WSU Student Conduct records have reported 11 hate-affiliated incidents in the last five years. But some WSU faculty feel the true number is much higher.
“I don’t believe the numbers on the pages reflect what’s actually happening,” said Chris Wuthrich, Dean of Students and director of Student Conduct.
In Washington, school and college campuses are the second most likely location for a hate crime to occur, according to the Washington Association of Sheriffs and Police Chiefs 2008 crime statistics. On the WSU campus, Wuthrich and other faculty suggest that hate crimes and other bias-motivated incidents are underreported.
Victims may not report a hate crime simply because of the nature of the crime.
“My speculation leads me to believe one main reason is most victims of hate crimes wish it had never happened,” said Raul Sanchez, director of the Center for Human Rights at WSU. “They want to get past it. They don’t want to relive it. It’s very uncomfortable and painful.”
If a victim reports an incident and a crime is convicted, the information can become available to the community as a public record. This fear of the matter becoming public deters many victims from reporting an incident, Sanchez said.
Chief Bill Gardner of the WSU Police Department also suggests a victim’s fear of retribution as a reason for not reporting.
Wuthrich draws a parallel between student mentality about interacting with authority figures and the lack of reported hate crimes. He said 65 percent of injured college students nationwide do not seek medical attention.
“This gives you an idea of student mindset and culture in general towards acting with authority,” Wuthrich said.
Chief Gardner recognizes another authority issue.
“There is a distrust of the system,” he said.
State-wide, half of all hate crimes are racially motivated while about 18 percent are based on sexual orientation or gender biases, according to the WASPC. At WSU, the reverse appears to be the norm – more than 60 percent of hate incidents are sexual orientation and gender motivated while about 27 percent are prompted by race, according to Student Conduct’s Clery Hate Crime Summary.
This difference may be related to the particular culture of a college town compared to the rest of the state, said Heidi Stanton, director of Gender Identity/Expression and Sexual Orientation Resource Center.
“At WSU people tend to be fairly open with how they identify,” she said.
Stanton said there is a substantial amount of acceptance for sexual orientation, but many of the students that identify as lesbian, gay, bisexual, or transgender are fairly visible on campus.
“This is because of their programs, advertising, rallies, stories in the Evergreen and so on,” Stanton said. “LGBT are more visible on campus than they might be somewhere away from campus.”
The summary from Student Conduct shows 11 hate-affiliated incidents in the last five years, but the comparative crime statistics from the WSU Police Department report just five hate crimes over the same time span.
Wuthrich said the discrepancy could exist because Student Conduct may record a situation and turn the incident over to the police department. If the police do not have enough evidence to prosecute or convict, the incident may not be reported by the police as a crime.
“If I go out to my car at the end of the day and it’s been keyed, I can’t say I’ve been targeted because I’m blonde,” said Marcia McNannay, the WSU Police Department records manager. “There has to be enough evidence to show that the crime was directed at a person because of a specific bias.”
Because Student Conduct does not deal with prosecutions or convictions, the incident may be in Student Conduct’s records but not in the police department crime statistics.
###
Contacts:
Bill Gardner
(509) 335-8548
police@wsu.edu
Chris Wuthrich
(509) 335-5757
wuthrich@wsu.edu
Raul Sanchez
(509) 335-8288
raulmsanchez@wsu.edu
Heidi Stanton
(509) 335-8841
hstanton@wsu.edu
Marcia McNannay
(509) 335-1655
mcnannay@wsu.edu
Other sources:
“Hate Crime.” Crime in Washington State 2008 Annual Report. Washington Association of Sheriffs and Police Chiefs. 2 Dec. 2009. access at: http://www.waspc.org/index.php?c=Crime%20Statistics
Monday, December 14, 2009
Tuesday, December 8, 2009
Questions
-How has the journalism industry changed in Russia since Medvedev has taken over and Putin is longer president?
-Are their certain subjects the Russian government says journalists are not allowed to report on? If so, what are they and why?
-Has your life ever been threatened because of your work?
-Does the general public seem to have a problem with the lack of independent media available?
-What is the general public opinion about Putin? Supportive, unsupportive, split, ect.?
-Are their certain subjects the Russian government says journalists are not allowed to report on? If so, what are they and why?
-Has your life ever been threatened because of your work?
-Does the general public seem to have a problem with the lack of independent media available?
-What is the general public opinion about Putin? Supportive, unsupportive, split, ect.?
Wednesday, December 2, 2009
Document story proposal
My document story will be based on hate crimes at WSU over the last five years. I have documents from the WSU Police Department and Student Conduct including a Clery Hate Crimes summary, comparative crime statistics, and law incident analysis.
Tuesday, December 1, 2009
Internet Story
English-preferring Hispanics and Asian Americans are the most likely ethnic groups to use social networking sites in the United States according to the 2009 Multicultural Marketing Study of Florida State University Center for Hispanic Marketing Communication.
The study reported 63 percent of the Asian Americans who responded to the survey visit a social networking site at least two to three times per month, making them the most likely group to use such sites. This number has increased from 42 percent in 2008. English-preferring Hispanics are a close second at 62 percent, up from 46 percent the previous year.
Non-Hispanic whites are the least likely to visit social networking sites, according to the study. While more than twice as many whites visit these sites than in the previous year, only 55 percent use them today.
“Ethnic minorities are still somewhat more likely to visit social networking sites when compared to non-Hispanic whites, but to a much lesser extent now than in 2008,” wrote Dr. Felipe Korzenny, author of the study and director of the Florida State University Center for Hispanic Marketing Communication.
The study displays information based on five ethnic groups including English-preferring Hispanics, Spanish-preferring Hispanics, Asian Americans, African Americans, and non-Hispanic whites. Approximately 2,400 U.S. residents with various ethnic backgrounds were surveyed online to collect data.
The study suggests that one explanation for ethnic minorities as the most common users of social media is their collectivistic values.
“From a general cultural point of view, Hispanics tend to be quite communicative and engage in constant social interaction at many levels,” said Ana Maria Rodriguez-Vivaldi, an associate professor in the department of foreign languages and cultures at WSU. “It is quite common for people of Hispanic background to find shared values and be able to interact easily when they meet each other in foreign non-Hispanic cultural spaces.”
Rodriguez-Vivaldi adds that social networking sites “emulate the creation of a community based on common cultural and linguistic backgrounds, no matter your country of origin.”
Another reason for the high numbers of ethnic minority groups using social media is distance from family members.
“It would be my educated guess that these groups are more likely to be in contact with members of their families and with friends who live elsewhere as opposed to say African Americans and American Indians,” said Dr. Carmen Lugo-Lugo, an associate professor in comparative ethnic studies at WSU. “Networking sites make it easier and less expensive for these folks to be in contact with those family members and friends residing abroad.”
Luis Sanchez, the retention counselor for the Chicana/o Latina/o Student Center at WSU, said he began using social networking sites for the same reason.
“I can see how many Latina/os use a social networking site to stay in touch with family members outside of the U.S.,” Sanchez said. “That is the main reason I began using Hi5, because my cousins in Mexico were using it, then we transitioned to Facebook.”
Hi5 is a social networking site that is most popular among Spanish-preferring Hispanics. The Multicultural Marketing Study reported that 29 percent of Spanish-preferring Hispanics surveyed visit Hi5, nearly five times more likely than the next group – English-preferring Hispanics. The study suggests that Hi5’s prevalence among Spanish-preferring Hispanics in the U.S. may be due to the site’s popularity in Latin America.
The social networking site Black Planet also has a strong presence among one specific ethnic group. The study reported that 17 percent of the African Americans surveyed visit Black Planet, which makes them seven times more likely than the next highest group.
Contacts:
Ana Maria Rodriguez-Vivaldi
Associate Professor
Foreign Languages and Cultures
amrodriguez@wsu.edu
(509) 335-6877
Carmen Lugo-Lugo
Associate Professor
Comparative Ethnic Studies
clugo@wsu.edu
(509) 335-2889
Luis Sanchez
Retention Counselor
Chicana/o Latina/o Student Center
lgsanchez@wsu.edu
The study reported 63 percent of the Asian Americans who responded to the survey visit a social networking site at least two to three times per month, making them the most likely group to use such sites. This number has increased from 42 percent in 2008. English-preferring Hispanics are a close second at 62 percent, up from 46 percent the previous year.
Non-Hispanic whites are the least likely to visit social networking sites, according to the study. While more than twice as many whites visit these sites than in the previous year, only 55 percent use them today.
“Ethnic minorities are still somewhat more likely to visit social networking sites when compared to non-Hispanic whites, but to a much lesser extent now than in 2008,” wrote Dr. Felipe Korzenny, author of the study and director of the Florida State University Center for Hispanic Marketing Communication.
The study displays information based on five ethnic groups including English-preferring Hispanics, Spanish-preferring Hispanics, Asian Americans, African Americans, and non-Hispanic whites. Approximately 2,400 U.S. residents with various ethnic backgrounds were surveyed online to collect data.
The study suggests that one explanation for ethnic minorities as the most common users of social media is their collectivistic values.
“From a general cultural point of view, Hispanics tend to be quite communicative and engage in constant social interaction at many levels,” said Ana Maria Rodriguez-Vivaldi, an associate professor in the department of foreign languages and cultures at WSU. “It is quite common for people of Hispanic background to find shared values and be able to interact easily when they meet each other in foreign non-Hispanic cultural spaces.”
Rodriguez-Vivaldi adds that social networking sites “emulate the creation of a community based on common cultural and linguistic backgrounds, no matter your country of origin.”
Another reason for the high numbers of ethnic minority groups using social media is distance from family members.
“It would be my educated guess that these groups are more likely to be in contact with members of their families and with friends who live elsewhere as opposed to say African Americans and American Indians,” said Dr. Carmen Lugo-Lugo, an associate professor in comparative ethnic studies at WSU. “Networking sites make it easier and less expensive for these folks to be in contact with those family members and friends residing abroad.”
Luis Sanchez, the retention counselor for the Chicana/o Latina/o Student Center at WSU, said he began using social networking sites for the same reason.
“I can see how many Latina/os use a social networking site to stay in touch with family members outside of the U.S.,” Sanchez said. “That is the main reason I began using Hi5, because my cousins in Mexico were using it, then we transitioned to Facebook.”
Hi5 is a social networking site that is most popular among Spanish-preferring Hispanics. The Multicultural Marketing Study reported that 29 percent of Spanish-preferring Hispanics surveyed visit Hi5, nearly five times more likely than the next group – English-preferring Hispanics. The study suggests that Hi5’s prevalence among Spanish-preferring Hispanics in the U.S. may be due to the site’s popularity in Latin America.
The social networking site Black Planet also has a strong presence among one specific ethnic group. The study reported that 17 percent of the African Americans surveyed visit Black Planet, which makes them seven times more likely than the next highest group.
