April 22, 2013

April 22, 2013
Vol. 3, Issue 9

Adequate but not Ideal

By Corbin Shemory

As most students make their daily commute from class to class across Daemen's campus, they’re likely to give those blue buttons a slap and let the doors open for them. This lovely feature is not only a luxury but also an essential part of some students’ day. On the Daemen campus there are a number of students who are physically disabled, and things like the buttons and elevators make their commute possible. If you take a closer look at the campus, though, you’ll start to notice that in some places accessibility may be, shall we say, lacking or sparse.

In a recent interview, Dr. Kathleen Boone, associate vice president of student affairs, admits that the situation on campus is “adequate but not ideal.” Evidence of this is obvious. Many buildings, such as Rosary Hall, Canavan and Curtis Hall, lack automatic door openers. Landscaping causes cars and pedestrians to cross paths far too often and can make for dangerous foot travel, a problem Dr. Boone says she is well aware of. She points out specifically the disastrous curb right outside of Canavan, where a curb cut leads directly to a set of steps across the street; this means an individual with mobility issues will have to go around to get onto the side walk. So why does the campus have all these problems? The answer, according to Dr. Boone, is its age.

The advanced age of the campus makes handicap accessibility more of a challenge because it was not taken into account at the time of construction. However, Dr. Boone encourages any resident to speak up about problems with mobility. For any immediate issue that needs to be resolved – for example an elevator malfunction – residents are encouraged to call security and make them aware of the problem so it can be fixed as quickly as possible. The accessibility devices, such as door switches and elevators, are checked on a very regular basis by security, and any issue is typically reported within minutes of occurrence. (This is sometimes due to heavy use of the devices by handicapped and un-handicapped individuals.)

As a solution to some of the problems on campus, alternative methods have been enacted. Older buildings that lack automatic door openers have call boxes that a person can push for someone to come open the door. This can be seen on Canavan Hall, Rosary Hall, and the apartment buildings. Also in the works is a new landscaping design that will direct foot traffic away from vehicles, thus making commuting between classes easier and safer.

Sara Alexanderson was also able to shed a great deal of light on how accessible the campus is. She stated that the most common accessibility problem the campus encounters in her eyes is maintenance of elevators. The elevators are old and so are susceptible to problems. They are fixed as quickly as possible, and a good response is implemented in the event of a break-down as pre-planning goes into effect. A perfect example she pointed out occurred earlier this year; the elevator in Wick was out of order for several days. As a result, individuals limited in mobility were brought their lunches and ate in Cyber Café. While this was still an inconvenience for the handicapped students, as much was done as possible to help them work around the problem.

As director of residence life, Alexanderson was also able to explain how housing works for those with disabilities. She stated that residents with physical limitations are placed in the apartment buildings, all of which are handicapped- accessible on the first floor. These rooms have accessible showers and bathrooms. One common problem for individuals in wheel chairs, however, is opening the heavy entrance door. To solve this, the campus installed a handicap-accessible door on building 96 last year. This door is opened by a small remote which is given to students who need it. As a result of this improvement, residents with mobility problems are placed in building 96.

Alexanderson also said that when a student who has a disability is coming to the college, the school will contact the student the summer before and have them come to make sure everything is easily accessible. If the student has any problems, the campus will fix these prior to mov- in. Alexanderson pointed out that one of the biggest challenges in the winter is snow removal. When snow flies, those individuals with physical disabilities give their schedules to maintenance. That way snow can be removed from those routes first to make travel possible.

The campus certainly has some challenges for handicap accessibility, and those in charge of this are well aware and working to remedy the problems. In the meantime, the areas that lack accessibility are subsidized by the efforts of security and the kind heartedness of the students and faculty. If you see an accessibility issue that needs fixing, contact Dr. Boone or Daemen security and let them know so they may respond in the appropriate manner. While the situation on campus is currently adequate, it is on its way to being ideal.

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A Night of Fun, an Eternity of Film

Opinion by Emily Stoll

My first reaction to a video of a Daemen event: our activity funds are going towards this?

