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(06/07/13 8:24pm)
____simple_html_dom__voku__html_wrapper____>We won’t talk you out of drinking on a Friday night. No one else will, either. College is about making decisions for yourself. We just want you to be safe. Here are a few things you should know if you do choose to attend that first big kegger.You probably think it would never happen to you, but drinking can be dangerous. According to 2010 data from the Centers for Disease Control and Prevention, there were 25,692 alcohol-induced deaths, some of which occurred on this campus. People who are new to drinking typically have low tolerances for alcohol, so don’t overdo it. When you drink too much and pass out, your gag reflexes (which prevent choking) and your breathing can be suppressed. People who have drunk enough to pass out are at risk of choking to death on their own vomit or suffering from alcohol poisoning, which results in emergency room visits or sometimes, death.It’s important to know that if you see a friend who is showing signs or symptoms of alcohol poisoning, don’t hesitate to call 911. You won’t get in trouble for saving someone’s life. THE RISKAnother issue that can come with college parties is sexual assault. As many as one in four college women experience unwanted sexual intercourse in the United States, and many of these incidents happen at or after parties. The danger comes from a difference in expectations between men and women, said Elizabeth Armstrong, an assistant professor of sociology, in a 2006 press release. The majority of sexual assaults involve alcohol. Here are some tips to help you out:Watch for people who pressure you to drink or seem overly enthusiastic about getting you drunk.Be careful with mixed punches or “Jungle Juice.” Their alcohol — or drug — content is often a mystery.Don’t leave your drink unattended.Never leave a friend alone when they have had too much to drink. Make arrangements with friends to stick together and agree on when to intervene if things look like they’re getting out of hand. Stay in a public place, like the dance floor or seating area, and stay out of private rooms. Know where you are and how to get home. Always have cash for a cab and don’t rely on someone you don’t know to give you a ride. Trust your instincts. If you think someone is a creep, that person is most likely a creep. DID YOU KNOW...The IU Health Center has a Sexual Assault Crisis Service (SACS)? This service offers crisis intervention, individual and group counseling and educational programming. It is available for any member of the IU community for free. The service has a 24-hour telephone line, which will put you in touch with a specially trained counselor who can answer your questions and further assist you. The phone number is 812-855-8900. If you are in immediate danger, don’t hesitate to call 911.
(06/07/12 5:34pm)
____simple_html_dom__voku__html_wrapper____>IU does a lot to keep its students safe, but students must do their part as well. The residence halls at IU have many safety features designated to help freshmen. After 12 a.m., the entrances to the residence halls are locked, and students can only enter the building with a key card. Some people wish to enter the building during late hours but don’t have a key card with them. Students might want to be helpful, but they should not allow those late-comers in, Bill Shipton said, director of student residential programs and services and judicial officer for the campus judicial system. The key-card system is very high-tech. Swiping a key-card can determine when a student has entered the residence hall or room.“This may seem Big Brother-ish,” Shipton said. “But it really helps to keep track of missing students.” Cameras in and around the residence halls serve the same purpose, Shipton said. Resident assistants and police officers go on rounds to ensure that students are being safe late at night and during the early mornings. Many students think rounds are meant to get them in trouble, but it is really to benefit them, Shipton said. Students, however, will get in trouble if they are found participating in illicit activities.The campus is well lit around the residence halls and parking lot, Shipton said. If students are having a bad experience while walking around campus — during the day or at night — they can get the IU Police Department to come their way without even calling them. Emergency stations around campus contact the IUPD and flash a blue light when a student pushes the button, Shipton said.Students can also make use of the safety escort, a service meant to provide students with an alternative to walking alone at night. The service is free and can transport a student anywhere on campus and from campus to an off-campus location. Students simply must provide their 10-digit student ID number to the dispatcher and show their student ID when entering the vehicle. The number is 812-855-SAFE.EVERYTHING YOU NEED TO KNOW BEFORE YOU TAKE THAT RED PARTY CUPWe won’t talk you out of drinking on a Friday night. No one else will, either. College is about making decisions for yourself. We just want you to be safe. Here are a few things you should know if you do choose to attend that first big kegger.You probably think it would never happen to you, but drinking can be dangerous. According to 2007 data from the Centers for Disease Control and Prevention, there were 23,199 alcohol induced deaths, and some have occurred on this campus. People who