Contacts:
Ana Maria Rodriguez-Vivaldi
Associate Professor
Foreign Languages and Cultures
amrodriguez@wsu.edu
(509) 335-6877
Carmen Lugo-Lugo
Associate Professor
Comparative Ethnic Studies
clugo@wsu.edu
(509) 335-2889
Luis Sanchez
Retention Counselor
Chicana/o Latina/o Student Center
lgsanchez@wsu.edu
Monday, November 30, 2009
Week of Nov. 30 beat update
http://www.npr.org/templates/story/story.php?storyId=120852934&sc=emaf
This article directly supports my social networking story and discusses the same trend I addressed in my story. The article shows only three ethnic groups (mine had five) but English-speaking Hispanics and non-Hispanic blacks use mobile devices more than non-Hispanic whites in every category (texting, emailing, IMing, watching video, playing music, getting on the interent, and getting directions). The article also attributes one of the reasons of this trend to communicating with family members in distant countries.
http://www.npr.org/templates/story/story.php?storyId=102802880&ps=rs
Another article on ethnic groups and media outlets. Newspapers and broadcasts directed at a target audience of an ethnic minority are thriving at a time when most newspapers are struggling. For example, the article says in LA the number one TV station is Spanish-language KMEX.
This article directly supports my social networking story and discusses the same trend I addressed in my story. The article shows only three ethnic groups (mine had five) but English-speaking Hispanics and non-Hispanic blacks use mobile devices more than non-Hispanic whites in every category (texting, emailing, IMing, watching video, playing music, getting on the interent, and getting directions). The article also attributes one of the reasons of this trend to communicating with family members in distant countries.
http://www.npr.org/templates/story/story.php?storyId=102802880&ps=rs
Another article on ethnic groups and media outlets. Newspapers and broadcasts directed at a target audience of an ethnic minority are thriving at a time when most newspapers are struggling. For example, the article says in LA the number one TV station is Spanish-language KMEX.
Thursday, November 19, 2009
One sentence news recap of trend story
In Washington state, there has been an increase in PTO-sponsored elementary foreign language programs because the state does not have a mandated foreign language curriculum.
Monday, November 16, 2009
Beat Update Nov. 16
http://www.newsweek.com/id/222632
Even during the global recession we are currently experiencing, many European countries are spending big money on remodeling cultural infrastructure such as a new exhibition center for the British Museum, or simply building new ones like the museum of European and Mediterranean Civilizations in France. The article says many European museums are getting a "recession makeover." This is in sharp contrast to the state of museums here in the U.S. where staff, hours, shows, and renovations are all being cut-back.
http://www.google.com/hostednews/ap/article/ALeqM5g_RVkRyq5w3swuwmZ5xS1jk5M7dAD9BRNBO80
This article from the Associated Press discusses a 12-year-old girl who pierced her nose as a way to express her Indian heritage; she is the daughter of an Indian immigrant. However, she was suspended from her school for violating a dress code. I found this article interesting because this issue could clearly fall into the realm of the First Amendment due to freedom of religion and expression.
Even during the global recession we are currently experiencing, many European countries are spending big money on remodeling cultural infrastructure such as a new exhibition center for the British Museum, or simply building new ones like the museum of European and Mediterranean Civilizations in France. The article says many European museums are getting a "recession makeover." This is in sharp contrast to the state of museums here in the U.S. where staff, hours, shows, and renovations are all being cut-back.
http://www.google.com/hostednews/ap/article/ALeqM5g_RVkRyq5w3swuwmZ5xS1jk5M7dAD9BRNBO80
This article from the Associated Press discusses a 12-year-old girl who pierced her nose as a way to express her Indian heritage; she is the daughter of an Indian immigrant. However, she was suspended from her school for violating a dress code. I found this article interesting because this issue could clearly fall into the realm of the First Amendment due to freedom of religion and expression.
Tuesday, November 10, 2009
Trend Article
Parents wait in their idled cars to pick up their kids from school. The final bell rings as seven students bounce into class with Mr. Lara waiting at the front of the room.
The school day is over but, for some, class is not.
These seven Sunnyside Elementary students are attending an after-school Spanish class.
While most public elementary schools in Washington state do not currently incorporate foreign languages into the regular school-day curriculum, there are growing numbers of before- and after-school language programs supported by parent groups, PTAs, and community organizations, according to Michele Anciaux Aoki, the world languages program supervisor for the Office of Superintendent of Public Instruction.
Sunnyside is the only one of three elementary schools in Pullman to join this trend. The school’s PTO initiated the Spanish program a couple years ago and continues to fund $1,500 a year to subsidize lessons. More than 70 Sunnyside students are enrolled in the program which offers Spanish classes ranging four difficulty levels. Students attend 45-minute classes twice a week that take place before or after school or during lunch break.
Students attend Spanish class during non-school hours because these classes are not a part of elementary curriculum. A mandated foreign language program does not exist in Washington state.
“There is no statewide requirement or curriculum for adopting a formal foreign language program [at the elementary level],” said Dave La Rose, superintendent of South Kitsap School District in western Washington.
“Since the education system has not considered learning another language a part of ‘basic education,’ many students in our public schools will never be given the opportunity to develop this critical 21st century skill,” Aoki writes in her article World Languages: State of the State.
The Washington state legislature will not pass a bill to implement a statewide curriculum for elementary foreign language anytime soon. As of now, a mandate would be impossible because of the lack of funding for such programs, Aoki said. Even if a mandate existed, the programs would be insufficient; there is not enough money to create a fully developed and effective program. Aoki said 60 to 90 minutes a week on a subject may introduce information to the children but it is not enough time to build skills. She compared learning to ride a bike to how these underfunded programs would run.
“Imagine learning to ride a bike, and once a week you rode a bike for half a block – you’d never learn to ride,” Aoki said.
Because of the absence of foreign language curriculum, many programs have been developed and implemented by parent groups and other organizations. Most of these new foreign language programs are developing in places such as Seattle, Lake Washington, and Vancouver school districts, said Aoki.
Of the 185 elementary schools on the west side of the Cascades that responded to the Mapping and Enhancing Language Learning in Washington State Survey, 26 percent offered a foreign language program. Of the 64 elementary schools on the east side that responded, 16 percent offered a program. This difference is explained by Aoki.
“It is very diverse in western Washington and the Puget Sound area, and there is a greater interest in global affairs,” Aoki said. “[In eastern Washington] there is not as great of an exposure and interest to connect to the rest of the world.”
Many parents push the implementation of a foreign language program because of the educational benefits to their children. Learning a foreign language at the elementary level compared to high school can be advantageous to students for two reasons: brain development and social aspects.
“The main reason is all the evidence of brain development,” Aoki said. “As a child, we’re able to take in information in a different way. Learning a language in high school can be helped by activating that capacity as a child.”
Erik Lara, one of Sunnyside’s three Spanish instructors and a WSU student, suggests that learning Spanish helps students learn other languages in the future.
“Grasping the Spanish language can help them learn other languages because of the Latin base,” Lara said.
Socially, young children are more open in general to learning new things, Aoki said.
###
Contacts:
Michele Anciaux Aoki
World Languages Program Supervisor
Office of Superintendent of Public Instruction
(360) 725-6129
Erik Lara
Spanish Instructor
Sunnyside Elementary
(541) 861-8124
Dave La Rose
Superintendent South Kitsap School District
(360) 874-7009
The school day is over but, for some, class is not.
These seven Sunnyside Elementary students are attending an after-school Spanish class.
While most public elementary schools in Washington state do not currently incorporate foreign languages into the regular school-day curriculum, there are growing numbers of before- and after-school language programs supported by parent groups, PTAs, and community organizations, according to Michele Anciaux Aoki, the world languages program supervisor for the Office of Superintendent of Public Instruction.
Sunnyside is the only one of three elementary schools in Pullman to join this trend. The school’s PTO initiated the Spanish program a couple years ago and continues to fund $1,500 a year to subsidize lessons. More than 70 Sunnyside students are enrolled in the program which offers Spanish classes ranging four difficulty levels. Students attend 45-minute classes twice a week that take place before or after school or during lunch break.
Students attend Spanish class during non-school hours because these classes are not a part of elementary curriculum. A mandated foreign language program does not exist in Washington state.
“There is no statewide requirement or curriculum for adopting a formal foreign language program [at the elementary level],” said Dave La Rose, superintendent of South Kitsap School District in western Washington.
“Since the education system has not considered learning another language a part of ‘basic education,’ many students in our public schools will never be given the opportunity to develop this critical 21st century skill,” Aoki writes in her article World Languages: State of the State.
The Washington state legislature will not pass a bill to implement a statewide curriculum for elementary foreign language anytime soon. As of now, a mandate would be impossible because of the lack of funding for such programs, Aoki said. Even if a mandate existed, the programs would be insufficient; there is not enough money to create a fully developed and effective program. Aoki said 60 to 90 minutes a week on a subject may introduce information to the children but it is not enough time to build skills. She compared learning to ride a bike to how these underfunded programs would run.
“Imagine learning to ride a bike, and once a week you rode a bike for half a block – you’d never learn to ride,” Aoki said.
Because of the absence of foreign language curriculum, many programs have been developed and implemented by parent groups and other organizations. Most of these new foreign language programs are developing in places such as Seattle, Lake Washington, and Vancouver school districts, said Aoki.
Of the 185 elementary schools on the west side of the Cascades that responded to the Mapping and Enhancing Language Learning in Washington State Survey, 26 percent offered a foreign language program. Of the 64 elementary schools on the east side that responded, 16 percent offered a program. This difference is explained by Aoki.
“It is very diverse in western Washington and the Puget Sound area, and there is a greater interest in global affairs,” Aoki said. “[In eastern Washington] there is not as great of an exposure and interest to connect to the rest of the world.”
Many parents push the implementation of a foreign language program because of the educational benefits to their children. Learning a foreign language at the elementary level compared to high school can be advantageous to students for two reasons: brain development and social aspects.
“The main reason is all the evidence of brain development,” Aoki said. “As a child, we’re able to take in information in a different way. Learning a language in high school can be helped by activating that capacity as a child.”
Erik Lara, one of Sunnyside’s three Spanish instructors and a WSU student, suggests that learning Spanish helps students learn other languages in the future.
“Grasping the Spanish language can help them learn other languages because of the Latin base,” Lara said.
Socially, young children are more open in general to learning new things, Aoki said.