My second reaction: investigate.

A friend recently showed me a video of a Daemen student event that included several female students giving male students (for lack of a better term) “lap dances.” This was happening with the Daemen logo in the background – not very big or noticeable, but still visible on a podium as these girls grinded against the male attendees. That concerned me. But what concerned me just as much was that you could hear people calling out these girls’ names.

Honestly, the funds aren’t as much of a problem as I initially thought. The money went towards food, according to Chris Malik, director of student activities. And since I only saw a small portion of what happened at this event – two or three minutes at most, I believe – I can’t pass much judgment on anything. But I have to wonder how many of these girls are about to graduate. And with this video potentially going public, could these actions affect their future employment?

I guess in this day and age, a lap dance isn’t that big a deal. But it becomes a bigger deal when it’s linked to a school- sponsored event. When asked what was supposed to happen at this event, Malik mentioned food, possibly music, and some entertainment. Definitely not this type of entertainment, though. Unfortunately, things like this are not unheard of or even uncommon on any college campus. “It wouldn’t really surprise me to hear that college students were acting up,” Malik said. “Most events, some students behave themselves, some students don’t, and we deal with those as they occur.”

It’s only to be expected, I suppose. We’re adults and, as Malik reminded me, the college treats us as such. We don’t need club moderators to babysit every event, though Student Activities encourages them to be present. But, as clichéd as it sounds, that freedom to do what we want comes with an obligation to use a little good judgment and common sense. If you wouldn’t want your parents or teachers to walk in on it, you probably shouldn’t be doing it. Not in public, anyways. And especially not at a school event.

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Final ‘Festival of Spring Poems’ Reading Set for April 24 in RIC

Dr. Peter Siedlecki, Daemen English professor – whose poem, “A Short Procession,” was published in Sunday’s Buffalo News (reprinted below) – reminds us that the last presentation in the Readings at the RIC series of the 2012-2013 season will be held at 7:30 p.m. Wednesday, April 24, in RIC room 101.

This “Festival of Spring Poems” will feature poets from across Western New York reading poems about Spring (“or springs, perhaps”), says Dr. Siedlecki, who notes admission is free and there’ll be refreshments. Here’s his poem that appeared in Sunday’s “Spotlight: Poetry” section of The Buffalo News:

A Short Procession

By Peter Siedlecki

It was a short procession,
only a few sad cars
with somber flags.
If it had a voice,
it would whisper
rather modestly:
“He is dead
and is leaving hardly any legacy.”

He will just be dead.
When time is past
his name will arise casually.
in conversation
like blown dust.
People will say, “Ah, yes”
And abruptly proceed,
leaving dust to settle behind them.

This awful exit
feeds my resolve:
I want everyone who ever
had a positive thought about me
to attend my funeral.

I want the street,
The block,
The city,
to be too small to hold it

I want it to be remembered
as though my being
meant something important enough
to be remembered.

Come on, Life!
I’ve loved you too much
for you to be paltry with me.
Pay back a little!

Come on, Death,
lighten up!
Have a party.

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COLUMN

Is Finding Classes Harder than It Should Be?

By Mercedes Benson, guest writer from CMP-212: Writing for the Campus News

Most students look forward to registering for new classes each semester, finding new and exciting classes to take to contribute to a fresh start.

However, at Daemen it’s the complete opposite. For students here – this columnist included – it’s dreaded.

Every semester I find myself struggling to fit classes into my schedule that seem interesting. Being a psychology major, the classes that I find most enjoyable, of course, are the psychology electives. However, it’s also come to my attention that even the psychology electives offered are becoming no different.

Finding classes to take shouldn’t be this hard, yet we’re faced with these struggles every semester. We spend so much money to come to this fantastic liberal arts school, and are left with too many not so fantastic classes. Or even worse, finding classes that look awesome, then being disappointed by the fact that you can’t actually register for them because (1) the time conflicts with another course or is too late, and (2) it has prerequisites you haven’t taken that don’t allow you to take the course.