are new to drinking typically have low tolerances for alcohol, so don’t overdo it. When you drink too much and pass out, your gag reflexes (which prevent choking) and your breathing can be suppressed. People who have drank enough to pass out are at risk of choking to death on their own vomit or suffering from alcohol poisoning, which results in emergency room visits or sometimes, death.It’s important to know that if you see a friend who is showing signs or symptoms of alcohol poisoning, don’t hesitate to call 911. You won’t get in trouble for saving someone’s life. The riskAnother issue that can come with college parties is sexual assault. As many as one in four college women experience unwanted sexual intercourse in the United States, and many of these incidents happen at or after parties. The danger comes from a difference in expectations between men and women, said Elizabeth Armstrong, an IU assistant sociology professor, in a 2006 press release. The majority of sexual assaults involve alcohol. Here are some tips to help you out.» Watch for people who pressure you to drink or seem overly enthusiastic about getting you drunk.» Be careful with mixed punches or “Jungle Juice.” Their contents and alcohol volume are often a mystery.» Don’t leave your drink unattended.» Never leave a friend alone when she or he has had too much to drink. » Make arrangements with friends to stick together and agree on when to intervene if things look like they’re getting out of hand. » Stay in a public place, like the dance floor or seating area, and stay out of private rooms. » Know where you are and how to get home. Always at least have cash for a cab and don’t rely on someone you don’t know to give you a ride.» Trust your instincts. If you think someone is a creep, that person is most likely a creep. DID YOU KNOW......that the IU Health Center has a Sexual Assault Crisis Service (SACS)? This service offers crisis intervention, individual and group counseling and educational programming. It is available for any member of the IU community for free. The service has a 24-hour telephone line, which will put you in touch with a specially trained counselor who can answer your questions and further assist you. The phone number is 812-855-8900. If you are in immediate danger, don’t hesitate to call 911.
(04/05/12 2:30am)
____simple_html_dom__voku__html_wrapper____>The long line of hopeful “Real World” applicants wrapped along the side of Scotty’s Brewhouse on Wednesday demonstrated what experts have said for years: Reality television can turn into an obsession for some. IDS reporter Alyssa Goldman spoke with Bryant Paul, an associate professor of telecommunications, to find out why some people can’t get enough of this franchise. IDS A lot of people showed up to the “Real World” casting call and said ridiculous things — anything to get them on TV. Why do people do that?BRYANT PAUL People want to be known and want attention. The general idea is that the more well-known you are, the more popular you are and the more people look up to you. IDS Why did the producers request people who were between the ages of 20-24?PAUL They’re more interesting as a demographic. They want to get people who are more established but naive — mature yet still immature. Also, one of the main reasons is because everyone is of drinking age, and that is what gets people into serious trouble. Also, if 24-year-olds are on the show, advertisers will reach out to that demographic, and this age group has more upper mobility than, say, 18-year-olds.IDS I started watching the “Real World” when I was around 12, so I didn’t really fit their target audience.PAUL There’s this whole question about who really is the audience. MTV is supposedly for high-school and college students, so you must have thought you were big shit. IDS Yes. Yes, I did. PAUL You probably thought you were getting inside information into what your future held and what you were supposed to become. This is a reason why some — not all — kids watching these shows become messed up. IDS How so? PAUL How did you know what to do at your first college party or during your first hookup?IDS TV. PAUL The media gives us expectations of what we are supposed to do, and we learn from what we see.IDS Has the “Real World” become less real? PAUL Nothing about reality TV is ever real. I think the “Real World” covered more socially conscious issues including AIDS, but that was more relevant during the early ’90s. If the “Real World” did not evolve, it would have become the PBS of reality shows and would become irrelevant. In order to keep up with the ratings of celebrity-focused reality shows, the situations have to become more and more contrived. IDS What advice do you have for people who went to the “Real World” casting call yesterday? PAUL You have to realize you are a product, but you have to appear unaware — seem as if you don’t even know you are on a show. Or you can be so aware that you are almost a joke. Producers don’t want some average person — they want someone who is strange. If I want to watch normal people I could go to Nick’s. But when I’m watching TV I want to watch something out of the ordinary. You want to be different but not so different that viewers can’t relate to you. But if you’re trying to make yourself look like a train-wreck then you need to wonder your own self-worth. If you tell the casting crew you’re almost a functioning alcoholic, that’s just sad. You have to wonder whose best interests they have in mind.