###
Contacts:
Michele Anciaux Aoki
World Languages Program Supervisor
Office of Superintendent of Public Instruction
(360) 725-6129
Erik Lara
Spanish Instructor
Sunnyside Elementary
(541) 861-8124
Dave La Rose
Superintendent South Kitsap School District
(360) 874-7009
Tuesday, November 3, 2009
math practice
1. 7885
2. 17% failed; 83% passed
3. median = $40,000
mean = $67,500
The median is more accurate
4. It's a 20 percent increase from the 5 percent
5. a. 25% decrease
b. 33% increase
6. about 11%
7. median = $207,000
mean = $790,600
8. 3 slices each
9. more likely to be assaulted in Pullman
Spokane: .002 (25 per 10,000 people)
Pullman: .007 (73.2 per 10,000 people)
10. $150,000
2. 17% failed; 83% passed
3. median = $40,000
mean = $67,500
The median is more accurate
4. It's a 20 percent increase from the 5 percent
5. a. 25% decrease
b. 33% increase
6. about 11%
7. median = $207,000
mean = $790,600
8. 3 slices each
9. more likely to be assaulted in Pullman
Spokane: .002 (25 per 10,000 people)
Pullman: .007 (73.2 per 10,000 people)
10. $150,000
Monday, November 2, 2009
Beat update Nov. 3
http://www.google.com/hostednews/afp/article/ALeqM5jbmNYV4bVa620tYFdux8Vep3ZdbA
This article reports the outcome of a new study between one's genes and their culture. The study focused on cultures that are either collectivist or individualistic. "In China and other east Asian nations, for example, up to 80 percent of the population carry this so-called "short" allele, or variant, of a stretch of DNA known as 5-HTTLPR."
http://www.cnn.com/2009/LIVING/10/28/new.and.emergent.jews/
This provides an alternative look at some Gen X and Gen Y Jews that are taking a rather untraditional approach to their Jewish heritage.
This article reports the outcome of a new study between one's genes and their culture. The study focused on cultures that are either collectivist or individualistic. "In China and other east Asian nations, for example, up to 80 percent of the population carry this so-called "short" allele, or variant, of a stretch of DNA known as 5-HTTLPR."
http://www.cnn.com/2009/LIVING/10/28/new.and.emergent.jews/
This provides an alternative look at some Gen X and Gen Y Jews that are taking a rather untraditional approach to their Jewish heritage.
I read Seymour Hersh's My Lai Massacre.
Many of the quotes were very interesting - they created a lot of emotion and showed character and some were very revealing. Here are a few that really stood out to me:
"At one point, he said, more than 20 villagers were lined up in front of a ditch and shot.
'They had them in a group standing over a ditch-just like a Nazi-type thing. ...One officer ordered a kid to machine-gun everybody down, but the kid just couldn’t do it. He threw the machine gun down and the officer picked it up. ...' Terry said. 'I don’t remember seeing any men in the ditch. Mostly women and kids.'
Later, he and the platoon team he headed were taking a lunch break near the ditch when, Terry said, he noticed 'some of them were still breathing. ...They were pretty badly shot up. They weren’t going to get any medical help, and so we shot them. Shot maybe five of them. ..' "
- When I read this quote I felt like I was reading insider information that shouldn't be told to the public; I was surprised and appalled. This gives insight to what really went on in Vietnam.
"Asked what he thought at the time, Meadlo said, 'I just thought we were supposed to do it.' Later, he said that the shooting 'did take a load off my conscience for the buddies we’d lost. It was just revenge, that’s all it was.'"
- This gives interesting insight to what the soldiers felt while in war and would never have the same impact if it weren't a direct quote.
"'They didn’t put up a fight or anything. The women huddled against their children and took it. They brought their kids real close to their stomachs and hugged them, and put their bodies over them trying to save them. It didn’t do much good,' Meadlo said."
- This quote is very graphic and revealing. When you read it, it is really easy to picture in your mind.
Besides the quotes, a lot of his articles were hard to follow because of the extent of military jargon used. I also did not like the use of questions as transitions into new paragraphs/ideas.
As a journalistic work, Hersh's articles brought an overseas issue home at a time when TV wasn't as prevalent. Also, this was an issue that the military wanted to cover up so without Hersh's determination to write this story it probably would not have ever been told. I think it may have served as a check on government and military action in general.
Many of the quotes were very interesting - they created a lot of emotion and showed character and some were very revealing. Here are a few that really stood out to me:
"At one point, he said, more than 20 villagers were lined up in front of a ditch and shot.
'They had them in a group standing over a ditch-just like a Nazi-type thing. ...One officer ordered a kid to machine-gun everybody down, but the kid just couldn’t do it. He threw the machine gun down and the officer picked it up. ...' Terry said. 'I don’t remember seeing any men in the ditch. Mostly women and kids.'
Later, he and the platoon team he headed were taking a lunch break near the ditch when, Terry said, he noticed 'some of them were still breathing. ...They were pretty badly shot up. They weren’t going to get any medical help, and so we shot them. Shot maybe five of them. ..' "
- When I read this quote I felt like I was reading insider information that shouldn't be told to the public; I was surprised and appalled. This gives insight to what really went on in Vietnam.
"Asked what he thought at the time, Meadlo said, 'I just thought we were supposed to do it.' Later, he said that the shooting 'did take a load off my conscience for the buddies we’d lost. It was just revenge, that’s all it was.'"
- This gives interesting insight to what the soldiers felt while in war and would never have the same impact if it weren't a direct quote.
"'They didn’t put up a fight or anything. The women huddled against their children and took it. They brought their kids real close to their stomachs and hugged them, and put their bodies over them trying to save them. It didn’t do much good,' Meadlo said."
- This quote is very graphic and revealing. When you read it, it is really easy to picture in your mind.
Besides the quotes, a lot of his articles were hard to follow because of the extent of military jargon used. I also did not like the use of questions as transitions into new paragraphs/ideas.
As a journalistic work, Hersh's articles brought an overseas issue home at a time when TV wasn't as prevalent. Also, this was an issue that the military wanted to cover up so without Hersh's determination to write this story it probably would not have ever been told. I think it may have served as a check on government and military action in general.
Tuesday, October 27, 2009
peer edit
1. The 2,800-square-foot, four-bedroom house will be built on a concrete foundation.
2. Eastern Washington could be transformed into a renewable energy leader if people understood the benefits, said Carlton, owner of Palouse Synergy Systems.
3. “I got a double with a full bath,” said John Gardner, WSU vice president of economic development and global engagement. “I lived in Gannon-Golds for two years, and then I switched over here—[this is a] huge difference.”
4. PCEI is hoping to offer workshops such as the artists’ studio roof, so that locals value and know how to implement sustainable techniques, she said.
5. “The new dorm is likely to receive the silver rating,” Gardner said.
"Everything we do has a consequence,” Englund said about sustainability methods, consumption, and ecological footprints. “We just have to be aware [of] the butterfly effect.”
6. He also fundraises for student scholarships.
7. She said she has been ostracized in her dorm, and if things keep going like they are she might move to another hall.
8. Though helping to improve Pullman’s atmosphere, SEL doesn’t make Pullman completely immune from the recession, Sherman said.
2. Eastern Washington could be transformed into a renewable energy leader if people understood the benefits, said Carlton, owner of Palouse Synergy Systems.
3. “I got a double with a full bath,” said John Gardner, WSU vice president of economic development and global engagement. “I lived in Gannon-Golds for two years, and then I switched over here—[this is a] huge difference.”
4. PCEI is hoping to offer workshops such as the artists’ studio roof, so that locals value and know how to implement sustainable techniques, she said.
5. “The new dorm is likely to receive the silver rating,” Gardner said.
"Everything we do has a consequence,” Englund said about sustainability methods, consumption, and ecological footprints. “We just have to be aware [of] the butterfly effect.”
6. He also fundraises for student scholarships.
7. She said she has been ostracized in her dorm, and if things keep going like they are she might move to another hall.
8. Though helping to improve Pullman’s atmosphere, SEL doesn’t make Pullman completely immune from the recession, Sherman said.
Monday, October 26, 2009
Public Records
1. I could look at the Nez Perce tribe and their new casino. How much it cost to build? Who they employed? How they paid for its construction?
2. I am interested in the rise in teaching Spanish in elementary schools. I could look into how much it costs a school to implement such a program, including the hiring of new teachers, or do they have existing teachers teach it? I have heard of some schools who have before or after school programs to learn Spanish and I would assume these teachers get paid more.
3. During spring graduation last year, Multicultural Student Services put on four separate receptions for four different cultural groups at the university while having all four groups participate in one graduation ceremony. I am curious as to the cost of having a separate grad ceremony and four different receptions and why they do it this way.
2. I am interested in the rise in teaching Spanish in elementary schools. I could look into how much it costs a school to implement such a program, including the hiring of new teachers, or do they have existing teachers teach it? I have heard of some schools who have before or after school programs to learn Spanish and I would assume these teachers get paid more.
3. During spring graduation last year, Multicultural Student Services put on four separate receptions for four different cultural groups at the university while having all four groups participate in one graduation ceremony. I am curious as to the cost of having a separate grad ceremony and four different receptions and why they do it this way.
Thursday, October 22, 2009
1. Lithuanian Border
2. Historical records used to identify forgotten lead smelter and Drastic swings in test scores lead to questions of cheating
3.http://www.splc.org/foiletter.asp
4.
5. http://www.doioig.gov/upload/Smith%20REDACTED%20FINAL_080708%20Final%20with%20transmittal%209_10%20date.pdf
2. Historical records used to identify forgotten lead smelter and Drastic swings in test scores lead to questions of cheating
3.http://www.splc.org/foiletter.asp
4.
5. http://www.doioig.gov/upload/Smith%20REDACTED%20FINAL_080708%20Final%20with%20transmittal%209_10%20date.pdf
Profile Story (edited version)
She had never been here before. Not to this state. Not to this country.
She had never even left China.
Yet 29-year-old Jing Chen moved from Shanghai, one of the largest cities in the world, to Pullman last year to attend WSU.
“The quality is actually better than China,” Chen said. “The [Chinese] government does not put much money into education. The education system didn’t get very well developed.”
More international students are attending WSU than ever before, according to a recent article on WSU Today Online. International enrollment has been increasing since a dip in 2006 to an all-time high of 1,447 students this fall. These numbers parallel a national trend of increasing international student enrollment.
After a slump in 2005, the highest number ever of international students studied in the US last year, according to the 2008 statistics from the Institute of International Education. 2009 statistics will be released next month.
Nationally, India, China and South Korea account for the top three countries of international student origin, respectively. At WSU, the most-represented country is China, with 509 students, said International Enrollment Director Paul Svaren. Additionally, 162 students are from Korea and 113 students are from India, he said.
Chen, 29, decided to come to the U.S. for graduate school to obtain her second master's degree. She chose the U.S. because of the major she is studying. She is pursuing a degree in media studies, and the most important theorists and conferences are here in the U.S., she said.
Yi Lu, a graduate student in science statistics from Nanchang, China, chose the U.S. for a similar reason.
“I think American programs have the best resources and professors,” said Lu, who is also the president of WSU’s Chinese Scholars and Students Association.
Both Chen and Lu represent a common demographic for international students at WSU. In the mid-1990’s, 65 percent of foreign students were undergraduates, but today graduate students account for the majority, according to WSU Today Online.
Chen explained that one reason for the influx of graduate students is associated with the cost of college. Attending a U.S. institution is substantially more expensive than enrollment at a Chinese university. International students pay non-resident tuition at WSU which is $9,338 per semester, according to the WSU Office of Financial Aid. Converted to Chinese currency, this costs a student a little less than 64,000 yuan. A semester at a typical Chinese university is around 5,000 yuan, Chen said.
Graduate students have far more opportunities than undergraduates for fellowships, scholarships, and teaching positions in order to pay for graduate school. Chen teaches two public speaking courses while Lu is a statistics teaching assistant.