It’s understandable, however, that some classes should have prerequisites because it allows students to have background information and may possibly help students with the next level. It’s just not always ideal to find the time to take all of these classes before the class that actually interests you.

And speaking of time, in society today, unfortunately, most college students have to work in order to pay for tuition and various college amenities. Not only do we have to take classes that are required for our majors, but we also have to find electives that interest us and contribute to making us well-rounded students.

Being a well-rounded student is great – it helps students find jobs, etc. But are we being offered enough “different” classes to fulfill that need for being well-rounded? Or are the times offered for these interesting classes best-suited for working college students?

When it comes down to it, we’re all here to further our education. Therefore, we have to make sacrifices to get to the places we want to be, to earn our degrees, and to find good jobs in the field we spend so much time learning about.

Each semester, students excitedly wait to look through the courses offered for the following semester. However, once we notice that the fall semester courses aren’t much different from the previous spring semester courses, our excitement turns to disappointment. We then have to search and plan out classes to take that don’t even spark any interest for us. We work hard to fit everything into our schedule and find classes to fulfill our course requirements. Why can’t there be more effort put into finding more classes for students to take?

One potential solution was put forth by Daemen student Lonje Cabey: perhaps there should be a survey for the students to take that gives them a better idea of what classes they may find interesting. Another student, Candice Roberts, said, “I think Daemen should work on offering more varieties of classes. There are many classes mentioned in the catalogue that never get taught. I understand that we have a small faculty compared to many other colleges, but I find that many elective-type courses are repeated every semester.”

College isn’t supposed to be easy. Not all the classes we have to take are interesting. Yes, I get that. But considering most of us spend about four to six years and at most five days a week here, we should at least be offered some classes that we enjoy getting up and going to almost every day.

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Comic Relief

By Mark Poblocki

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Journalist Rita Cosby has Seen it All

By Emily Stoll

If you missed Rita Cosby's lecture on April 16, you missed a rare opportunity.

With all the chaos following the Boston Marathon, we were lucky she could make it. After all, she is a news anchor, and a great one at that. She's been called away at a moment's notice in the past and even mentioned having some spare clothes and other items with her because of this.

Such is the hectic, exciting, and terrifying life of a news anchor.

But that's both the reward for and price of success, and Cosby's career has certainly been successful. She is a "renowned Emmy winning TV host, veteran correspondent, and best selling author" (as they phrased it in the Academic Festival program) and has worked for Fox News, NBC, CBS, and Inside Edition.

Wick Social Room wasn't overly packed, but those present were thoroughly absorbed in Cosby's tales. From interviews with Palestinian Leader Yasser Arafat and Israeli Prime Minister Ariel Sharon to meetings with Mike Tyson or Michael Jackson, Cosby has seen it all. She's even been in some danger herself – if you ever get the chance to meet her, ask about the time her knowledge of Spanish language saved her life.

She also spent a fair amount of time talking about her father, Richard Cosby – or "Ryszard Kossobudzki," a member of the Polish Resistance. Though I've not yet had the opportunity to read her book, "Quiet Hero: Secrets from my Father's Past," I'm very much looking forward to it. If it's anything like her lecture, it'll be worth every second. (If you're interested, the school purchased several copies and may still have extras. No promises, though.)

But it's important to note that Cosby isn't just a very successful news anchor (and author); she's also a friendly, down-to-earth person. She stayed for about an hour after her lecture just to sign books and talk to the attendees, all of whom had only positive things to say. It was certainly worth heading over to Wick Social Room that night. And though the lecture was free, I would've been willing to pay to attend.

So it's too late now to see the April 16 lecture. But if you ever get a chance to meet Rita Cosby, I strongly encourage you to take advantage of it. She's a great news anchor and a great person with lots of stories to tell.

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COLUMN

Is Daemen College in Need of New Gym?