(03/08/12 4:28am)
____simple_html_dom__voku__html_wrapper____>Truong Vu, owner of Pink Nail Salon on East Third Street, was found guilty of sexually assaulting two of his customers. In December 2008, two women reported to police two separate incidents that occurred within eight days of one another. The victims did not know each other, but their accounts were strikingly similar: They began with a body massage and ended in Vu groping or fondling them. Both alleged assaults took place when the salon neared closing time, in a room designated for waxing, after Vu locked the doors. Both women were brunettes, in their twenties and short. One client was 5 feet tall, the other 5-foot-1-inch.In January 2009, Vu was held on bail for $40,000. “The defendant had a plan and a pattern,” prosecutor Rebecca Veidlinger said in her closing statement. “He thought he could get away with it again. He identified his victims, isolated them and then sexually assaulted them.” Near the end of the three-day trial in the Monroe Circuit Court, Vu testified on his own behalf and denied that he had sexually assaulted his customers. Instead, he claimed that the customers consented to the massages and said one of the clients even requested a massage. The jury returned and the defendant remained expressionless as he was found guilty on all four felony counts, including criminal deviate conduct, criminal confinement, sexual battery and criminal confinement. He will receive his sentencing April 2. One of the women said she was constrained as Vu inserted one or two fingers into her vagina and touched her anus. The other customer said he spanked her bottom and rubbed her breasts as his hands were inside her bra. A video recording of Vu’s questioning with Detective Rick Crussen and Lt. David Drake was played for the jury. “I took note that he knew what the complaint was immediately,” Crussen said during the trial. In court, as he watched himself on the video, Vu appeared nervous. At some points he turned his head away from the screen and fidgeted around in his seat. His knees shook. During the Dec. 31, 2008, taping, Crussen said he only told Vu that there had been a complaint. However, in the video, he knew exactly what the complaint was. He knew it had something to do with the “birthday girl” and a body massage. One of the victims was celebrating her 21st birthday, and Vu said he gave her a discount and only charged her for a manicure though she received a pedicure, which was interrupted with a massage. Her toenails were never painted.In the video, Crussen admitted to kissing one of the victims’ necks, but said since they were friends it wasn’t anything sexual. “I can’t believe she complained,” Vu said. “Right now, I’m scared.”Crussen in the video then asked about an incident reported by the second victim, who said her butt had been spanked and he had said “You like that?” “Is this the kind of behavior young girls want when they come in your salon,” Crussen asked. “I just tapped her,” Vu said. “We were talking.”During the trial, Vu said he had lightly tapped her bottom to wake her up since he claimed she had fallen asleep during the full body massage. In the tape, Crussen noted the similarities between the victims. “The girls looked so much alike,” he said. “They could have been sisters ... You didn’t give a 55-year-old or 250-pound woman massages.” A nervous chuckle escaped Vu’s mouth. “See where I’m going here?” the detective said.Crussen asked if Vu’s massage practices were done on any other customers. Vu said the night before the questioning, he had given one to a young, blonde girl with long hair.