat to the nation.”

The situation in Libya by no means constituted an “actual or imminent threat” to the U.S., yet Obama chose to authorize U.S. military action without consulting Congress. Whether his action was truly unconstitutional or not, Obama did not even follow his own guidelines.

Second, the exact nature of the Libyan rebels is not clearly known. Indeed, according to Sebastian Abbot of the Associated Press, “NATO’s top com­mander, U.S. Navy Adm. James Stavridis, told Con­gress last month that officials had seen ‘flickers’ of possible al-Qaeda and Hezbollah involvement with rebel forces.”

If this turns out to be true, the U.S. is spending taxpayers’ dollars and risking American lives to aid some of the very people committed to Amer­ica’s destruction.

All this is relatively unimportant now since Obama did eventually decide to get involved in Libya. However, U.S. involvement has been bun­gled at nearly every opportunity.

Most apparent was the indecision of the Obama administration. The revolution in Libya began on Feb. 15. By Feb. 28, the U.S. was positioning na­val assets off Libya’s coast and calls were mount­ing for the imposition of a no-fly zone to prevent Libyan dictator Moammar Gadhafi from bombing his own people. However, coalition forces did not begin bombarding Gadhafi’s forces until March 19. By the time the airstrikes began, Gadhafi’s forces had reversed the significant initial progress of the rebels and were threatening the last rebel stronghold in Benghazi. If coalition air and naval power had been used sooner, while Gadhafi was still reeling from the initial shock of the revolution, it is possible that Libya would not still be mired in a civil war.

Why the delay? Though he decided not to con­sult Congress, Obama had to get approval from the U.N. and the Arab League. When decisive action was needed, France and Britain stepped up to the plate, while the Obama administration dragged its feet. Weeks later, after filling out the requisite per­mission slips, Obama eventually assented to U.S. participation. Well, kind of.

Obama strongly insisted that the U.S. would let NATO take the lead in operations and that the goal was merely the protection of Libyan civilians and not the deposition of Gadhafi. By making state­ments about what we would not do (send in troops or depose Gadhafi), Obama made several serious strategic mistakes. Even if the U.S. never intended to send in ground troops, wouldn’t it be better to keep Gadhafi guessing? Former U.S. ambassador to the U.N. John Bolton noted, “By demanding Moammar Gadhafi’s ouster while restricting U.S. military force to the more limited objective of protect­ing civilians, Barack Obama has set himself up for mas­sive strategic failure.”

Obama had no reason to very publicly limit the U.S. role except, of course, if he was trying to cover his political backside.

While the U.S. took the lead in the initial opera­tions, Obama rushed to pull American forces out of the fight and let NATO handle things. Without U.S. leadership, however, the situation quickly soured. AP writers Don Melvin, Robert Burns and Danica Kirka listed several of NATO’s early mis­takes: “NATO holds its fire as Moammar Gadhafi’s forces advance 100 miles into rebel territory. It then blasts a rebel tank, saying it didn’t know the rebels had any — even though footage of rebels with tanks had been on YouTube for weeks.” The article later quotes Malcolm Chambers, a profes­sor of defense at London’s Kings College: “This is something new. We haven’t had a significant mili­tary operation in which the Americans have taken a back seat for quite some time … It really is un­clear whether the Europeans can rise to that chal­lenge.” So much for NATO.

This is just an abridged list of the foreign policy faux pas committed by the administration. Amid Obama’s indecisiveness and unwillingness to take strong action of any kind, the battle lines have stalemated. The U.S. and NATO are now realizing that they have to step up their efforts in order to break the impasse. Thus, in trying to avoid com­mitting to anything and seeking to cover his bases politically, Obama has actually put the U.S. in a more dangerous position where more commit­ment is necessary. In the meantime, lives and for­tunes are being lost. Apparently, one doesn’t get much experience as commander in chief while or­ganizing communities in Chicago.

By Max Nelsen

Student selected for a PBS documentary

In previous generations, young adults would actively fight for causes in which they believed. In this generation, stu­dents support causes by finding the cor­relating Facebook page and becoming a fan, junior JaJa Quarless said. In an attempt to bridge that genera­tional gap, and also to bring awareness to the Civil Rights movement, PBS’s American Experience is sponsoring 40 college students in a journey similar to that of the Freedom Riders 50 years ago.

The original Freedom Rides were organized by the Congress of Racial Equality, a group started by students at University of Chicago in 1942. The rides were meant to break down segregation in transport systems in the eastern and southern regions of the U.S., according to a 1962 Associated Press article.

Quarless was selected as one of the students to make the trip, following the intended map of the original Freedom Rides.

“I decided to apply firstly because I felt like when people hear about the Civ­il Rights movement, they hear about Dr. King, but the movement was driven by a lot of young people too,” Quarless said.

Several original Freedom Riders, many of whom were college students when they made the journey, will join Quarless and the other college students as they follow in their footsteps.

On the trip, both the students and some original Freedom Riders will take a bus through eight states, and will reach their final destination in New Orleans, the intended destination of the original Freedom Rides.

The students and accompanying orig­inal Freedom Riders will be greeted by a public event and rally in New Orleans.

“I feel like as an African American male, I’ve benefited a lot from them and other Civil Rights activists,” Quarless said. “I want to put myself in their shoes.”

Quarless said he expects to find a dif­ferent kind of education on this trip than that which he has found at Whitworth.

“Whitworth is inclusive and tries to bring people in,” Quarless said. “But at the same time there are stories, especial­ly the African American stories, that are omitted from the curriculum and from the dialogue.”

Quarless said he hopes to find a learn­ing experience connecting him further to his own heritage, and to be able to bring some of his lessons back to Whit­worth.