In addition to cost, another major obstacle for all international students is the process of acquiring a visa.
“Perception that a student is, in fact, an intending immigrant into the U.S.A. is one of the most pervasive problems,” Svaren said. “Students need to convince visa officers that they are, indeed, planning on studying in the U.S.A.”
Some students also need to prove they are studying acceptable material. Certain majors are heavily targeted by the U.S. consulates in China. Students in physics, biology, and majors that deal with nuclear studies endure much more questioning and background checks because of the nature of those fields, Chen said. These students may have to wait up to two months before they are cleared for a visa.
“You can still see the tension [between the two countries],” she said.
Despite possible tensions, Svaren said one of the reasons for the increase in international enrollment is “easier student visa acquisition in China.” Chen and Lu said they had relatively straightforward interviews because of their fields of study.
“My interview was one minute, after I waited four hours,” Lu said.
An American education can be beneficial to students who return home after graduation. Lu said employers in China like students who have an overseas background. Some of the big companies that have facilities in China, such as Dell, prefer students who can speak English, Chen said.
Many international students choose to stay in the U.S. after graduation. Chen estimates that 60 to 70 percent of Chinese students stay here once they graduate.
“One reason is it’s easier to live better here, for economic reasons and political stability,” Chen said.
Chen said after finishing her masters degree at WSU, she wants to get her Ph.D. at another American university. Lu also wants to stay in the U.S. after he graduates next semester; however, he wants to jump straight into the job market. Another reason for staying is to start a family.
“Some are hoping to stay for their next generation – for their babies,” Lu said.
###
Contacts:
Jing Chen
(509) 592-8287
Yi Lu
(509) 715-9133
Paul Svaren
International Enrollment Director
(509) 335-4508
svaren@wsu.edu
Outline
I. indirect lede
A. anecdote
B. lede quote “It’s a popular trend to study abroad for Chinese students”
II. nut graf
A. This semester marks the highest number of international students at WSU. This reflects a nation trend of increasing number of international students.
III. individual back story
A. Study here b/c education is better
1. Lu said the same thing
B. grad student at WSU
1. Majority of international students at WSU are grad students
2. TA helps pay for grad school
C. US consulate interview
1. depends on major
IV. looking forward
A. Many students stay in US (60-70%)
B. Both Chen and Lu plan to stay here
C. Better job opportunities back in China for those that studied abroad here
V. closing quote
A. “Some are hoping to stay for their next generation – for their babies”
She had never even left China.
Yet 29-year-old Jing Chen moved from Shanghai, one of the largest cities in the world, to Pullman last year to attend WSU.
“The quality is actually better than China,” Chen said. “The [Chinese] government does not put much money into education. The education system didn’t get very well developed.”
More international students are attending WSU than ever before, according to a recent article on WSU Today Online. International enrollment has been increasing since a dip in 2006 to an all-time high of 1,447 students this fall. These numbers parallel a national trend of increasing international student enrollment.
After a slump in 2005, the highest number ever of international students studied in the US last year, according to the 2008 statistics from the Institute of International Education. 2009 statistics will be released next month.
Nationally, India, China and South Korea account for the top three countries of international student origin, respectively. At WSU, the most-represented country is China, with 509 students, said International Enrollment Director Paul Svaren. Additionally, 162 students are from Korea and 113 students are from India, he said.
Chen, 29, decided to come to the U.S. for graduate school to obtain her second master's degree. She chose the U.S. because of the major she is studying. She is pursuing a degree in media studies, and the most important theorists and conferences are here in the U.S., she said.
Yi Lu, a graduate student in science statistics from Nanchang, China, chose the U.S. for a similar reason.
“I think American programs have the best resources and professors,” said Lu, who is also the president of WSU’s Chinese Scholars and Students Association.
Both Chen and Lu represent a common demographic for international students at WSU. In the mid-1990’s, 65 percent of foreign students were undergraduates, but today graduate students account for the majority, according to WSU Today Online.
Chen explained that one reason for the influx of graduate students is associated with the cost of college. Attending a U.S. institution is substantially more expensive than enrollment at a Chinese university. International students pay non-resident tuition at WSU which is $9,338 per semester, according to the WSU Office of Financial Aid. Converted to Chinese currency, this costs a student a little less than 64,000 yuan. A semester at a typical Chinese university is around 5,000 yuan, Chen said.
Graduate students have far more opportunities than undergraduates for fellowships, scholarships, and teaching positions in order to pay for graduate school. Chen teaches two public speaking courses while Lu is a statistics teaching assistant.
In addition to cost, another major obstacle for all international students is the process of acquiring a visa.
“Perception that a student is, in fact, an intending immigrant into the U.S.A. is one of the most pervasive problems,” Svaren said. “Students need to convince visa officers that they are, indeed, planning on studying in the U.S.A.”
Some students also need to prove they are studying acceptable material. Certain majors are heavily targeted by the U.S. consulates in China. Students in physics, biology, and majors that deal with nuclear studies endure much more questioning and background checks because of the nature of those fields, Chen said. These students may have to wait up to two months before they are cleared for a visa.
“You can still see the tension [between the two countries],” she said.
Despite possible tensions, Svaren said one of the reasons for the increase in international enrollment is “easier student visa acquisition in China.” Chen and Lu said they had relatively straightforward interviews because of their fields of study.
“My interview was one minute, after I waited four hours,” Lu said.
An American education can be beneficial to students who return home after graduation. Lu said employers in China like students who have an overseas background. Some of the big companies that have facilities in China, such as Dell, prefer students who can speak English, Chen said.
Many international students choose to stay in the U.S. after graduation. Chen estimates that 60 to 70 percent of Chinese students stay here once they graduate.
“One reason is it’s easier to live better here, for economic reasons and political stability,” Chen said.
Chen said after finishing her masters degree at WSU, she wants to get her Ph.D. at another American university. Lu also wants to stay in the U.S. after he graduates next semester; however, he wants to jump straight into the job market. Another reason for staying is to start a family.
“Some are hoping to stay for their next generation – for their babies,” Lu said.
###
Contacts:
Jing Chen
(509) 592-8287
Yi Lu
(509) 715-9133
Paul Svaren
International Enrollment Director
(509) 335-4508
svaren@wsu.edu
Outline
I. indirect lede
A. anecdote
B. lede quote “It’s a popular trend to study abroad for Chinese students”
II. nut graf
A. This semester marks the highest number of international students at WSU. This reflects a nation trend of increasing number of international students.
III. individual back story
A. Study here b/c education is better
1. Lu said the same thing
B. grad student at WSU
1. Majority of international students at WSU are grad students
2. TA helps pay for grad school
C. US consulate interview
1. depends on major
IV. looking forward
A. Many students stay in US (60-70%)
B. Both Chen and Lu plan to stay here
C. Better job opportunities back in China for those that studied abroad here
V. closing quote
A. “Some are hoping to stay for their next generation – for their babies”
Monday, October 19, 2009
Beat update, week of Oct. 19
http://www.ksby.com/Global/story.asp?S=11335375#
This article is from the San Luis Obispo area and focuses on a cultural 'fest' put on by Cal Poly students. It is relevent to WSU students because one of the sources talks about the absence of diversity in the San Luis Obispo community - which parallels the Pullman area. However, despite this lack of diversity, the students continue to celebrate all cultures.
http://www.tallahassee.com/article/20091018/BREAKINGNEWS/91018024/Step-show+dance+routines+traced+to+West+African+culture
This is a fun, light story on a Florida A&M tradition about step dancing competitions that take place during Homecoming week on campus. The dance draws heavily on West African culture. I felt this story is relevant to my beat because it shows how cultural customs become a part of American traditions.
This article is from the San Luis Obispo area and focuses on a cultural 'fest' put on by Cal Poly students. It is relevent to WSU students because one of the sources talks about the absence of diversity in the San Luis Obispo community - which parallels the Pullman area. However, despite this lack of diversity, the students continue to celebrate all cultures.
http://www.tallahassee.com/article/20091018/BREAKINGNEWS/91018024/Step-show+dance+routines+traced+to+West+African+culture
This is a fun, light story on a Florida A&M tradition about step dancing competitions that take place during Homecoming week on campus. The dance draws heavily on West African culture. I felt this story is relevant to my beat because it shows how cultural customs become a part of American traditions.
Thursday, October 15, 2009
1. He is a foster parent and convicted sex offender. Documents were released from the Department of Social and Health Services.
2. DSHS check clears convicts; 174 kept jobs despite murder, rape and more
3. The difference is internal records are obtained only through the permission of the individuals that the record is about.
4. RCW 13.50.100 says information contained in juvenile justice or care agency records is confidential.
5. a. One has notes
b. the priest cut his hair as punishment
c. cutting of hair, hand slapping, "grounding," hacks
d. yes, you can use them
e. it was released b/c it wasn't actually a draft
f. it's included b/c of the notes on it and it is considered a public record
g. It was initiated b/c of complaints from a parent and a counselor at the ranch
h. the media did not challenge it
2. DSHS check clears convicts; 174 kept jobs despite murder, rape and more
3. The difference is internal records are obtained only through the permission of the individuals that the record is about.
4. RCW 13.50.100 says information contained in juvenile justice or care agency records is confidential.
5. a. One has notes
b. the priest cut his hair as punishment
c. cutting of hair, hand slapping, "grounding," hacks
d. yes, you can use them
e. it was released b/c it wasn't actually a draft
f. it's included b/c of the notes on it and it is considered a public record
g. It was initiated b/c of complaints from a parent and a counselor at the ranch
h. the media did not challenge it
Tuesday, October 13, 2009
1. population: 41,664
white: 35,151=86%
2. annual construction costs for building permits for 2008: 14,007,013
3. San Juan and Whitman counties have highest percentage of uninsured people.
Whitman: 29.2%
4. First = Office of Financial Management
Total change = 1,960
natural increase = 1,324
total change takes into account migration
5. 2:00 p.m. – Palouse Basin Aquifer Committee meeting
Whitman County has 4 confirmed H1N1 cases
Washington state is slated to receive 600,000 doses
Whitman county = 360
Dr. Moody feels weshould wait to distribute the vaccine until there is enough injectablevaccine to offer to the majority of residents.
Lede
Of the more than half a million H1N1 vaccine doses expected in Washington state, Whitman county will only receive 360.
white: 35,151=86%
2. annual construction costs for building permits for 2008: 14,007,013
3. San Juan and Whitman counties have highest percentage of uninsured people.
Whitman: 29.2%
4. First = Office of Financial Management
Total change = 1,960
natural increase = 1,324
total change takes into account migration
5. 2:00 p.m. – Palouse Basin Aquifer Committee meeting
Whitman County has 4 confirmed H1N1 cases
Washington state is slated to receive 600,000 doses
Whitman county = 360
Dr. Moody feels weshould wait to distribute the vaccine until there is enough injectablevaccine to offer to the majority of residents.
Lede
Of the more than half a million H1N1 vaccine doses expected in Washington state, Whitman county will only receive 360.