“You choose girls you can overpower and can take back to the room,” Crussen said. “And you choose girls you are attracted to.”Vu then said he didn’t understand Crussen’s claim. In response, Crussen said, “When you were on the phone yesterday (with one of the victims during a recorded conversation) you spoke in good English.”Earlier in the video he said, “I tried to be friendly and make my customers happy.” He repeated this assertion in court on the stand. Vu claimed that he carried one of the victims to the waxing room for that reason — to be as helpful to his clients as possible. “I try to be nice to all my customers,” he said.His attorney John-Paul Isom asked if Vu’s client was alright with him carrying her to the back room. He said yes, and when he was asked why he chose to carry her, Vu responded, “I didn’t want to see her walk on the floor.”But on cross-examination, Veidlinger asked him why he would pick her up if her toenails had no color on them. “She said her boyfriend did not treat her right,” he responded. Veidlinger said the reality was that he carried her to a locked room without her consent, and then when she was on the massaging table, he wrapped his arm around her neck. While holding her down, he touched her anus and penetrated her vagina with his fingers. During the defendant’s concluding statements, the attorney remarked that there was not enough tangible evidence to convict Vu of the crimes. “There is not enough physical evidence,” Isom said. “There were no signs of redness, abrasions, examinations or torn clothing ... Why didn’t the women push to get out, and once they did get out of the room, why wouldn’t they run out into the streets and scream bloody murder?”During Viedlinger’s closing argument, she said there are no criteria for what sexual assault looks like. “Just because she’s not kicking and screaming doesn’t mean it’s not sexual assault,” Viedlinger said. “Those are myths. Let’s accept that she was showing she did not consent.”
(02/21/12 2:49am)
Profiles of our professors and neighbors who survived the Holocausts.
(01/27/12 9:03pm)
What exactly IS fear?
(06/01/11 4:03pm)
____simple_html_dom__voku__html_wrapper____>IU does a lot to keep its students safe, but students must do their part as well. The residence halls at IU have many safety features that are deemed helpful to freshmen. After 12 a.m., the entrances to the residence halls are locked, and students can only enter the building with a key card. Some people wish to enter the building during late hours but don’t have a key card with them. Students might want to be helpful, but they should not allow those late-comers in, Bill Shipton said, director of student residential programs and services and judicial officer for the campus judicial system. The key-card system is very high-tech. Swiping a key-card can determine when a student has entered the residence hall or room. “This may seem Big Brother-ish,” Shipton said. “But it really helps to keep track of missing students.” Cameras in and around the residence halls serve the same purpose, Shipton said. Resident assistants and police officers go on rounds to ensure that students are being safe late at night and during the early mornings. Many students think rounds are meant to get them in trouble, but it is really to benefit them, Shipton said. Students, however, will get in trouble if they are found participating in illicit activities.The campus is well lit around the residence halls and parking lot, Shipton said. If students are having a bad experience while walking around campus — during the day or at night — they can get the IU Police Department to come their way without even calling them. Emergency stations around campus contact the IUPD and flash a blue light when a student pushes the button, Shipton said. Students can also make use of the safety escort, a service meant to provide students with an alternative to walking alone at night. The service is free and can transport a student anywhere on campus and from campus to an off-campus location. Students simply must provide their 10-digit student ID number to the dispatcher and show their student ID when entering the vehicle. The number is 812-855-SAFE.