“I think the main way I’ll be able to bring this experience back to Whitworth is for one, to make people realize that it was only 50 years ago,” Quarless said. “In light of that, I’d want to stress to students and faculty and the greater Spokane community that the struggle didn’t end 50 years ago.”

As an Act Six scholar, Quarless said he has gained a strong sense of the issues of social justice and inequality. The main­stream curriculum at Whitworth has also affected his identity.

“I would say Whitworth has affected my identity because on one hand, Whit­worth’s an open environment; I don’t feel an active press by the administra­tion against learning about civil rights and my heritage,” Quarless said. “Whit­worth has affected my identity, though, by not including the African American perspective in the dominant narrative.”

It is troubling that students can get a four-year degree at Whitworth without ever coming into contact with the Afri­can American experience, he said.

“That undermines my personal iden­tity and my collective identity as an Afri­can American,” Quarless said.

The Freedom Rides will give Whit­worth students the opportunity to learn about history and civil rights in a new way, as the participants will be actively giving updates on Facebook and Twitter. A full-length film, which will appear on PBS, and 12 short films will also come out of the project.

Story by Lindsie Wagner

Photo by Chrissy Roach

Art show provides real life experience

Some majors require a thesis to graduate, others require some sort of major project. Art majors have to put together a gallery exhibit to graduate. This year’s exhibit, called Overtones/ Undercurrents, features 28 pieces by senior art majors. Every senior takes a class that ends with the show, but many seniors spend a lot of time out­side of class preparing, in addition to doing homework for the classes they are in currently.

“The hardest part was making every­thing work,” senior Damon Buck said. “These aren’t just class assignments. I want to have good intentions behind my work.”

The senior art show is the culmina­tion of everything art majors have done over their time at Whitworth Univer­sity. This year there is a variety of art, from newspaper and yearbook page layouts to oil paintings.

Art majors also put together a show during their junior year, to prepare for the senior art show.

“What the junior art show does is get their feet wet,” said Stephen Rue, gal­lery director and a lecturer for the art department. “They start thinking about the process of the show and they can look ahead to their senior year.”

Although the junior art show isn’t very different from the senior art show in terms of what the students do to get ready for it, there is an obvious differ­ence in the art itself.

“The attention to detail is a thousand times better than last year,” Buck said. “Some people didn’t really know their focus, but everyone has developed their own style and the quality has gone up in the past year.”

One thing that is different about this show is that it will be showing at two lo­cations. The first is in the Bryan Oliver Gallery on campus, and the second is at the Saranac Art Projects downtown. There was good timing at the Saranac, which is why the senior art show was able to have another gallery, Rue said.

Adjunct professor Garric Simon­sen was the juror for the show, which meant he looked at all the work sub­mitted and decided which pieces should be part of the show.

“I looked at the students’ ability to be innovative and original,” Simonsen said. “It was a process of looking at the work and asking those questions.”

For many students, this was the first time their work had been looked at by someone who they weren’t very famil­iar with.

“[Garric] was a little more critical, because there wasn’t a close relation­ship like there is with professors here,” Buck said. “They take our feelings to heart; they’re critical but we have a re­lationship with them.”

Even though the jury process was more severe than people had originally thought it would be, most people were happy with how it turned out.

“I’m pretty pleased with it,” Rue said. “Everyone found their own direction. The seniors have a good sense of who they are artistically.”

Simonsen was happy about the work that ended up in the show.

“A lot of the work was up to current contemporary standards,” Simonsen said. “The conceptual ideas were simi­lar to the ideas of overarching institu­tional groups that are considered the art world. The work was pretty progres­sive and fairly cutting edge.”

The show at the Bryan Oliver Gallery will be open until May 14. The show at the Saranac Art Projects opens May 6 and closes May 29.

Caitlin Richmond

Communications professor says goodbye

There is soon to be an empty office in downstairs Lindaman as valued communications studies professor Ginny Whitehouse leaves Whitworth at the end of the semester. Whitehouse accepted a position at Eastern Kentucky University teaching journalism classes starting in the fall. Part of her job there will be to work with the school’s faculty to bring the curriculum into the social media and multimedia era. All of which are excel­lent opportunities, Whitehouse said.

“But I will be very sad to leave Whitworth and every­one here and all my friends and wonderful stu­dents,” Whitehouse said.

The decision to make the move cen­ters on her desire to be closer to her family in the South. Whitehouse’s sis­ter, mother and brothers are ecstatic about her coming.

Whitehouse’s two adopted Chinese daughters, Kaili and Marie, ages 10 and 6, are nervous about leav­ing, but are excited for the new adventure. Whitehouse’s sis­ter has two Chinese children of the same age living in Nashville, Tenn. The four children are very close, White­house said.

Coming to Whitworth

It has been 15 years since White­house first joined the Whitworth fac­ulty in 1996.

Whitworth communications stud­ies professor, Mike Ingram, has known Whitehouse since 1982 when they were friends and debate teammates at Carson-Newman College in Jefferson City, Tenn.

“We laughed a lot that a pair of col­lege friends were now academic pro­fessionals across the country,” Ingram said.

Gordon Jackson, chair of the com­munications studies department, previously knew Whitehouse through professional associations. When the communications studies department was looking for a new journalism fac­ulty member, Jackson suggested con­tacting Whitehouse. She applied and was the department’s top choice.

“She brought new ideas and fresh eyes to our program,” Ingram said.

Kathy Fechter, academic program assistant, said Whitehouse brought a lot of laughter, and was vivacious, energet­ic and very thoughtful.