By Kazeem Adetunji, guest writer from CMP-212: Writing for the Campus News

Since 2008, Daemen College has made strides in upgrading its facilities. These include the addition of the Research & Information Commons (RIC), renovations to Wick Dining Hall, and the Lumsden Gymnasium. But the argument comes up with all these new alterations and changes: should the campus add a new gymnasium?

With the transition of the athletics department from NAIA Division II to NCAA Division II, media attention for Daemen College has grown considerably. There has been news coverage from most of the news outlets in Buffalo, such as WIVB Channel 4, YNN Buffalo and The Buffalo News. The media attention created from this transition is sure to bring a bigger audience to Daemen College athletic competitions. With the bleachers in the Lumsden Gymnasium only able to hold 400 seats, it brings up a good question, given the new audience from all the media attention: is it feasible to create a new athletic facility?

It makes no sense to do this. The attendance, from my experience at Daemen College games, is generally minimal. There are frequently a lot of seats available to be filled during games throughout the semester. When the inter-semester commences, the audience at the games decreases even more. Many students who attend Daemen College are not from the local Amherst/ Buffalo area. It is difficult to have students stay on campus and support the athletic teams that play in the gymnasium when all the students go home for inter-semester.

A new athletic facility would create a major division throughout the campus, which is already at a divide since the new art building has been opened. Many students feel it is wrong that only art majors are able to access this building the majority of the time. Some Daemen students feel their money is going to something they are not able to make use of.

With Daemen acquiring the old YMCA across the street from the campus, another question arises: Will the college renovate the YMCA into a new athletic center?

“There are plans to relocate several existing programs from the main campus to the YMCA building. This should also assist in spreading out the demand for parking,” said Daemen College President Gary A. Olson.

President Olson may say that there are plans to move some of the academic programs to the YMCA building, but with influence from the athletic department these plans may change and have the building be the new host for some of the men’s and women’s athletics.

I think the best thing for the campus to do is save its money and allocate it to creating better academic programs or mass media services. Students are interested in many things other than athletics at Daemen College.

Being a student here for four years, I realize that the college has not made strides to compete academically with other schools who offer a larger program selection. If Daemen wants to increase the retention rates of its students, it should focus less on athletics and more on creating a better academic program for its students.

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Taking Learning to the Next Level through the Virtual Language Learning Project (VLLP)

By Mercedes Benson, guest writer from CMP-212: Writing for the Campus News

After two years of discussion and planning, the decision to move forward with the Virtual Language Learning Project (VLLP) got underway this year. The VLLP tested classes in action.

The VLLP was in the making for about three to four years before it was actually tested. The process began with various meetings with the Consortium for Innovative Environments in Learning (CIEL), a growing network of distinguished, progressive higher education institutions of which Daemen is a part.

However, before the program was launched, CIEL wanted to determine what their needs were and how their needs could be addressed. Dr. Melissa Fiori, Associate Professor in the Modern Languages Department, and CIEL then began to discuss models and technology platforms: what would be the best platform to make all of this happen? What are the costs associated with that? And would it work?

After all of their questions were answered, they decided to move forward with the program. Thus far, the program has created courses such as LNG 415 - Second Language Acquisition and Applied Linguistics; SPA/FRE 420 - Methods & Assessment in Foreign Language Education; SPA 240 - Grammar and Culture Workshop; SPA 316 - Spanish-American Civics and Culture; IPP 318 - Technology in Education; Spanish 101; and Spanish 250 & 334. In order to test the platform, 300- and 400-level classes were offered and taught in Spanish and English. This allowed testing of multiple content to determine what would be best for the program.

A typical class is conducted in the Business Building at normal days and times, such as Monday, Wednesday and Friday in the afternoon. Depending on which computer lab is available to the class, the course allows up to 20 students to register. Dr. Fiori is projected onto a screen behind a desk during class, which makes her seem as if she’s actually there. Students are able to engage with her through Adobe connect during the lesson. The meetings contain components for students to view PowerPoints as well as chats that allow Fiori to work with everyone, yet with individuals at the same time. There’s also a section for notes.