(04/27/11 4:35am)
____simple_html_dom__voku__html_wrapper____>Today’s lesson: sight words. Read a phrase. Strike a pose. Draw it. Write it.Paula Bell, a Fairview Elementary School Title I aide, has her first-graders participate in quick draw. Quick draw is an activity adopted from Leonard Bernstein’s Artful Learning Model, a school improvement program that uses the arts to enrich curriculums while maintaining a focus on state standards and essential learning skills. The quick draw activity helps students comprehend the meaning of sight words, phrases and sentences — a component of Indiana state standards. The first sentence is “This is a good day,” and one student poses in the front of the classroom with a big smiling face and hands extended into the air. The first-graders begin drawing once the music starts and can’t stop until it ceases. Essentially the children are scribbling with a purpose — students have to draw in a circular motion without their marker ever leaving the page and create a figure that resembles the pose one of their peers is making. Bell takes a special notice to Kelyn, a student who usually refuses to participate in any sort of academic activity. But Kelyn does this one without any problems. He draws the models’ poses and writes the sentences onto his piece of paper. Instead of Bell telling Kelyn to participate, she is able to compliment him. “Good job, Kelyn,” she says. “I see hands and legs. I like how you took almost the whole page.” ***The Artful Learning Program was implemented at Fairview because it encompasses all types of learners: visual, auditory and kinesthetic.“It allows learners who are not as gifted academically to find success in other ways,” says Mary Carol Reardon, a Title I teacher and member of Fairview’s Artful Learning strategy team. At Fairview, learning is meant to be fun and creative. The arts are used as tools to help students better understand what they are being taught. Fairview is a school where most of the students come from low-income families; 90 percent of the student population is on free or reduced lunches, according to the Indiana Department of Education. Fairview did not make Adequate Yearly Progress (a measure of a school’s academic success through standardized tests under the No Child Left Behind Act) for the last several academic years, which is why the school had to restructure its teaching approach. “Well, we obviously want to raise our students’ academic achievement assessments,” says Fairview’s principal Karen Adams. “But that won’t necessarily happen in the first year. However, we are hopeful we will, due to the deeper thinking we’ve seen.”After considering many other school improvement programs, Fairview’s administrators and faculty chose to become an Artful Learning Community.“This is what kids connected to most,” says Kathy Heise, Fairview’s music teacher and head of the school’s Artful Learning strategy team. “And we always get a better response from parents when things are performance based. Artful Learning seemed like a natural choice.” The Artful Learning Model is a four-phase learning sequence that focuses on experiencing, inquiring, creating and reflecting. Each curriculum is based on state standards and essential learning skills. For instance, the fourth-graders experienced a masterwork, something that has endured time and crossed various disciplines. They studied “Migrant Mother,” a photograph taken by Depression-era photographer Dorothea Lange featuring a forlorn mother with an infant on her lap and her two children leaning on her shoulders to shield themselves from Lange’s camera lens. The students then had to inquire whether or not Lange’s approach was ethical. Heise explains that some students said, “Yes,” because they thought the Great Depression had to be documented. However, many students felt as if Lange was digging into people’s lives without their consent. The Dust Bowl related to the theme of transformations, which coincided with discussions of weather and the changing of seasons as well as the language arts and social studies curriculum. Students also make an original creation, which exhibits their new knowledge and skills. For instance, each first-grade class created a tree reminiscent of a van Gogh painting.After that, the children reflect on what they’ve learned, what they wish they had learned more about and how their newfound knowledge is useful in their everyday lives.“I have seen students gain interest in school and look forward to learning, and that is on the path to excelling,” Reardon says. “It’s very heart warming.”***Solid. Liquid. Gas.Reardon asks a first-grade class to describe an ice cube. Different answers come from all over the room — cube, square and clear are just some of the adjectives shouted out.“It’s a solid,” Reardon explains. “And when ice cubes melt, it’s a liquid. And when you steam the water, it’s a gas. And all of these things are made up of molecules.” Reardon gets the first-graders involved. Some kids become molecules while others become the temperature. The first group to go is a solid. As Reardon plays a gong at a whole note, the molecules form a circle and vibrate while the temperature group moves their scarves up and down. But then Reardon returns the solid group to their seats. While they take their seats, Reardon informs them that as the temperature rises the ice melts and turns into water. The second group represents water. The water molecules make a circle and each one moves in and out. Since the temperature is warmer, those students can move around more and shake their scarves at a quicker speed, but the temperature group gets a little too excited and walks all over the room. Reardon tells the temperature to return to the front of the classroom and continues to play an xylophone at half notes. “You looked like a jiggly glass of water to me,” Reardon says. The water group takes their seats. Reardon tells them that the water is boiling, and the steam coming from it is gas.“Is the temperature hotter or colder?” Reardon asks. Most students reply, “It’s hotter.”The third group represents gas. The molecules form a circle, but this time each molecule jumps up, down and around. And the hot temperature group waves their scarves up and around their heads. The molecules and temperature move rapidly as Reardon rings a bell at eighth notes. “What did we notice?” Reardon asks. “It was the gas molecules that moved fastest,” one of the students says. “What happens when an ice cube is put at a hot temperature?” “It melts,” responds most of the first-grade class. “And what happens when a liquid is at a cold temperature?” “It turns into an ice cube,” most of the first-grade class replies.Musical instruments and scarves got the first-graders up on their feet and engaged in the lesson. “The first-graders understood the concept before I came into the classroom,” Reardon says. “But now, they were making a dance of it.”*** Adams has seen a positive change in her students and faculty in part because of the Artful Learning Model. She says that she feels a great sense of pride when giving tours of Fairview to other Indiana school administrators interested in Artful Learning. Adams says she hopes this enthusiasm will parlay to even greater academic achievement. “As I was giving tours of our school, I couldn’t believe how focused our students were,” Adams says. “I felt like I was showing another school. Our teachers were all business, and I kept hearing the students make intellectual comments. It was so exciting to see.”