Com­munications stud­ies professor Ron Pyle said White­house has maintained consistency over the years since starting at Whit­worth.

“Her generosity and commitment to students and Whitworth’s mission is the same now as when she first ar­rived,” Pyle said.

A multidimensional job

Besides being a communications studies professor, Whitehouse has played a rather multifaceted role at Whitworth. She has been a student advisor, an internship supervisor, an Act Six mentor and she has added ex­periential and service learning com­ponents to several classes.

Working with Act Six students is something White­house particu­larly enjoyed. She helped with orga­nizing the inter­cultural academic mentor program and paired incoming Act Six students with a faculty mentor.

One student she mentored, Whit­worth alumnus Dan Quarless, said Whitehouse greatly influenced his life.

“She very much kept me in line while I was at Whitworth,” Quarless said, “She always made sure I was on top of my game.”

Whitehouse definitely challenged him, Quarless said. There was an in­stance when he informed Whitehouse he had done poorly on a chemistry test. She asked Quar­less where the test was and he told her he had thrown it away. She made him go out in the rain and retrieve the test from the garbage.

“She was a major part of everything I did at Whitworth,” Quarless said, “Whitworth won’t nearly be as strong without her.”

One class Whitehouse was particu­larly pleased with was her article and feature writing class last Jan Term. Part of the class included sending students out to live with Hmong-American and Russian-American families and having them write stories about the ex­perience. This is something Whitehouse had wanted to happen for the 15 years she’s been at Whitworth.

Holly Gregg, junior communica­tions studies major, was in article and feature writing and said it was her fa­vorite class in the communications studies department. It was struc­tured so it felt just like working in a newsroom, getting up early to write a story and coming to class in the af­ternoon to edit it.

Whitehouse sat down with each student and helped them edit so they could learn about writing style. Whitehouse did a really good job of seeing each student and figuring out what each one needed, Gregg said.

“I love teaching students about the things I care about,” Whitehouse said, “I care about them writing well and telling other people’s stories well. I care about helping them make good ethical decisions. I care about them learning how to live and work with people who are different from them.”

Whitehouse is an incomparable colleague

Jackson described Whitehouse’s time here as “15 years of first-rate col­legiality.”

“Ginny has been a wonderful brightening force,” Jackson said. “She is lively, she is an enormous amount of fun and she is a colleague who sharpens the intellects of her colleagues by not letting us get away with sloppy thinking or low standards.”

Esther Louie, assistant dean of in­tercultural student affairs, has worked with Whitehouse through the Act Six program and recognizes her ability to make things happen.

“I love working with Ginny,” Louie said, “She’s really creative. She has a great can-do attitude.”

Whitehouse knows not being around her colleagues everyday will be difficult and still hasn’t gotten her head around the fact she truly is

leaving.

“I am deeply indebted to my col­leagues and working in a wonderful department. We are genuinely friends and support each other,” Whitehouse said.

Students as friends

Students of Whitehouse’s see the same good things in her as her col­leagues do. Two communications studies majors, senior Stephanie Bak­er and Gregg, are excited for White­house’s new opportunity, but sad about her departure.

Baker said Whitehouse under­stands students and relates to them effortlessly while never being afraid to challenge them.

“She does a good job of being support­ive and challenging at the same time,” Baker said.

Gregg has taken three classes with Whitehouse and remembers what she learns well because of Whitehouse’s extremely animated teaching style.

“Whitehouse got into [her teaching] so much that she became what she was teaching,” Gregg said.

Whitehouse brings energy to the classroom and is a role model for students. Students deeply value her encouragement and strong nudges when a student is delivering less than his or her best, Jackson said.

“It’s very difficult to capture Ginny’s uniquely flamboyant, forceful style,” Jackson said.

The students are Whitehouse’s fa­vorite part of being at Whitworth; they are also her friends and she knows leaving them will be a big loss for her.

“I feel like I am so fortunate to be part of our students’ lives,” White­house said.

The void left behind

There are two effects Whitehouse’s leaving will have on the department, Jackson said. The first is more eas­ily dealt with than the second. The department has to find someone to cover the courses she teaches and will bring in a temporary lecturer for the writing for mass media class and will soon start the process of searching for a replacement faculty member.

The second effect is a more intangi­ble loss, Jackson said. It is much easier to cover courses and assign ad­visees to new people, but one aspect of her leaving is going to be impossible to assess and address.

“Ginny’s leaving is a huge loss in a whole host of ways. Our biggest loss is her presence and she will not be easily replaced,” Pyle said.

Ingram understands Whitehouse’s pull toward home and family, being a transplanted Southerner himself. At the same time he is sad and greatly aware of the void she will leave.

“I think the whole campus will feel her void; they’ll know she’s gone,” Fechter said.

Fechter is happy for Whitehouse, but will miss her and knows the de­partment will miss her expertise.

“Now it’s up to the department and the administration to do justice to Ginny’s legacy by finding someone who deserves to fill the space she’s leaving in her office, our department and campus as a whole,” Jackson said.

Jo Miller

Photo by Chrissy Roach

Business as usual for Whitworth

Four Whitworth teams placed in the regional business competition. Thirty-eight teams from Whitworth’s School of Global Commerce & Man­agement, Gonzaga’s Hogan Entre­preneurial Leadership Program and Eastern Washington University’s Center for Entrepreneurial Activities competed in three categories: social-enterprise, community-based and student-generated. Cattle Cooperative

Whitworth graduate students Nicolle Gillie, Dennis Elrod and Kris Meng won first place in the community-based cat­egory for their cattle cooperative busi­ness plan.

Essentially the plan allows local cat­tle ranchers to distribute their beef to the commercial market.