For class, students meet in the computer lab and log onto Blackboard and Adobe Connect. The professor than dials into the classroom in life-size view and logs onto Adobe connect as well. The class consists of oral conversations, where the students break up into pairs or small groups. After this, students share their discussions with the entire class on the chat forum located on Adobe Connect.

“I like that the class experience is more casual and that the types of learning are different. I do not normally participate in classroom discussions of questions, but responding in a chat forum makes me feel more comfortable,” said Daemen student Jennifer Steele.

Although the class is taught through the use of technology, the students are still able to do interesting presentations and short films. However, in order for students to conduct their presentations, they must send them ahead of time to Dr. Fiori, who then uploads the PowerPoint onto Adobe Connect. After she uploads the presentation and reviews it, the student is able to access the presentation and present it to the class when it is their turn. These classes are very helpful for students because they allow them to have a record of the things that were discussed in class through their notes, activity chats, and reference to links that were posted.

One interesting aspect of the class that Prof. Fiori noticed is how excited and engaged the students are with the class. “They really enjoy coming to class, and learn so much from the classes,” said Fiori. “I really enjoy being in the class. It is very well- rounded. We converse orally together; we practice grammar by instant messaging in class and also explore cultural aspects of the Spanish-speaking world.”

However, the most impressive aspect is that even though Fiori is not physically in the classroom, the standard of instruction doesn't suffer. “I think the concept of virtual learning could become very prominent in the not too distant future,” said Daemen student Zakariah Hall.

Offering a class that is conducted virtually allows students to connect to class even if they can’t physically make it, which Fiori finds to be quite pleasing. Even if a student is sick or stuck at the airport, they can still log on and attend the lesson. And, yes, students love the class so much that Fiori has actually been asked, “I’m not feeling well, but can I still come to class without actually coming to class?” It’s not every day that professors hear students asking that!

The virtual aspect allows students in class to connect with the students who can’t be there. These students can connect others to what is going on physically.

Fiori feels that the most important aspects of the class are how engaged the students are and how much they enjoy the class. It gives students the opportunity to interact in various ways through reading, writing, and speaking. By actively using these tools, students are processing and producing what they need to produce in order to learn, which helps them language-wise to be more accurate and develop better fluency.

As far as other courses, it allows students to be more organized and structured with things they want to say. “For learning to take place, you have to be engaged, you have to be focused,” said Fiori. Which is exactly what the virtual learning language project does for students. And by engaging the students, she remains engaged in what she is teaching the class as well.

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Autism Awareness

By Crystallynn McNutt, guest writer from CMP-212: Writing for the Campus News

Every year, more children are being diagnosed with the disability known as autism. According to the Autism Society, “Autism is a complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others. Autism is defined by a certain set of behaviors and is a ‘spectrum disorder’ that affects individuals differently and to varying degrees.”

Recent studies have shown that “1 in every 88 births in the United States and almost 1 in 54 boys are being diagnosed with a form of autism,” according to Autismspeaks.org. With the increasing numbers of diagnoses, financial struggles for those affected by this disability are on the rise. The Autism Society “estimates that the lifetime cost of caring for a child with autism ranges from $3.5 million to $5 million, and that the United States is facing almost $90 billion annually in costs for autism (this figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, in addition to related therapeutic services and caregiver costs).”

With the high costs of caring for an individual with autism, many wonder how they could ever afford it. There are many funding options available to these individuals. Along with the funding being provided, awareness events such as the upcoming Summit's 2013 Autism Awareness Walk allow people to raise money to go towards autism research.

“Autism receives less than 5% of the research funding of many less prevalent childhood diseases,” according to Autism Speaks. Why? If "autism is the fastest-growing serious developmental disability in the United States,” as the Autism Society says, one would think this rise of children being diagnosed would make more funding available to research this epidemic. This is why fundraisers, such as the autism walk, are such important events.