Monday, October 12, 2009
Profile Story Ideas
1/2 There are two angles I am interested in concerning study abroad. First, I could do a story on an international student that is studying at WSU. I am interested in the processes of immigration, work visas, etc. they go through and also why they choose to come here even when we are having economic troubles. Second, according to the Forum on Education Abroad, 60 percent of collegiate institutions reported cuts in their study abroad budgets (article is from Sept. 16, 2009.) I could focus on a WSU student that is trying to study abroad but is encountering difficulties because of financial cutbacks.
3 On a news program last night, the host was discussing the increase of people in America that have expired work visas. I could talk to a local in the area who is encountering this problem.
3 On a news program last night, the host was discussing the increase of people in America that have expired work visas. I could talk to a local in the area who is encountering this problem.
Beat update Week of Oct.12
http://www.thetowntalk.com/article/20091009/NEWS01/910090332/1002/NEWS01/Lt.-Gov.-Landrieu-touts-economic-value-of-Louisiana-s-culture
This article is from a central Louisiana newspaper. It addresses the issue, as presented by the state's Lt. Gov., that culture is a big money maker for Louisiana. He says that tourism and the arts are big financial gains and says "culture means money." This is important because it shows how my beat is closely connected to the economy of our country.
http://www.worldtribune.com/worldtribune/WTARC/2009/me_iran0794_10_12.asp
This is an interesting article that addresses cultural and religious issues in Iran. It brings up the idea that there is a clash between Arab culture and the religion of Islam. This is important to my beat because I feel that the differences between these two ideas are not well known to Americans but is important to understanding the conflicts in that country - which is a country that is closely tied to our national defense, military actions, etc.
This article is from a central Louisiana newspaper. It addresses the issue, as presented by the state's Lt. Gov., that culture is a big money maker for Louisiana. He says that tourism and the arts are big financial gains and says "culture means money." This is important because it shows how my beat is closely connected to the economy of our country.
http://www.worldtribune.com/worldtribune/WTARC/2009/me_iran0794_10_12.asp
This is an interesting article that addresses cultural and religious issues in Iran. It brings up the idea that there is a clash between Arab culture and the religion of Islam. This is important to my beat because I feel that the differences between these two ideas are not well known to Americans but is important to understanding the conflicts in that country - which is a country that is closely tied to our national defense, military actions, etc.
Thursday, October 8, 2009
libel exercises
1. Even though he is dead, libel can still be an issue. However, I do not know how they could prove that Karen is wrong if the person she is talking about is dead.
2. I would say this is not libelous because of the source, a tabloid.
3. This is libelous because it is a statment of fact, it's not really an opinion.
2. I would say this is not libelous because of the source, a tabloid.
3. This is libelous because it is a statment of fact, it's not really an opinion.
Tuesday, October 6, 2009
enterprise story
LAPWAI, Idaho
Golden grasslands can seem to stretch forever in some parts of northern Idaho. But a field in Lapwai may provide more possibilities than potatoes for students of the Nez Perce tribe.
Next to a cemetery at the foot of one of Lapwai’s surrounding hills, lies an open lot that is the expected site of the Nez Perce Education, Training, and Business Development Center if the Economic Development Administration accepts the tribe’s latest grant proposal. The initial push for the production of the facility came from the Nez Perce Tribe Executive Committee.
“NPTEC wanted to do something about education - to make a more organized, comprehensive way to gain training and education,” said Terry Kinder, the grant writer for Project Work Group, the committee that is managing the development of the center.
The process began two years ago when Project Work Group submitted a grant to the EDA. The EDA accepted the committee’s initial proposal to research the economic feasibility of the project. The feasibility study was completed in June. Initially, the tribe’s main concern was the cost of the center but the study helped ease these anxieties and fostered “positive feelings that the project was feasible and the tribe accepted it,” Kinder said.
The Education, Training, and Business Development Center provides a different form of schooling than a typical college education. It is not a degree program and does not offer any form of state certification. Students take specialized classes that specifically pertain to their field. Kinder said the program focuses on introductory courses to give students an education than can “get their foot in the door.”
“It’s about becoming employable and providing a decent living for a family,” Kinder said. “There are way too many people on the reservation unemployed.”
The center is expected to have a wide range of skill-based classes, from viticulture training and machinery operation to bookkeeping and culinary arts. One of the goals of the center is to show students how to start their own business. Business students will take such classes as fiscal responsibility, spreadsheet design, bill paying, and online marketing.
Kinder said that she expects instructors to come from existing colleges including University of Idaho, Washington State University, Lewis-Clark State College, and Walla Walla Community College in Clarkston.
The center could someday provide a post high school education option for both tribal and nontribal students. But as of now, Lapwai High School Principal Mike Halverson estimates that as many as 70% of the town’s 150 high school students will move outside of Lapwai to get a college education. He said the other 30% stay in town to get jobs within the tribe. Kinder said many of the tribal members do not like to leave Lapwai or the reservation, and the new facility will enable students to “make a living and live where they want to live.”
“People want the education but don’t want to leave home,” Kinder said. “These are very family-oriented people.”
The value of family was taken into consideration when planning the location of the building. The proposed site is within walking distance of most of Lapwai. It will be next to the high school and an easy walk from the elementary school. Head Start, a child care/pre-school program, will also be moved into the facility. The idea is that students can drop their kids off either at school or at Head Start and then take classes.
Until recently, Head Start was held in an 85-year-old building that was once a tuberculosis sanitarium. When parts of the building had to be removed due to plumbing problems, mushrooms and black mold were discovered growing within the walls. The children were then evacuated because of health issues. Since the evacuation, Head Start has been operating out of a modular building located next to a 45 MPH freeway.
“Parents aren’t happy with the freeway so close and we can’t get the state to lower the speed limit,” Kinder said. “We need housing for our Head Start kids.”
The Education, Training, and Business Development Center would offer a permanent, centralized residence for Head Start.
“[The new location] would allow us to be closer to the main tribal offices and it’d be easier to communicate with other programs,” said Stacey Kash Kash, a family intervention specialist for Head Start.
At this point, the Project Work Group is waiting for another response from the EDA on their second grant proposal. Once the committee has heard from the EDA that construction will be funded, Kinder said the center could be completed in another two years.
###
Contacts:
Terry Kinder
(In-Person)
Grant Writer
208-843-7324 ext. 5
Mike Halverson
Lapwai High School Principal
208-843-2241
Stacey Kash Kash
Family Intervention Specialist II
208-843-7330
Golden grasslands can seem to stretch forever in some parts of northern Idaho. But a field in Lapwai may provide more possibilities than potatoes for students of the Nez Perce tribe.
Next to a cemetery at the foot of one of Lapwai’s surrounding hills, lies an open lot that is the expected site of the Nez Perce Education, Training, and Business Development Center if the Economic Development Administration accepts the tribe’s latest grant proposal. The initial push for the production of the facility came from the Nez Perce Tribe Executive Committee.
“NPTEC wanted to do something about education - to make a more organized, comprehensive way to gain training and education,” said Terry Kinder, the grant writer for Project Work Group, the committee that is managing the development of the center.
The process began two years ago when Project Work Group submitted a grant to the EDA. The EDA accepted the committee’s initial proposal to research the economic feasibility of the project. The feasibility study was completed in June. Initially, the tribe’s main concern was the cost of the center but the study helped ease these anxieties and fostered “positive feelings that the project was feasible and the tribe accepted it,” Kinder said.
The Education, Training, and Business Development Center provides a different form of schooling than a typical college education. It is not a degree program and does not offer any form of state certification. Students take specialized classes that specifically pertain to their field. Kinder said the program focuses on introductory courses to give students an education than can “get their foot in the door.”
“It’s about becoming employable and providing a decent living for a family,” Kinder said. “There are way too many people on the reservation unemployed.”
The center is expected to have a wide range of skill-based classes, from viticulture training and machinery operation to bookkeeping and culinary arts. One of the goals of the center is to show students how to start their own business. Business students will take such classes as fiscal responsibility, spreadsheet design, bill paying, and online marketing.
Kinder said that she expects instructors to come from existing colleges including University of Idaho, Washington State University, Lewis-Clark State College, and Walla Walla Community College in Clarkston.
The center could someday provide a post high school education option for both tribal and nontribal students. But as of now, Lapwai High School Principal Mike Halverson estimates that as many as 70% of the town’s 150 high school students will move outside of Lapwai to get a college education. He said the other 30% stay in town to get jobs within the tribe. Kinder said many of the tribal members do not like to leave Lapwai or the reservation, and the new facility will enable students to “make a living and live where they want to live.”
“People want the education but don’t want to leave home,” Kinder said. “These are very family-oriented people.”
The value of family was taken into consideration when planning the location of the building. The proposed site is within walking distance of most of Lapwai. It will be next to the high school and an easy walk from the elementary school. Head Start, a child care/pre-school program, will also be moved into the facility. The idea is that students can drop their kids off either at school or at Head Start and then take classes.
Until recently, Head Start was held in an 85-year-old building that was once a tuberculosis sanitarium. When parts of the building had to be removed due to plumbing problems, mushrooms and black mold were discovered growing within the walls. The children were then evacuated because of health issues. Since the evacuation, Head Start has been operating out of a modular building located next to a 45 MPH freeway.
“Parents aren’t happy with the freeway so close and we can’t get the state to lower the speed limit,” Kinder said. “We need housing for our Head Start kids.”
The Education, Training, and Business Development Center would offer a permanent, centralized residence for Head Start.
“[The new location] would allow us to be closer to the main tribal offices and it’d be easier to communicate with other programs,” said Stacey Kash Kash, a family intervention specialist for Head Start.
At this point, the Project Work Group is waiting for another response from the EDA on their second grant proposal. Once the committee has heard from the EDA that construction will be funded, Kinder said the center could be completed in another two years.
###
Contacts:
Terry Kinder
(In-Person)
Grant Writer
208-843-7324 ext. 5
Mike Halverson
Lapwai High School Principal
208-843-2241
Stacey Kash Kash
Family Intervention Specialist II
208-843-7330
Monday, October 5, 2009
Outline
I. lede about open field
II. Field’s use
III. how it started
IV. what the facility will provide/how it affects community of Lapwai
A. Specific skills training
B. Education in hometown
C. Centralized location
1. Head Start program
V. future of the facility
II. Field’s use
III. how it started
IV. what the facility will provide/how it affects community of Lapwai
A. Specific skills training
B. Education in hometown
C. Centralized location
1. Head Start program
V. future of the facility
Thursday, October 1, 2009
enterprise story ideas
I will be going to Lapwai, Idaho, to do my enterprise story. Lapwai is outside Lewiston, in the Nez Perce reservation. Of its more than 1,100 people, nearly 85% are American Indian.
- One story idea I have focuses on the Nez Perce Tribal TANF (Temporary Assistance to Needy Families) program. In 1999, more than 20% of the town's families were below the poverty level, thus making this program an important part of everyday life for some people living in Lapwai.
-I talked to WSU's Tribal Liaison, Barbara Aston, and she said that car accidents are a big problem in Lapwai. Two contributing factors may be alcohol and the absense of seatbelts, she said.