“It’s basically a slaughterhouse, but that sounds bad,” Elrod said.

The process certifies the meat with the USDA grass-fed seal and allows sale into the commercial markets, includ­ing restaurants, supermarkets and oth­er venues. The business plan of Gillie, Elrod and Meng will be implemented starting in September. The local cattle cooperative was given a 20-year low-interest loan from the federal govern­ment to finance the plan.

Before the new process, cattle were shipped across the country for slaugh­tering and the ranchers were only given a portion of the profit.

“By the time they’re done, there could be 16 different cows in your ham­burger,” Elrod said.

Gillie, Elrod and Meng’s plan re­duces stress on the cattle and creates an incentive for better conditions. Be­fore, the ranchers were paid the same amount of money for good or poor quality beef.

Little Lamp Bites and Snacks

Senior Katie Williams placed first in the regional business competition in the student-generated categories for her business plan of Little Lamp Bites and Snacks.

Little Lamp is a mobile food cart lo­cated near a college campus; the plan used the corner of Hawthorne Road and North Division Street as an exam­ple. The cart would be open late and stocked with healthy and sustainable options.

In addition to the healthy choices, the cart would have a delivery via bicycle option. A student could order through text, online or a smart phone applica­tion.

Being a student, Williams knows how hard it is to eat healthy while studying late at night.

“It’s Jack in the Box or scrounging through your room for a granola bar,” she said.

Williams will travel abroad for a year after graduation but when she returns, she would like to implement the plan.

“My dream is to open a peanut but­ter and jelly restaurant,” Williams said. She explained that the shop would have multiple kinds of bread, various types of nut butter and many flavors of jam and jelly.

Williams is not a business major like her fellow participants in the competi­tion, she is majoring in Spanish and peace studies. She initially took the class to learn about personal finance.

“Two months ago I had no idea what ROI was much less how to use it,” Wil­liams said. “This is what I do for fun. I’m really passionate about it.”

Foothill Fresh Christmas Trees

Whitworth seniors Sean Tennis and Michael Berger placed third in the student-generated category for their plan of Foothill Fresh Christ­mas Trees.

The business plan is for local small table-top Christmas trees.

Tennis credits the idea to his partner Berger.

Berger put in around 200 hours of work and he put in around 100 hours, Tennis said.

The competition was time inten­sive and a challenge.

“I don’t think I have ever been better prepared,” he said.

Tennis said he does not normal­ly get nervous but he was for the competition.

“It’s an honor to represent the business department,” Tennis said.

Whitworth graduate student Terri Echegoyen received third place in the community-based category for a project titled Latah Creek Hardware & Home.

Echegoyen was unable to be in­terviewed at the time of printing.

According to the press release, business plans were judged based on 10 criteria categories including social return on investment and feasibility.

“It was great, I learned a ton. Prize or no prize, it was a lot of fun. I would recommend it to anyone, no matter their major,” Williams said.

Caitlyn Starkey

Diversity no longer has meaning

The use of the word diversity on campus is disingenuous. People may think that the lack of small armies of ethnic-looking stu­dents like me running around campus is the problem. But it is precisely the fact that peo­ple think adding more minority students is an ideal and acceptable substitute for diver­sity that is the real issue. Diversity has simply ceased to carry any weight because these days; it means very little apart from meeting a quota of minority students or workers, just enough to give the appearance that there is a small global com­munity at school.

Dedicating an entire old health center building to promote multiculturalism may be good and well, but it is emblematic of the wrong way to promote diversity. Creating these centers, adding more minority stu­dents, paying lip service to promote diversi­ty without dispelling the underlying stereo­typical perceptions with which minorities are regarded is utterly useless.

Diversity is not about how many centers a university dedicates to perpetuate the illu­sion of ethnic variety. Diversity is not about how many volunteer activities in urban communities your average upper middle class, white, Presbyterian kid can list on his college application as a way to show how he or she has been “exposed” to people from different walks of life. Diversity is not just about how many Hawaiian or Act 6 students the university can lure onto campus. While we’re on that topic, why would one ever leave Hawaii to come to school in Spokane? But that’s beside the point.

Diversity is represented in personal back­grounds, thought, and ideas. I don’t think recruiting from the same white, urban, and Hawaiian demographics necessarily fits this perspective because all these people es­sentially hold on to the same beliefs and, get ready for it, worldviews. Part of this is because we are a Christian university, but that’s a whole other story. Our culture is so absorbed in its white guilt and desire to be politically correct, and so consumed with the need to compen­sate for the dearth of mi­norities on campus that we lose sight of what di­versity actually means.

Whitworth has done an adequate job trying to physically integrate in­ternational students and minorities by taking them to camps meant for 12 year olds, but what good is physical integration when people still think that all Asian kids obviously have black belts, eat boatloads of rice, and worship their dead ancestors?

I have been and will continue to be ex­oticized and by extension, marginalized to a certain degree because when people see, me they see the metaphorical Other. When I walk around campus, I am always the per­petual foreigner, and I will always have peo­ple hesitatingly ask me if I speak English. When I apply for jobs, I am not seen as just a regular applicant, but a diversity hire. So when Whitworth talks about the importance of diversity enhancing our educational ex­perience with people from different walks of life, which is code for poor, urban, or plain non-white, I don’t buy it.

Unfortunately, Whitworth’s attitude to­ward the matter appears to be to offer in­centives for minority students to enroll and hope that their presence will project an aura of diversity around campus. Then they prob­ably sit around and pray that their freshmen minority retention rate stays high enough for the school to photograph them doing fun Whitworth things to put on the front of the website. This makes Whit­worth about as diverse as the Board of Trust­ees, who were kind enough to grace us with their presence this month. The Board also seems to favor Whitworth’s approach – they follow the old political adage of “Add women and stir.” That just does not work with diversifying a campus.