“One of the best things about the Autism Walk – and other fundraisers for students with special needs and their families – is that people from our community can help out with the cause of the organization first-hand,” said Dr. Bruce Shields, faculty sponsor of special education organization Sigma Pi Epsilon Delta. “These events not only make money for the agency; they are also a concrete example of how people want to assist those with autism. Quite often close-knit families participate because, in the broader sense of our society, we all belong to the same family.”

Here in our Daemen community, members of Sigma Pi Epsilon Delta will be participating in this important walk. As a team, we have set a goal of raising $200, but we would like to go above and beyond this goal, with the help and support of our Daemen community, family, and friends. We ask that you take the time to visit our page and make a donation. Every donation received—no matter the size—will help raise awareness.

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Transition from NAIA to NCAA

By Kazeem Adetunji, guest writer from CMP-212: Writing for the Campus News

These past couple of years the Daemen College Athletics Department has been slowly making its transition from NAIA Division II to NCAA Division II. This transition is extensive and intense, and the athletics department has gone through many changes to become qualified to join the NCAA.

One of the main changes is the addition of two new sports programs and four new sports teams to the athletic program. The two new programs are tennis and indoor track and field, with both men’s and women’s teams that will compete in them. This past fall semester, the men’s and women’s tennis and men’s and women’s track and field went into full effect facing schools in the United States Collegiate Athletic Association Division I league.

"The addition of these teams brings our total number of teams sponsored to 14 – quite an impressive number, considering there were just two intercollegiate athletic teams here at Daemen in the mid-1990's,” said Daemen Athletic Director William Morris. “These additions exemplify the commitment that the college has made to increasing the visibility and viability of Daemen Athletics as we progress through the NCAA Division II membership process.”

Prior to the addition of the new teams, Daemen’s athletics program had consisted of only men’s and women’s basketball, men’s and women’s soccer, men’s and women’s cross country, women’s volleyball, and men’s golf.

Kelly Brown was brought in to run the men’s and women’s tennis programs, while the men’s and women’s track and field program was taken under the charge of Jessica Gorski, who was already the men’s and women’s cross country coach.

According to a statement on the NCAA website, “The NCAA Division II membership process is a multi-year endeavor that prepares institutions for membership as successful Division II athletics programs. The minimum three-year membership process consists of two periods, the candidacy period and the provisional period. The candidacy period consists of at least two years (candidacy period year one and two) and at least one year of a provisional period. The process includes opportunities for education, assessment and growth as institutions integrate the Division II philosophy, strategic positioning platform and best practices to be a model Division II institution.” To be eligible for NCAA Division II membership, colleges must make a commitment to follow the rules that are set up by the NCAA.

If Daemen meets all the requirements for NCAA Division II membership, their membership will go into effect during the 2014-2015 seasons.

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COLUMN

What is Wrong with the Children?

By Crystallynn McNutt, guest writer from CMP-212: Writing for the Campus News

“The Mission of B.U.I.L.D. Academy #91 is to provide a positive learning experience so that each child can develop the skills necessary to graduate from high school and/or college.”

Throughout my experience in this school, I have seen many positive learning experiences. But not all positive.

For the most part, the teachers I have encountered at B.U.I.L.D. have little or no patience. Many of the substitute teachers scream at the children, loud enough for a classroom three doors down to hear. Personally, I have heard a teacher tell the students to shut up and get their asses on the rug (yes, that’s the word she used.).

These are elementary-aged students and they do not deserve to be treated this way. As a teacher, you take the oath to give students the best education possible. So my question is this: why do substitute teachers have to be only high school graduates?

Anyone who teaches children should have some degree related to children. Yes, I understand that in the Buffalo school district, good teachers are hard to come by. But why let people who will scream at these children teach them, even if it is for one day? Personally, I am in a first-grade classroom, and the teacher is fantastic. She is patient with the students and has a great classroom management plan, which is necessary in a school like this.