-The Nez Perce tribe hosted a Tribal Leaders Summit on environmental issues in September. A story could focus on the environmental developments they discussed and are working on.
- One story idea I have focuses on the Nez Perce Tribal TANF (Temporary Assistance to Needy Families) program. In 1999, more than 20% of the town's families were below the poverty level, thus making this program an important part of everyday life for some people living in Lapwai.
-I talked to WSU's Tribal Liaison, Barbara Aston, and she said that car accidents are a big problem in Lapwai. Two contributing factors may be alcohol and the absense of seatbelts, she said.
-The Nez Perce tribe hosted a Tribal Leaders Summit on environmental issues in September. A story could focus on the environmental developments they discussed and are working on.
Tuesday, September 29, 2009
1. "Mary is trying hard in school this semester," her father said .
2. "How do you tell when you're out of invisible ink?" asked Steven Wright, early in the show.
3. "If at first you don't succeed, then skydiving definitely isn't for you," Wright said.
4. "No," the taxi driver said. "I cannot get you to the airport in 15 minutes."
5. Gov. Peterson said she will support a tax increase this session. "Without it, schools will close," she said.
6. "My favorite line is when Jerry Seinfeld said, 'My parents didn't want to move to Florida, but they turned sixty and that's the law,'" Smitty said.
7. My French professor told me that my accent is "abominable."
8. She asked, "Do you read Time magazine regularly?"
9. When did Roosevelt say, "we have nothing to fear but fear itself"?
10. "Can you believe," Dot asked me, "that it has been almost five years since we've seen each other?"
2. "How do you tell when you're out of invisible ink?" asked Steven Wright, early in the show.
3. "If at first you don't succeed, then skydiving definitely isn't for you," Wright said.
4. "No," the taxi driver said. "I cannot get you to the airport in 15 minutes."
5. Gov. Peterson said she will support a tax increase this session. "Without it, schools will close," she said.
6. "My favorite line is when Jerry Seinfeld said, 'My parents didn't want to move to Florida, but they turned sixty and that's the law,'" Smitty said.
7. My French professor told me that my accent is "abominable."
8. She asked, "Do you read Time magazine regularly?"
9. When did Roosevelt say, "we have nothing to fear but fear itself"?
10. "Can you believe," Dot asked me, "that it has been almost five years since we've seen each other?"
Monday, September 28, 2009
beat update
http://www.nytimes.com/2009/09/29/world/middleeast/29egypt.html?_r=1
This article from The New York Times describes how Egypt's culture minister was not elected for a UN position (UNESCO chief) and how Egyptian newspapers attributed his loss to Western prejudices and a "international Jewish conspiracy." Although it may not seem that this article directly relates to WSU or Pullman citizens, it is relevant and important because it displays how touchy and controversial racial/cultural/religious issues can become.
http://www.lamar.edu/newsevents/news/207_7994.htm
This article is from a college newspaper in Texas. It's relevant because we are in the middle of Hispanic Heritage Month and because the article's subject, Jesus "Chuy" Negrete, makes presentations at colleges in order to promote multiculturalism on college campuses.
This article from The New York Times describes how Egypt's culture minister was not elected for a UN position (UNESCO chief) and how Egyptian newspapers attributed his loss to Western prejudices and a "international Jewish conspiracy." Although it may not seem that this article directly relates to WSU or Pullman citizens, it is relevant and important because it displays how touchy and controversial racial/cultural/religious issues can become.
http://www.lamar.edu/newsevents/news/207_7994.htm
This article is from a college newspaper in Texas. It's relevant because we are in the middle of Hispanic Heritage Month and because the article's subject, Jesus "Chuy" Negrete, makes presentations at colleges in order to promote multiculturalism on college campuses.
Wednesday, September 23, 2009
Political Story
Some WSU Native American students are angered by a Washington state Senate bill that went into effect over the summer.
State Senate Bill 5001 eliminated Washington state’s matching fund policy for the American Indian endowed scholarship program.
“What it sounds like to me is a legislative way to eventually kill the program,” said Genevieve Yazzie, the Native American Student Center program assistant and a double major in French and Fine Art.
The American Indian scholarship fund provides scholarships for low-income, Native American students in the state of Washington. According to the text of the Final Bill Report on the Washington state legislature website, the fund awards about 15 scholarships annually. The Director of Multicultural Student Services at WSU, J. Manuel Acevedo, said there are 257 Native American students at the Pullman campus. The state Senate does not keep track at which colleges the scholarships are used.
Prior to the passing of bill 5001, promoters of the American Indian scholarship program had to raise at least $50,000 from non-state sources, and the state was then obligated to match the funds. With the inception of this bill, which went into effect on July 26, the state’s obligation to donate an equal amount of funds is eliminated.
Under the new system, the inability of the promoter to garner $50,000 does not deter the state from donating money. However, the state is no longer required to grant funds to the program.
The new bill is a “double-edged sword,” said Aldo Melchiori, coordinator for the Senate committee of Higher Education and Workforce Development. “The group doesn’t have to fundraise the $50,000, but it doesn’t guarantee money from the state.”
Some students from the Native American Student Center are concerned about this lack of financial assurance. Yazzie said she is concerned that the state will eventually cease depositing into the American Indian scholarship fund.
In order to receive state money, promoters of the American Indian scholarship fund will now have to appear before congressional committees to ask for money. How much the group receives depends on how convincing they are, Melchiori said. Another factor will be the current economic status. Melchiori said he received an updated budget last week that reported the state is “another billion dollars short.”
“Right now [the budget] is pretty tight,” he said. “In the short run, the new system probably won’t help.”
Some students feel the state’s financial setback is not a justifiable reason to cut scholarship funding.
“The burden is being put on Native American students who are trying to give back,” Yazzie said. “They are being blamed in some way for the budget deficits. I would hope the state’s goal is to decrease the impoverished people by educating people to enter the workforce.”
In these financial times, a worthy case to ask for funds may still be heard.
“A case that should be made is reservations across the nation, with the exception of a few, are essentially third world countries in terms of economic status,” Yazzie said.
One of the benefits of the bill is the potential for growth, Melchiori said. After the economic recession, the scholarship fund has the possibility of flourishing.
“The fund should grow in the future when the budget opens up a little bit,” he said.
State Senate Bill 5001 did not have a testimony against it while being heard in either the Senate or the House. However, if she had known about the bill before hand, Yazzie says she would have done more to get the word out to tribal leaders and students on campus.
“It’s just really frustrating,” Yazzie said. “This clearly shows the lack of commitment to Native Americans in this country.”
###
Contacts:
Aldo Melchiori
(360) 786-7439
Genevieve Yazzie
gyazzie@wsu.edu
J. Manuel Acevedo
(509) 335-1071
State Senate Bill 5001 eliminated Washington state’s matching fund policy for the American Indian endowed scholarship program.
“What it sounds like to me is a legislative way to eventually kill the program,” said Genevieve Yazzie, the Native American Student Center program assistant and a double major in French and Fine Art.
The American Indian scholarship fund provides scholarships for low-income, Native American students in the state of Washington. According to the text of the Final Bill Report on the Washington state legislature website, the fund awards about 15 scholarships annually. The Director of Multicultural Student Services at WSU, J. Manuel Acevedo, said there are 257 Native American students at the Pullman campus. The state Senate does not keep track at which colleges the scholarships are used.
Prior to the passing of bill 5001, promoters of the American Indian scholarship program had to raise at least $50,000 from non-state sources, and the state was then obligated to match the funds. With the inception of this bill, which went into effect on July 26, the state’s obligation to donate an equal amount of funds is eliminated.
Under the new system, the inability of the promoter to garner $50,000 does not deter the state from donating money. However, the state is no longer required to grant funds to the program.
The new bill is a “double-edged sword,” said Aldo Melchiori, coordinator for the Senate committee of Higher Education and Workforce Development. “The group doesn’t have to fundraise the $50,000, but it doesn’t guarantee money from the state.”
Some students from the Native American Student Center are concerned about this lack of financial assurance. Yazzie said she is concerned that the state will eventually cease depositing into the American Indian scholarship fund.
In order to receive state money, promoters of the American Indian scholarship fund will now have to appear before congressional committees to ask for money. How much the group receives depends on how convincing they are, Melchiori said. Another factor will be the current economic status. Melchiori said he received an updated budget last week that reported the state is “another billion dollars short.”
“Right now [the budget] is pretty tight,” he said. “In the short run, the new system probably won’t help.”
Some students feel the state’s financial setback is not a justifiable reason to cut scholarship funding.
“The burden is being put on Native American students who are trying to give back,” Yazzie said. “They are being blamed in some way for the budget deficits. I would hope the state’s goal is to decrease the impoverished people by educating people to enter the workforce.”
In these financial times, a worthy case to ask for funds may still be heard.
“A case that should be made is reservations across the nation, with the exception of a few, are essentially third world countries in terms of economic status,” Yazzie said.
One of the benefits of the bill is the potential for growth, Melchiori said. After the economic recession, the scholarship fund has the possibility of flourishing.
“The fund should grow in the future when the budget opens up a little bit,” he said.
State Senate Bill 5001 did not have a testimony against it while being heard in either the Senate or the House. However, if she had known about the bill before hand, Yazzie says she would have done more to get the word out to tribal leaders and students on campus.
“It’s just really frustrating,” Yazzie said. “This clearly shows the lack of commitment to Native Americans in this country.”
###
Contacts:
Aldo Melchiori
(360) 786-7439
Genevieve Yazzie
gyazzie@wsu.edu
J. Manuel Acevedo
(509) 335-1071
Political story outline
I. Students angry about new bill (SSB 5001)
A. quote
II. nut graf
A. the old bill (background)
B. the new bill and what it changed
III. implications of new bill (double-edged sword)
IV. economic issues
A. state’s financial crisis
B. what that means for students
V. the programs case for money
VI. opposing testimonies
A. quote
II. nut graf
A. the old bill (background)
B. the new bill and what it changed
III. implications of new bill (double-edged sword)
IV. economic issues
A. state’s financial crisis
B. what that means for students
V. the programs case for money
VI. opposing testimonies
Tuesday, September 22, 2009
beat update
http://media.www.bcheights.com/media/storage/paper144/news/2009/09/21/Editorial/School.Culture.Key.To.Ending.Stratification-3777696.shtml
This is from the student newspaper at Boston College. It's important to my beat because it addresses issues of "race and class" on college campuses and the difficulty in confronting such issues. Addresses racial ideas that are rarely confronted, especially in student newspapers.
http://www.dailyevergreen.com/story/29435
Part 3 of a 4 part series called "Culture on Campus" being published in The Daily Evergreen. Source discusses the impact of the Civil Rights Movement on her own life. Another source says she encountered her own racist incident here at WSU.
This is from the student newspaper at Boston College. It's important to my beat because it addresses issues of "race and class" on college campuses and the difficulty in confronting such issues. Addresses racial ideas that are rarely confronted, especially in student newspapers.
http://www.dailyevergreen.com/story/29435
Part 3 of a 4 part series called "Culture on Campus" being published in The Daily Evergreen. Source discusses the impact of the Civil Rights Movement on her own life. Another source says she encountered her own racist incident here at WSU.