Adding black, yellow, or brown people and stirring does not mean we’ll end up with diversity by any means. Putting on cul­tural programs in which students need to be bribed with extra credit of discounted coffee is not effective either. Instead of succumb­ing to naïve co-optations of minorities, we need to return to the heart of what diversity means.

By Iris Wu

Let's choose our shade of green carefully

We hear a lot about sustainability at Whit­worth. We have the Sustainability Challenge, a sustainability committee, a Green Pirate, and forks made of potatoes. The Whitworth website officially explains Whitworth’s posi­tion: “Whitworth University is committed to promoting an understanding and apprecia­tion of sustainable practices on our campus and in the community and to increasing our employees’ and students’ abilities to partici­pate in a sustainable society.” Yet beneath the compost piles and recy­cling bins, all is not as it seems. I’ll get right to the point. The concept of sustainability has some serious problems, three of which I will discuss.

First, the term itself is in­credibly vague. For instance, the Whitworth website states the University’s goals for sustainability, calling for an education that will “make human/environment interdependence, val­ues, and ethics a seamless and central part of teaching of all disciplines. All students will understand that we are an integral part of nature. They will understand the ecologi­cal services that are critical for human exis­tence and how to make the ecological foot­print of human activity visible and as benign as possible.”

Unfortunately, making human activity “as benign as possible” is best done, if taken to the logical extreme, by the elimination of human activity. While I highly doubt that this is what Whitworth has in mind, some on the international stage have argued for ways to decrease world population. It raises the question: where should the line be drawn? At what point does being sustainable out­weigh human well-being?

Second, efforts at sustainability are gen­erally coercive. Sure, we volunteer to ride our bikes to work for a week, but few peo­ple are willing to make the significant life­style changes required by the sustainabil­ity movement. Consequently, sustainability measures are often imposed from the top down. Whether it be the U.N., the U.S. gov­ernment, or our very own Whitworth, sus­tainability measures frequently happen by fiat. For instance, I hear that in days gone by, plastic trays, now extinct, used to frequent the dining hall.

A more contemporary example can be found in Whitworth’s plans to become a bottle-free campus. According to Sodexo General Manager Jim O’Brien, the univer­sity is considering a plan to replace all of the bottled-beverage vending machines on campus with canned-bever­age machines. Also, Whitworth is considering installing a net­work of water bottle filling sta­tions across campus, at a cost of about $1200 apiece. Bottled water and soda would no longer be sold in the Café, Coffee Shop, or the stand in Weyerhaeuser, though specialty drinks such as Sobe may still be available. All this would be done to replace the approxi­mately 5,000 bottles purchased on campus per year.

Thirdly, the benefits are often highly over­stated or come at a prohibitive economic cost. Too often, something sustainable is merely a PR stunt or political project which provides little actual benefit. For instance, Todd Myers of the Washington Policy Center explains that, “Politicians, businesses and environmental activists have been aggres­sive recently, highlighting the benefits of green projects… The data, however, do not back up these rosy claims—and project sup­porters often know it. Again and again, when advocates of increased government spend­ing on green projects are asked to support their claims with data, they either fail to pro­vide the data or simply hide the embarrass­ing reality by refusing to share information.”

Myers highlights several projects in Wash­ington, one of which took place at South Kit­sap High School, not far from my home, in which sustainability projects failed to deliv­er promised results, both in terms of energy and economic efficiency.

This is not to say that the sustainability movement is necessarily bad. However, in­stead of blindly pursuing sustainability and all that it entails, I would argue that econom­ic efficiency and personal choice should be the guiding factors in deciding what we do to be sustainable. Often, beneficial economic improvements are also sustainable.

Furthermore, if being sustainable can also expand, not restrict, options for individuals and businesses, then it should be pursued. Thus, Whitworth should proceed if it is cost-effective to pay for a network of water bottle filling stations and students who prefer the re-sealable convenience of plastic bottles are still allowed to choose them over cans. However, if the school (or government) uni­laterally decides to spend money and reduce student (citizen) choice, then sustainabil­ity’s value should be severely questioned.

Whitworth is prone to jumping on board with the latest cultural fads. In this case, Whitworth needs to carefully consider the specifics of exactly how far it wants to go in being sustainable.

By Max Nelson

Finding joy in others

“The Whitworth communi­ty” is a phrase ingrained in our minds and hearts from the mo­ment of our arrival on campus. Traditiation is devoted to gen­erating dorm community, while Prime Times carry the commu­nity through the year. RAs coordinate hall activities and open door policies to cul­tivate a strong hall community. The small group ministry is com­mitted to providing communi­ties of spiritual growth. Programs and events are created seeking to address specific needs of the community. First-year seminar courses are designed to fos­ter major communities. Com­munity Building Day facilitates positive interactions with the greater Spokane community. But beneath it all we have to ask is there a genuine community? I would argue yes.

Are we all running barefoot to the Back 40, Bibles and guitars in tow, to sing worship songs? Or the ring bearing/bridal maga­zine toting hopeful looking for his or her spouse? Or the Fris­bee throwing, pine cone catch­ing, plate dropping kid? No. Are some of us? Yes, and ultimately it is the combination of these stu­dents and many, many others who make Whitworth the vibrant community it is.

This week, as I have sat trying to write a positive perspective of the Whitworth community, I spent the majority of my time staring at a blank screen. I love the Whitworth community. I traditiated in Warren, spent a semester in BJ and am now an RA in East. But I know there are many students who do not have these warm and fuzzy connec­tions to our campus. I have been blessed to hear some of their sto­ries, learning Whitworth is not the Candy Land so many of us make it to be.