The children in this school have the potential to become successful students, but for many of them this reality may just be a dream. It seems as if a lot of them are not receiving adequate support from home. This is utterly unacceptable. Parents are supposed to be there for their children, and in many cases they’re not. I have had students come up to me and cry because they miss their parents. The questions that come to my mind are, Where are the parents? And why do the children miss them? A sad reality is that many families are single-parent households, so the children are left with an older sibling or a babysitter while the parent is at work.

Many children have bad attitudes and even engage in fights. I'm certain these behaviors reflect their home lives. There is one child who was explaining that he has four younger siblings at home, and he is only six. How can a household having five children under six years old be successful? In my experience it cannot. This child is so far behind that he is having a difficult time solving simple math questions. The parents have refused to get him tested for any learning disability, which in turn is harming the child. The child shows many signs of having a disability, and it breaks my heart knowing that he is not receiving the help he needs to be successful in his educational journey. There is only so much his teacher can do because many of the other students in the class are having the same problems. In a classroom with 23 students and one teacher, each student cannot receive the one-on-one attention he or she needs.

I feel this is a good school for the most part. However, there are many flaws. I can only hope that our teacher candidates can see the need for good teachers at this school, even if it is only a substitute position.

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Where Does Our Money Go?

By Emily Wilwol, guest writer from CMP-212: Writing for the Campus News

Many students, parents, and even professors question where the tuition money goes and what all of the extra fees listed on the bill are used for. Important questions indeed.

One of those listed fees on the Daemen bill is the student activities fee. This is an $85 payment per semester which has been raised a few times over the years. This fee is only raised when the Student Association petitions the college to do so. The last raise was from $70. Though the Student Association petitioned for it to become $100 per semester, the college took a more incremental approach and agreed to $85.

When asked how she felt about this $85 charge for campus activities, junior and physical therapy major Megan Smith replied, “I expect that we should have way more activities planned throughout the semester. That is very high in my opinion because the student body doesn’t even get to pick who comes to Springfest, and that is what I am assuming a lot of that money goes to. Also, the tuition is very high already. So until I see this money being used in a way the student body would want it to be used, I will say it is too high.”

Director of Student Activities Chris Malik administers where this fee goes, with advisement and assistance from the elected Student Association members. So, the question still remains: where does this fee affect the students?

The Student Association funds a wide range of programs from Daemen’s officially recognized student organizations and for collaborative programs with administrative and academic areas of the college. This means that the Student Association helps clubs and organizations associated with Daemen College fund their programs and activities. Here is only a tiny portion of what that Student Activity fee, which goes into the Student Association fund, has helped fund in the Fall 2012 and Spring 2013 semesters:

  • Welcome Back Week Programs
    • Hypnotist Show
    • Labor Day Picnic (Giant Mobile Zip Line, Novelty Companies, Food)
    • Ice Cream Social
    • Convocation Lunch for Entire Campus
    • Glow Tent Party
    • Tent Rentals and Town Permits
  • All Food at TGIF Every Friday
  • Support to Athletics for Treadmills and Weight Room Equipment
  • Indoor Soccer League Fees
  • Darien Lake Trip
  • Transportation for Breast Cancer Walk
  • Entertainment at the Monthly Theme Meals in Wick
  • Homecoming Weekend
    • Wine and Beer Tasting Reception
    • Live Entertainment throughout the Weekend
    • Giant Ship-Wick Cruise
    • Mentalist Robert Channing
    • Casino Night and Prizes
  • Health and Wellness Programs on Campus
    • Yoga Classes
    • Zumba Classes
    • Wellness Challenge
  • BOOBAR Halloween Costume Party
  • Blue Madness
    • T-shirts
    • Giveaways
    • After Party
    • Blue Friday Prizes
  • Transportation Passes for Students with Disabilities (as per ADA)
  • Shopping Trip to Grove City, PA
  • Cross Country Ski Trip to Byrncliff Resort
  • Black History Month Events
  • Not Your Grandmother’s BINGO
  • Annual Fashion Show
  • Multi-Cultural Foodfest
  • Springfest
  • Print Shop Requests for Banners/Posters/Flyers for Student Organization Events
  • Game Room Equipment and Repair
  • Piano Tuning and Repairs
  • New Greek Banners in Wick Dining Room
  • Graduation Week Activities
    • Mailers
    • Wine and Beer tasting
    • Buffalo Harbor Cruise
    • Baccalaureate Reception

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Thank you, Emily Stoll.