Thursday, September 17, 2009
The state senate bill 5001 (SSB 5001) eliminated the matching funds policy for the American Indian endowment scholarship program. Now, the state can give the program unlimited funds. I would like to research why the state changed this policy and the effects this will have on the amount of funds and on the students who benefit (or not) from this change.
Wednesday, September 16, 2009
beat update
http://www.dailyevergreen.com/story/29388
Daily Evergreen article that discusses how the Chicana/o Latina/o Student Center here at WSU is connecting to all WSU students. Source talks about 'culture shock' at WSU and how he dealt with it.
http://www.dailyevergreen.com/story/29395
This article tells the story of the death of a Hispanic man due to a hate crime. The article continues with demographics of hate crimes in the U.S.
Daily Evergreen article that discusses how the Chicana/o Latina/o Student Center here at WSU is connecting to all WSU students. Source talks about 'culture shock' at WSU and how he dealt with it.
http://www.dailyevergreen.com/story/29395
This article tells the story of the death of a Hispanic man due to a hate crime. The article continues with demographics of hate crimes in the U.S.
political story ideas
SSB 5001- Before this bill, state money given to The American Indian endowment scholarhip program (for college students) had to be matched by a private donor. This bill eliminated this necessity. Now, the state can give unlimited funds to the endowment fund.
SSB 5177- University of Washington will build a Global Asia Institute within its School of International Studies. Should WSU be given money to build similar institutes?
ESB 5925- Washington college students studying abroad may now have to purchase approved insurance in order to travel.
SSB 5177- University of Washington will build a Global Asia Institute within its School of International Studies. Should WSU be given money to build similar institutes?
ESB 5925- Washington college students studying abroad may now have to purchase approved insurance in order to travel.
Monday, September 14, 2009
Speech Story
Artist Nathan Cohen discussed his recent artwork and research about the concept of invisibility in front of a full house Thursday, September 10, in the Washington State University Fine Arts Center auditorium.
“I’m always on the look out for things I have not seen before,” Cohen said.
In his talk, “Here and There: Journeys in Space and Time,” Cohen said he has been experimenting with how to modulate light. Although he is primarily an artist, he has had substantial schooling in chemistry and physics. His work often blends art with science. Cohen teamed up with engineers and scientists to research the ability to create three dimensional spaces on a two dimensional screen.
Cohen showed the audience personal photographs of his work. The artwork features geometric figures a couple feet in diameter on a white background. Cohen explained that several cameras from different angles were used to superimpose other images, creating a look of invisibility.
“It was confusing,” said Connor McPherson, a senior fine art major who attended the presentation. “He was talking about displaying an image with another image over it. When someone walked in front of it, the image underneath would be showing.”
Cohen’s interest in the way humans perceive light led him to create another piece that wrestled with complex ideas. He explained that people see the world in fragments of light which are “stitched together by the brain.” Cohen’s exhibit displayed blinking light bulbs that the brain can detect only while the head and eyes are moving back-and-forth. As viewers scan the lights, patterns and shapes can be distinguished. The set up and research for this exhibit was “terribly frustrating” and led to a lot of “sore necks,” Cohen joked.
Cohen’s presentation marked the beginning of this school year’s Visiting Artist Lecture series, a program that brings in artists from outside the WSU community to speak to students and faculty.
“Nathan has a very distinguished career as an artist,” said Chris Watts, interim chair of the department of fine arts and one of the program’s organizers. “He represents a slightly different flavor than other artists we have coming”
WSU students made up the bulk of the audience but faculty members also took the opportunity to listen to Cohen’s ideas. Tamara Helm, a professor of fine arts, has heard Cohen speak before last week’s visit and wanted to hear him again. She said his speeches are worthwhile because he teaches people about the world.
“I’m interested in his photography, his art, his life,” she said. “He is very well-traveled. I enjoyed every minute of it.”
The program’s next speaker will lecture September 23. McPherson said he will attend future artist lectures.
“It’s rare that you get that close as an audience to an artist for free,” McPherson said. “Since I do a little bit of my own art, it’s cool seeing other artists’ ideas.”
The money for the Visiting Artist Lecture series was donated by Florence and Ed Forest.
“They bequeathed a very large sum of money for this program,” Watts said.
When asked how many more years the program will be able to thrive with the donation, Watts replied, “Probably forever.”
###
Questions:
*What’s the biggest difference between your first pieces of work you created back in the 80’s and what you create now?
*A lot of your work incorporates geometric imagery. Has geometry always been an interest of yours? Why is this a recurring idea?
*What changes, if any, have you noticed in support of the arts during the recession we’ve had in the U.S.?
*I know you have had your art in galleries all over the world. What location that your art has been displayed are you most proud of?
Contacts:
Chris Watts
Interim Chair of Fine Arts Department
cjwatts@wsu.edu
509-335-8686
Tamara Helm
Fine Arts professor
509-335-8686
Connor McPherson
cmcpherson21@live.com
“I’m always on the look out for things I have not seen before,” Cohen said.
In his talk, “Here and There: Journeys in Space and Time,” Cohen said he has been experimenting with how to modulate light. Although he is primarily an artist, he has had substantial schooling in chemistry and physics. His work often blends art with science. Cohen teamed up with engineers and scientists to research the ability to create three dimensional spaces on a two dimensional screen.
Cohen showed the audience personal photographs of his work. The artwork features geometric figures a couple feet in diameter on a white background. Cohen explained that several cameras from different angles were used to superimpose other images, creating a look of invisibility.
“It was confusing,” said Connor McPherson, a senior fine art major who attended the presentation. “He was talking about displaying an image with another image over it. When someone walked in front of it, the image underneath would be showing.”
Cohen’s interest in the way humans perceive light led him to create another piece that wrestled with complex ideas. He explained that people see the world in fragments of light which are “stitched together by the brain.” Cohen’s exhibit displayed blinking light bulbs that the brain can detect only while the head and eyes are moving back-and-forth. As viewers scan the lights, patterns and shapes can be distinguished. The set up and research for this exhibit was “terribly frustrating” and led to a lot of “sore necks,” Cohen joked.
Cohen’s presentation marked the beginning of this school year’s Visiting Artist Lecture series, a program that brings in artists from outside the WSU community to speak to students and faculty.
“Nathan has a very distinguished career as an artist,” said Chris Watts, interim chair of the department of fine arts and one of the program’s organizers. “He represents a slightly different flavor than other artists we have coming”
WSU students made up the bulk of the audience but faculty members also took the opportunity to listen to Cohen’s ideas. Tamara Helm, a professor of fine arts, has heard Cohen speak before last week’s visit and wanted to hear him again. She said his speeches are worthwhile because he teaches people about the world.
“I’m interested in his photography, his art, his life,” she said. “He is very well-traveled. I enjoyed every minute of it.”
The program’s next speaker will lecture September 23. McPherson said he will attend future artist lectures.
“It’s rare that you get that close as an audience to an artist for free,” McPherson said. “Since I do a little bit of my own art, it’s cool seeing other artists’ ideas.”
The money for the Visiting Artist Lecture series was donated by Florence and Ed Forest.
“They bequeathed a very large sum of money for this program,” Watts said.
When asked how many more years the program will be able to thrive with the donation, Watts replied, “Probably forever.”
###
Questions:
*What’s the biggest difference between your first pieces of work you created back in the 80’s and what you create now?
*A lot of your work incorporates geometric imagery. Has geometry always been an interest of yours? Why is this a recurring idea?
*What changes, if any, have you noticed in support of the arts during the recession we’ve had in the U.S.?
*I know you have had your art in galleries all over the world. What location that your art has been displayed are you most proud of?
Contacts:
Chris Watts
Interim Chair of Fine Arts Department
cjwatts@wsu.edu
509-335-8686
Tamara Helm
Fine Arts professor
509-335-8686
Connor McPherson
cmcpherson21@live.com
Thursday, September 10, 2009
Although local and national media has reported an outbreak of over 2,000 H1N1 virus cases at Washington State University over the past few weeks, President Elson S. Floyd said today the number of confirmed cases is far less than this number.
"Health and Wellness Services, in accord with the Centers for Disease Control guidelines, is not routinely testing for H1N1 or swine flu," Floyd said. "As a result, the number of cases confirmed through testing at WSU is actually quite small."
"Health and Wellness Services, in accord with the Centers for Disease Control guidelines, is not routinely testing for H1N1 or swine flu," Floyd said. "As a result, the number of cases confirmed through testing at WSU is actually quite small."
Wednesday, September 9, 2009
Cultural Beat Update Week 3
http://www.dailyevergreen.com/story/29246
This article in the Daily Evergreen focused on the study abroad fair on campus last week. The article touched on an issue I would like to write more about: it said there has not been an increase or decrease in study abroad students from WSU, rather the number is exactly the same as the previous year. Also, one source was a study abroad student from Germany and he talked about the differences between U.S. compared to German universities which I found to be interesting.
http://www.oregonlive.com/washingtoncounty/index.ssf/2009/08/new_forest_grove_schools_super.html
This article is from The Oregonian. The story is a feature on Yvonne Curtis, a superintendent from Washington County. This article pertains to my beat because the story focuses on the fact that Curtis is the only woman and only Latino superintendent (out of seven) in the county, and the article discusses her Mexican family history.
This article in the Daily Evergreen focused on the study abroad fair on campus last week. The article touched on an issue I would like to write more about: it said there has not been an increase or decrease in study abroad students from WSU, rather the number is exactly the same as the previous year. Also, one source was a study abroad student from Germany and he talked about the differences between U.S. compared to German universities which I found to be interesting.
http://www.oregonlive.com/washingtoncounty/index.ssf/2009/08/new_forest_grove_schools_super.html
This article is from The Oregonian. The story is a feature on Yvonne Curtis, a superintendent from Washington County. This article pertains to my beat because the story focuses on the fact that Curtis is the only woman and only Latino superintendent (out of seven) in the county, and the article discusses her Mexican family history.
Tuesday, September 8, 2009
MLK Speech
With nearly 200,000 rights activists and the Washington Monument towering in front of him, Martin Luther King Jr. asked for justice for all Americans from the steps of the Lincoln Memorial today.
The event "what will go down in history as the greatest demonstration for freedom in the history of our nation," King said.
King gave his speech to cheering bystanders as a part of the March on Washington for Jobs and Freedom, claiming that African Americans are still not free.
The event "what will go down in history as the greatest demonstration for freedom in the history of our nation," King said.
King gave his speech to cheering bystanders as a part of the March on Washington for Jobs and Freedom, claiming that African Americans are still not free.
Wednesday, September 2, 2009
Beat Note
The Palouse region is undeniably dominated by Caucasian farmers. Without WSU, Pullman would essentially represent the same demographic. The university brings in nearly 20,000 students to a town that otherwise would support a minimal local population. This influx of people from not only around the state but from around the world creates diversity of people, ideas and cultures. I am interested in such cultural issues that Pullman and WSU face on a day-to-day basis and how issues outside our somewhat isolated town embedded in wheat fields still affect our lives.