I wanted to write an opinion highlighting the wonderful and unique aspects of our commu­nity, but I do not want to alienate the members of my community who already feel isolated. The only means through which I am able to reconcile this tension is appropriately framing my under­standing of community. I choose to believe the Whitworth com­munity is striving towards under­standing. A people seeking truth.

In many ways I am the mani­festation of the stereotypical fe­male Whitworth student. I am a white Protestant raised by two loving (Young Life) parents in an upper middle class neighbor­hood. I go to church on Sunday, wear Toms, drink coffee and am passionate about issues of social justice. While all of these are as­pects of me, they are only the box I could be placed in. There is a great deal beneath these exter­nal realities. It is in the sharing of my story and hearing the stories of others authentic relationships begin. These organic relation­ships are the foundation to a healthy community.

Far too often we view others in the box we have placed them. It is in these placements hostility towards the Whitworth populace emerges. In order to find and en­joy the community we boast of, we must be a people entrenched in the stories of those around us. We cannot nitpick the experienc­es and backgrounds that align with our own; rather, we must re­spect and give ear to those drasti­cally different from our own.

Living in a true community re­quires sacrifice, grace and truth. We must learn to forgo our time and perceptions and respect one another. As we aim at the objec­tive of intentionality, grace must be at the center, for one another and ourselves, communities are built gradually with caution and care. Lastly we need honesty, with ourselves and one another. Not every day is a good day, we must first admit this for our­selves, and be willing to hear the grievances of our peers.

The Whitworth community is far from Utopia, but I have come to know it is full of passionate, loving people carrying stories waiting to be told. It is in the pa­tient pursuit of individual rela­tionships we build our personal communities. It is in the culmi­nation of these idiosyncratic clusters the true Whitworth com­munity is found.

By Haley Atkinson

Five Months, Six Revolutions

A wave of revolutions and protests throughout Africa and the Middle East began in December 2010 and many are continuing through April. Countries in­volved have seen high unemployment and extensive political oppression. With dictators in charge and a lack of access to uncontrolled media outlets, many protesters have used Face­book, Twitter and Youtube to spread the word throughout their countries and beyond. Most protesters are trying to in­fluence the government to work on finding solutions for high unemployment rates and massive food inflation, and many are trying to oust dictators and encourage democracy. Violence has erupted in many areas as leaders try to con­trol the protests. In some countries, the Internet has been shut down and journalists have been kicked out to keep the international community from being informed and to keep protesters from coordinating their actions. As protests and violence continue dictators have fled, given in to demands, and in some cases launched civil war.

As protesters demand democracy the international com­munity has become involved, with NATO performing air strikes in the area. International involvement has also been spurred on due to journalists being arrested throughout the area. Protests have also had other effects on the rest of the world as the price of oil continues to go up as big oil and gas exporters Libya and Algeria remain in turmoil.

Tunisia - Dececmber 18, 2010

Protests started in December 2010 in the region of Sidi Bouzid after local fruit seller Mohamed Bouazizi set himself on fire in front of a government building. Bouazizi was pushed to his drastic protest after police confiscated his wares.

Hundreds came out to protest the gov­ernment after Bouazizi’s self-immolation. With a nationwide ban on covering the protests in the media and a ban on most video sharing websites, protesters took to Facebook to post pictures and videos of the crowds. They also used Facebook as a way to stay in contact with other protest­ers and organize more demonstrations. Facebook spread the revolution around the country, taking it from isolated Sidi Bouzid to the capital and getting footage and information to various media outlets.

After Bouazizi’s death Jan. 4, the largest protest yet wracked the country culmi­nating in President Zine El Abidine Ben Ali fleeing the country to Saudi Arabia, ending his 23-year presidency.

Though the actions of Bouazizi were the spark that ignited the revolution in Tunisia, it was helped along by a high unemployment rate (almost 50 percent among university graduates), food infla­tion, massive government corruption and widespread media censorship.

Protesters grew more and more persis­tent as Ben Ali attempted to cut off Inter­net access and had hundreds of protest­ers shot and killed by police.

After Ben Ali fled to Saudi Arabia, sev­eral interim governments have come and gone in Tunisia as it struggles against the problems that led to its desperate eco­nomic situation. The country continues to remove members of the old govern­ment who remain.

Yemen - January 24, 2011

Demanding Ali Abdullah Saleh end his 30-year presidency, tens of thou­sands of Yemenis demonstrated in the capital Sanaa.

Like other countries that have faced protests and revolutions this year, Ye­men students, opposition members and youth activists are calling for economic reform and to end government corrup­tion as people face poverty and hold few political freedoms. Protesters are also trying to prevent legislation that will al­low Saleh to give his son the presidency when he is ready to step down.

Protests in Yemen against the gov­ernment have been countered by pro-government protests. Protesters have experienced violence against them dur­ing demonstrations with more than 116 people killed since protests started in February. Arrests of opposition leaders have been rampant and with over half the country owning guns it is feared that violence will escalate. Protests in Yemen have included attacks on police stations and roadblocks. Women protesters have been significant during this conflict with women protesters showing a united front in spite of the fact the President has accused them of going against Islam by protesting against him and mixing with men to do so.

Saleh has promised to have elections this year though he says he will stay in power to facilitate a peaceful transition and avoid civil war.

Egypt - January 25, 2011

Protesting poverty, unemployment, government corruption and calling for President Hosni Mubarak to step down after 30 years in office, Egyptians took to the streets on Jan. 25. Inspired by successful protests in Tunisia, Egyptian protest coordinators regularly posted updates to Twitter until the website was blocked by the government Jan. 26.