By Professor Paul Chimera, Mentor, The INSIGHT

Adjunct, English Department

It was Oscar Wilde who declared that “education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.”

What a provocative statement! Especially within the context of a newspaper published within the context of an institution of higher learning.

Yet it’s a fitting entry point to offer a well-deserved “Thank-you” to Emily Stoll, who has served as editor of The INSIGHT for the past two years. She has admirably written for, coordinated, edited, and handled the technical production of your online student newspaper – much of her effort behind the scenes, editing and uploading text, procuring and uploading pictures, and generally ensuring the editorial machine remained well-oiled.

And while I don’t for a minute think Emily’s education here was not, and won’t remain, an invaluable investment of her time and money, I’m not sure her ability to lead a small but intrepid editorial team was something she was taught, as Wilde somewhat impishly intoned.

In other words, the Emily Stolls of the world are born, not made.

It’s always been an irony or paradox with which I’ve grappled for years: how do you teach someone how to write? Good writing is good thinking, after all, and how the heck do you teach that?

Over the past few years, I had a kind of front-row seat from which to observe all this. Emily was a freshman when she sat (always in the front row) in a media-writing course I teach. It was immediately evident that she was a little different. She asked substantive questions – lots of them. Her news and feature stories showed a uniform understanding of plural possessives; when to properly use a semi-colon; how not to dangle a modifier; what it means to “write tight.”

Likewise, she quickly grasped the concept of what’s called a “summary lead” in a news story; the use of and rationale behind “attribution,” and other tenets of journalistic writing.

Yes, some of the techniques were taught, of course. But folks with outstanding writing talent tend to be those who seem pretty much born with this kind of aptitude. As educators, we can help shape and fine-tune such skills. But I think the talent is usually something inherent in the individual, almost part of their genetic make-up.

Emily is that kind of person.

“What do you plan to major in?” I asked her early in her first semester on campus, when she was an 18-year-old freshman from Lockport, N.Y., taking my Writing for the Media class. She wasn’t sure. Toward the end of the course, however, she showed signs of leaning toward journalism as an area of concentration.

A year later, she demonstrated – through her academic work, through her creative writing for Daemen’s literary publication, The Writer’s Block, and through stories written for The INSIGHT – that she had the chops to put out a bi-weekly online student newspaper.

And so here we are, reading the final issue of which Emily is editor. She’s graduating a year early – no great surprise to those who know of her academic excellence and trail of achievements. I have personal knowledge of how Emily took her (unpaid) job extremely seriously, sometimes confiding in me about nuances she wished she’d handled with greater care, even when it was clear her fastidiousness went well beyond what others would have considered good enough.

It has always been Emily’s insistence on quality that makes her different. And that, as Mr. Wilde might have appreciated, is worth knowing.

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We Need Reporters, Photographers & More!

The INSIGHT still needs you!

Want to get your news or feature stories published? Your photographs? Maybe you're a humor or political cartoonist seeking a forum for your creative expressions? Or perhaps a columnist with opinions and observations yearning to see print? Even a business major looking for some ad coordinating and selling experience?

The INSIGHT is your answer! This is our call for reporters...photographers...cartoonists...idea people...student journalists of every description and distinction. And if you've got interesting story ideas, we're always on the prowl for those.

Please contact either editor Ann Marie Rose at: annmarie.rose@daemen.edu, or faculty mentor, Prof. Paul Chimera, at: pchimera@daemen.edu. Remember: working for your college newspaper looks priceless on a resume; plays well in job interviews -- and is good, clean fun to boot!

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Editor: Emily Stoll

Faculty Adviser: Prof. Paul Chimera

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