A culture beat is further important because the diversity of Pullman makes it different from the rest of the county and most of the Eastern Washington region. Therefore it is important to develop knowledge and simply be aware of the cultural issues in our area. For this, the WSU multicultural clubs (such as Muslim Student Association, Filipino American Student Association, etc.) and Multicultural Student Services would know what is happening locally and on campus. I know the Gladdish Community Center also hosts cultural events throughout the year. National issues and trends trickle down to Pullman as well. Obviously one of the biggest issues of the day is the state of the economy. Economic hardships can affect culture. Some possibilities could be the economy’s affect on the number of people studying abroad or on a decrease in cultural awareness events due to costs. I read an article about a trend in collegiate study abroad programs that said that more and more students are opting for short-term abroad programs due to the economy here in the U.S. This trend will most likely show up in WSU’s programs as well.
My take on culture as a beat will not be like the “Arts and Culture” page in the newspaper. Occasionally a story or idea may come up that incorporates cultural topics such as food, dress, etc. However, my main focus will be stories that deal with ethnic issues and how they affect the Pullman and WSU communities. According to the City of Pullman website, there are 27,600 people living in the city limits of Pullman, a 9.67 square mile area. We are practically living on top of each other. In addition, many of these people are from out of town, out of state, and out of the country. A 2007 article on the WSU website stated, “The single largest percent increase for freshmen applicants and enrolled students was among international students.” Because of this mass of people from a variety of different lifestyles and cultures all residing in an incredibly small area, cultural issues will undeniably arise both on campus and in our town. Therefore, stories need to be covered about cultural issues, awareness and appreciation.
From a historical context, I have a few examples of past articles on cultural issues in the area. At the end of spring semester, The Daily Evergreen published a week-long series on the DREAM Act (the Development, Relief and Education for Alien Minors Act). The series discussed what the act entailed and featured some students from WSU who were campaigning for the act and who would benefit from its induction. Last February, The Spokesman Review ran a story about Act Six Leadership and Scholarship Initiative, which pays for high school students with social and ethnic diversity and leadership abilities to go to Washington state colleges. Also, several months ago, The Seattle Times published a piece on elementary school closures. The article relates to culture because all of the schools being shut down were predominantly attended by minority students and the incident created an uproar.
3 story ideas:
I have a couple ideas for stories that deal with the study abroad programs. I would like to see how the economy has affected both students from WSU choosing to go abroad and also foreign students choosing to come here? Does the study abroad program financially help or hurt WSU’s economic state?
One of the cultural clubs on campus, the Middle Eastern Student Association, was once a relatively well established club with stable membership. After Sept.11, membership dropped off and last year the club essentially started over with all new members and is experiencing an influx of people. I would be interested in doing a story on the club and why it is experiencing an increase in membership.
I know that some elementary schools are now offering Spanish classes/tutoring to English-speaking students. I would be interested in doing a story on if Pullman’s elementary schools are also participating in such a program. If they are, why and why now? And if not, do they see a need?
3 relevant articles:
UCLA puts on a cultural seminar for school teachers
http://www.latimes.com/features/food/la-fo-teach12-2009aug12,0,6753624.story
Attacks on Indian students studying abroad in Australia
http://www.businessweek.com/globalbiz/content/jun2009/gb2009064_609700.htm?chan=top+news_top+news+index+-+temp_global+business
Four school systems in Mississippi have asked to be a part of an educational program that will teach civil rights curriculum at every grade level k-12.
http://www.sunherald.com/newsupdates/story/1551335.html
3 sources:
Candace Chenoweth
Education Abroad Director at WSU
chenow@wsu.edu
(509) 335-6204
J.Manuel Acevedo
Director of Multicultural Student Services
(509) 335-7852
Brian Moore
Principal of Franklin Elementary (Pullman)
brianm@psd267.wednet.edu
(509) 334-5641
A culture beat is further important because the diversity of Pullman makes it different from the rest of the county and most of the Eastern Washington region. Therefore it is important to develop knowledge and simply be aware of the cultural issues in our area. For this, the WSU multicultural clubs (such as Muslim Student Association, Filipino American Student Association, etc.) and Multicultural Student Services would know what is happening locally and on campus. I know the Gladdish Community Center also hosts cultural events throughout the year. National issues and trends trickle down to Pullman as well. Obviously one of the biggest issues of the day is the state of the economy. Economic hardships can affect culture. Some possibilities could be the economy’s affect on the number of people studying abroad or on a decrease in cultural awareness events due to costs. I read an article about a trend in collegiate study abroad programs that said that more and more students are opting for short-term abroad programs due to the economy here in the U.S. This trend will most likely show up in WSU’s programs as well.
My take on culture as a beat will not be like the “Arts and Culture” page in the newspaper. Occasionally a story or idea may come up that incorporates cultural topics such as food, dress, etc. However, my main focus will be stories that deal with ethnic issues and how they affect the Pullman and WSU communities. According to the City of Pullman website, there are 27,600 people living in the city limits of Pullman, a 9.67 square mile area. We are practically living on top of each other. In addition, many of these people are from out of town, out of state, and out of the country. A 2007 article on the WSU website stated, “The single largest percent increase for freshmen applicants and enrolled students was among international students.” Because of this mass of people from a variety of different lifestyles and cultures all residing in an incredibly small area, cultural issues will undeniably arise both on campus and in our town. Therefore, stories need to be covered about cultural issues, awareness and appreciation.
From a historical context, I have a few examples of past articles on cultural issues in the area. At the end of spring semester, The Daily Evergreen published a week-long series on the DREAM Act (the Development, Relief and Education for Alien Minors Act). The series discussed what the act entailed and featured some students from WSU who were campaigning for the act and who would benefit from its induction. Last February, The Spokesman Review ran a story about Act Six Leadership and Scholarship Initiative, which pays for high school students with social and ethnic diversity and leadership abilities to go to Washington state colleges. Also, several months ago, The Seattle Times published a piece on elementary school closures. The article relates to culture because all of the schools being shut down were predominantly attended by minority students and the incident created an uproar.
3 story ideas:
I have a couple ideas for stories that deal with the study abroad programs. I would like to see how the economy has affected both students from WSU choosing to go abroad and also foreign students choosing to come here? Does the study abroad program financially help or hurt WSU’s economic state?
One of the cultural clubs on campus, the Middle Eastern Student Association, was once a relatively well established club with stable membership. After Sept.11, membership dropped off and last year the club essentially started over with all new members and is experiencing an influx of people. I would be interested in doing a story on the club and why it is experiencing an increase in membership.
I know that some elementary schools are now offering Spanish classes/tutoring to English-speaking students. I would be interested in doing a story on if Pullman’s elementary schools are also participating in such a program. If they are, why and why now? And if not, do they see a need?
3 relevant articles:
UCLA puts on a cultural seminar for school teachers
http://www.latimes.com/features/food/la-fo-teach12-2009aug12,0,6753624.story
Attacks on Indian students studying abroad in Australia
http://www.businessweek.com/globalbiz/content/jun2009/gb2009064_609700.htm?chan=top+news_top+news+index+-+temp_global+business
Four school systems in Mississippi have asked to be a part of an educational program that will teach civil rights curriculum at every grade level k-12.
http://www.sunherald.com/newsupdates/story/1551335.html
3 sources:
Candace Chenoweth
Education Abroad Director at WSU
chenow@wsu.edu
(509) 335-6204
J.Manuel Acevedo
Director of Multicultural Student Services
(509) 335-7852
Brian Moore
Principal of Franklin Elementary (Pullman)
brianm@psd267.wednet.edu
(509) 334-5641
Tuesday, September 1, 2009
Questions for Mr. Randal
You have seen the media and journalism industries significantly evolve and change over your lifetime. Where do you think it is headed at this point/What do you see in this industry’s future?
You have reported from some notoriously hostile places around the world. How did native people of the foreign countries you reported in receive you? In what country did you feel most uncomfortable?
What made you decide to make the shift from writing for newspapers to a novel?
I read your quote about “editors and others who had never missed a hot meal” now being in the “driver’s seat.” Do you feel that journalists today have become lazy or simply adapted to a new form of journalism? Both? Something else?
I understand that you lived in France for an extended period of time. How does that compare to living and reporting in the U.S.?
How did you know or decide that you wanted to be a foreign correspondent as opposed to reporting on domestic issues here in the U.S.?
You have reported from some notoriously hostile places around the world. How did native people of the foreign countries you reported in receive you? In what country did you feel most uncomfortable?
What made you decide to make the shift from writing for newspapers to a novel?
I read your quote about “editors and others who had never missed a hot meal” now being in the “driver’s seat.” Do you feel that journalists today have become lazy or simply adapted to a new form of journalism? Both? Something else?
I understand that you lived in France for an extended period of time. How does that compare to living and reporting in the U.S.?
How did you know or decide that you wanted to be a foreign correspondent as opposed to reporting on domestic issues here in the U.S.?
http://www.collegian.psu.edu/archive/2009/07/08/short_abroad_study_popular.aspx
This article is from the student newspaper at Penn State. It is relevant to the culture beat because one of the sources discusses the connection between studying abroad and developing an appreciation for cultural awareness and acceptance. More important to my beat, the article presents a new trend in college study abroad programs; the increase in students opting for short-term programs, as opposed to the typical year-long programs. One of the reasons for this trend is a decrease in the overall cost.
http://www.dailytexanonline.com/top-stories/chinese-student-patriotism-in-u-s-1.1773895
This article is from The Daily Texan, the University of Texas at Austin newspaper. The article states that the U.S. is the top destination for Chinese students choosing to study abroad. Furthermore, upon graduation, an increasing number of Chinese students are staying in the States instead of returning home. This leads me to wonder if the same trend is present in WSU's foreign students population and if they stay in the Pullman/Washington region? And if they do what might that be doing for our local economy, etc.?
This article is from the student newspaper at Penn State. It is relevant to the culture beat because one of the sources discusses the connection between studying abroad and developing an appreciation for cultural awareness and acceptance. More important to my beat, the article presents a new trend in college study abroad programs; the increase in students opting for short-term programs, as opposed to the typical year-long programs. One of the reasons for this trend is a decrease in the overall cost.
http://www.dailytexanonline.com/top-stories/chinese-student-patriotism-in-u-s-1.1773895
This article is from The Daily Texan, the University of Texas at Austin newspaper. The article states that the U.S. is the top destination for Chinese students choosing to study abroad. Furthermore, upon graduation, an increasing number of Chinese students are staying in the States instead of returning home. This leads me to wonder if the same trend is present in WSU's foreign students population and if they stay in the Pullman/Washington region? And if they do what might that be doing for our local economy, etc.?
Tuesday, August 25, 2009
I am not entirely sure how to cover a beat, but I am interested in possibly focusing on cultural issues or health and science. WSU focuses many of their studies on scientific advancements, thus, providing an ample amount of science issues to cover in Pullman alone. On the other hand, the WSU campus hosts many cultural events throughout the year and supports several cutlure clubs. These events and clubs could provide culture issues to cover in the Pullman area.
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