After protests grew larger and pro­testers branched out to other websites such as Facebook and Youtube, the gov­ernment worked against protesters by blocking the Internet and cell phone tex­ting capabilities and injuring hundreds with batons, tear gas and cannons.

Initially, Mubarak agreed to not run for re-election but that he would con­tinue his role as president to ensure peaceful transition with the next presi­dent. As negotiations between Mubarak and protesters continued, protesters grew increasingly more agitated with Mubarak as he refused to give up his power and numbers of protesters in­creased throughout February.

Violence escalated between anti- and pro-Mubarak groups, especially in Tah­rir Square, the epicenter for the protests. On Feb. 11 Mubarak officially resigned from office. Once Mubarak had officially left office the Supreme Council of Egyp­tian Armed Forces took over and are still in charge of the country as of April 15, 2011. Still widespread protests continue as Egyptians try to bring widespread re­form to the government.

Algeria - February 12, 2011

Though protests had been common­place in Algeria throughout 2010, the widespread protests and governmental change that has ensued in other coun­tries sparked a huge increase in protests and riots in Algeria from Dec. 28 on. Pro­testers demanded economic change as already high unemployment rates and food prices were hit with an even sharp­er rise. January 2011 saw the greatest in­crease in food prices.

Though the government took action to deal with food inflation, self-immo­lation in front of government buildings continued. Opposition parties, unions and human rights organizations contin­ued to organize weekly protests though the government had called for a state of emergency, making protesting illegal.

In late February, the government agreed to end the state of emergency and the number of protesters in the streets increased, with oppression, cit­ing unemployment and infrastructure corruption as their biggest concerns.

Protesters and security forces have not been peaceful, as protesters have started to throw Molotov cocktails at police and police have retaliated. Near the end of April, police started to join protesters in demanding the government take some sort of action. Still, violence between po­lice and protesters has continued. Vio­lence has also erupted among protest­ers as followers of different opposition leaders have started to fight against each other on the streets.

On April 15 President Abdelaziz Bouteflika gave a televised address in which he promised to seek constitu­tional amendments giving more power to a representative democracy. He also proposed more media freedom and changing election laws. He has no plans to leave power.

Libya - February 17, 2011

Civil war continues in Libya as a rebel army attempts to overthrow the long-time leadership of Muammar el-Qad­dafi who has been in power since 1969. High unemployment rates, the desire for more democracy and education as well as the influence of other revolutions in the region helped tip the scales towards revolution in February.

Beginning Feb. 15, civil war in Libya started as a series of peaceful protests objecting to the Qaddafi government. Qaddafi’s security forces attempted to suppress early protests by violence and censoring of the media and communica­tion outlets.

As conflict escalates between the rebel forces and Qaddafi’s forces, the UN Secu­rity Council and NATO have become in­volved in trying to draw up peace agree­ments. The UN Security council has also established a no-fly zone in an attempt to protect the civilians who could po­tentially become victims in the cross­fire. NATO is also controlling limited air strikes on Qaddafi’s forces throughout the country as part of enforcing the no-fly zone and in what NATO claims is an attempt to protect civilians.

Through the push and pull of civil war, both sides have gained and lost ground. The civil war continues in April with NATO air strikes in the pivotal cities of Tripoli and Misrata. Qaddafi continues to attack the small rebel forces that re­main.

Syria - March 15, 2011

Protests are ongoing in Syria as gov­ernment security forces continue to clash with protesters. Syrian security forces have killed and wounded hun­dreds of protesters with sticks, guns and tear gas. Syrian citizens have claimed that they do not want to completely topple the government but rather be­gin drastic reform in the government, which current President Bashar al-Assad promises to present next week.

Despite the peaceful nature of the protests, attacks on protesters have con­tinued and protesters who have been ar­rested are often beaten and tortured by electricical shocks.

Most protesters are trying to force the government to declare the end of the Emergency Law that has been in effect since 1963 and which allows the gov­ernment’s secret police to arrest people without giving reason and hold them in jail for years without trial as well as com­pletely suspend most constitutional pro­tections.

Syrian protests started small with citizens making use of social network­ing sites such as Facebook and Twitter, which were allowed in the countr y for the first time Jan. 1. Protesters called for a “Day of Rage” against the government on Feb. 5. There were also instances of self-immolation, candlelight vigils for protesters in other countries and sponta­neous protests breaking out in response to instances of government injustice.

Protests increased throughout March and continued into April. The govern­ment responsed with increased violence toward the protesters.

Currently al-Assad remains in power and protests and violence continue to increase. On April 15 tens of thousands of people gathered across the country chanting “Freedom.”

Story by Audrey Gore

Double majoring can hinder a well-rounded education

Students don’t need to be told that our society places a great deal of value on getting a college degree. Getting a job that pays a livable salary is difficult without one. The bachelor’s degree has become to our generation what a high school diploma was a generation or two before us. It’s expected that reasonably educated people seeking higher-in­come jobs will go to college; if you want to be well educated with the best jobs, you go to graduate school. The pros and cons of this reality can be debated at length. Regardless, it is difficult to argue that the standards of what being educated means have risen.

It’s understandable then that many students feel pressure to not only do well in college, but to over-achieve. Grad schools and jobs are competitive; if having one degree is key, it would seem to make sense that having two would be even better. And why stop there? Some students triple major, or double major with multiple minors.

The truth is, however, obtaining mul­tiple degrees isn’t going to help stu­dents in any definable way after school, particularly in the job market. Most employers merely want to see that an applicant has finished school. In most instances, they don’t particularly care what the degree is in or how good or bad his or her GPA was. It’s a box to check before moving on to the resume bullet points they actually care about - extra­curricular experience and internships.

There’s certainly nothing wrong with being educated; having more than one degree isn’t a bad thing in and of itself. But double majoring, let alone triple majoring, takes a significant amount of time. It’s possible to do in four years, but only if many sacrifices are made. Having a job is probably out of the cards; being involved with school activities is difficult, and maintaining an acceptable level of stress and staying healthy can be all but impossible.

One of the advantages of pursuing a liberal arts education is the wide vari­ety of majors and courses offered. Most majors at Whitworth contain a dozen or more courses specifically designed for the major, but the number of credits combined with the number of required general education credits doesn’t usu­ally reach the minimum number of credits required to graduate. While this leaves room for another major or a mi­nor, it also provides ample opportunity for students to expand their knowledge outside of their major by taking classes that genuinely interest them. Whit­worth administration and faculty are constantly updating the course cata­logs, tweaking already existing courses and creating new ones to suit student needs and interests.

The point we would like to make is not that overachieving academically is a bad idea; rather, we would like to cau­tion students considering more than one major that such a decision does not come without significant sacrifice down the road, and having two degrees won’t help much more than just hav­ing one when job-searching. If you are genuinely interested in majoring in two areas because you enjoy the subjects, then there’s value in that. But if you are only double majoring because you think it will look good on your resume, then perhaps you ought to reconsider. There’s a lot of opportunity to take the classes you want; don’t let that oppor­tunity go to waste.

Editorials in the “In the Loop” section reflect the majority opinion of the Editorial Board, which is made up of six editors.

 

Understanding others

A large portion of the college experience is the jour­ney of self discovery. Whether we find ourselves in in­tentional and careful pursuits–through the perpetual taking of personality tests and rereading “What Color is Your Parachute”–or if we merely happen into this understanding, we usually come out of school with a greater awareness of what makes us tick. We all undergo the process of seeing ourselves set apart from the elements that once defined us: our homes, families and childhood friends. A simple, but necessary aspect of this process is recognizing the way in which we are able to recharge, determining where we fall along the extrovert/introvert spectrum. With this too, we need to learn the range and how to best live with those who may fall on the opposite side of the scale.

To begin, I have included some definitions. Accord­ing to the Gifted Kids website, “Most people believe that an extrovert is a person who is friendly and outgoing. While that may be true, that is not the true meaning of extroversion. Basi­cally, an extrovert is a person who is energized by being around other people.”

On the other hand, the same website says, “Contrary to what most people think, an introvert is not simply a person who is shy. In fact, being shy has little to do with being an introvert! Basically, an introvert is a person who is energized by being alone and whose energy is drained by being around other people.”

Logically, the extroverts of the world should live to­gether, while the introverts live on islands unto them­selves. Yet this is neither practical, nor beneficial to ei­ther group. It is also important to note the majority of people land somewhere along the line of “-vertism.”

The process of living well with one another requires appreciation for the unique aspects the other has to of­fer. Extroverts thrive in social situations. They are able to make friends quickly, and do so often through the mastery of small talk and quick connections. Addition­ally, they posses the ability to make quick decisions and work well in groups, and they contribute well to brain­storming sessions. Introverts often prefer dwelling in their minds, considering concepts, processing the in­formation they are constantly accumulating and shar­ing these with those they trust.

According to the Gifted Kids website, introverts com­prise nearly 60 percent of the gifted population (those possessing expectational talents matched with high achievement rates and heightened sensitivity), but only about 30 percent of the general population.

For the introverts:

I spoke with the most extroverted person I know, sophomore Morgan Gilbert. For her, ideal social inter­actions begin with a casual “hey” accompanied with a statement that will either be inflammatory, shock peo­ple into telling her something they otherwise wouldn’t have or incite a laugh. This can be words, gestures, nois­es, physical contact; ideally they will reciprocate her ac­tions, then the witty banter begins. Social engagements beginning in this nature open the relationship for dy­namic fast-paced interactions.

“I look for debate,” Gilbert said. “I seek people with different ideas and opinions. I process verbally, and therefore enjoy engaging conversations with people with varied view points. I am able to refine my argu­ments by bouncing them off someone else.”

Social irritants of the extroverts: misunderstood sar­casm, passive aggression, lack of verbal communica­tion, fear of interrupting the speaker, withholding de­tails, assuming their inability to keep secrets.

The Social Forms according to extroverts: story swap­ping, lively banter, eccentric greetings, verbal vivacious­ness, matched vulnerability, conversational symmetry.

For the extroverts:

An ideal introvert social in­teraction begins with a small group of people. The conversa­tion topics range from a wide variety, everyone listens while someone is talking, oth­ers will chime in as they wish. They do not enjoy talk­ing over one another, and loathe repeating themselves. These conversations flow naturally among individuals who know and respect one another. It can take a good amount of time to reach this point, but once there, these relationships are highly valued.

Social irritants of introverts: being told they are shy, being misunderstood, constant questioning, needing to answer what’s wrong, being told to get out more or meet new people, interruptions, conversational constancy.

The Social Forms according to introverts: listening well, considering what is being said and your response, silences when appropriate, space to collect and sort in the information intake.

With these insights in mind we can better live in com­munity with those around us. While interacting with friends and neighbors consider their social tendencies, do they match your own? In considering their behavior, we can better see what they seek in relationships, and how to better care for those around us. We cannot as­sume everyone operates the same way we do; we must be considerate and aware as we go through our days.

By Haley Atkinson