(03/30/11 2:52am)
____simple_html_dom__voku__html_wrapper____>“Are those heads broken off a real person? Are those fossilized heads?” Chandler Deppert asks. Chandler is visiting the IU Art Museum with his mother, Tara Deppert, and his 11-year-old brother, Quinton Deppert. He is a curious, energetic and loud almost 7-year-old. He explores the museum and is curious about all of the ancient artifacts he sees. Chandler allows his imagination to wander, and the context of the pieces do not impact his thoughts as they do for many adults. “He wants to be an architect,” Tara says. “But he doesn’t like to do art.” Bringing a young child to a museum is no easy task. Chandler touches the glass cases and gets reprimanded by the museum security. He runs around the exhibits, lies on the floor and rolls around on the couches. The Depperts make their way to the second floor of the museum: Arts of Asia and the Ancient Western World. A mummy case lid grabs Chandler’s attention. “Is it real? Who’s inside of it? King Tut?” Chandler asks while touching the glass case.Chandler is reminded that he can’t touch the displays, but he remains unfazed. On to ancient Greece. Chandler and Quinton look at a piece of pottery titled “A Barber Cutting Man’s Hair.” Chandler is confused by its intact condition and says, “It’s not that ancient.”Quinton corrects his little brother. “It was made before the Common Era — before year one.” He then pats Chandler’s head in a loving manner. “Who was born in year one?” Chandler asks. “Jesus,” Quinton replies in a matter-of-fact tone. As Chandler walks around the ancient Greece section, he sees a wider statue and exclaims, “That’s (Dudley) Dursley from ‘Harry Potter’!” * * *Chandler goes to look at a Japanese figure’s face, which does not have an eyeball in either of its eye sockets. “He looks like he doesn’t have any eyes,” Chandler says. “He looks dead.” Then he looks at a multicolored lion sculpture in mid-roar from the Tang Dynasty. He frequently makes pop culture references toward the artwork. Chandler points at it while walking and exclaims, “It’s the lion from the Irish Lion!” * * * Now on to the most important part of Chandler’s museum visit — the gift shop. Chandler eats a chocolate chip cookie and takes full advantage of the museum’s free cups of water. He demands a second glass from the woman at the register. He thinks he’s discovered the best service the museum has to offer, which costs, according to him, “zero dollars and zero cents.”Chandler and Quinton touch expensive pieces in the gift shop, and Tara is getting annoyed. The family is going to Malibu Grill after the museum visit, and she threatens the boys by saying, “If you don’t stop, we will buy you the cheapest kid’s meals on the menu.” * * * Off the Depperts go to the third floor: Arts of Africa, the South Pacific and the Americas. With so many sculptures to look at, they all begin to look the same to Chandler. So he decides that he too could be a sculpture. He begins to make robotic movements and says, “I’m a sculpture.” Then he begins to sing “Mr. Roboto.” The exhibit is a host to a display of shields and other artifacts from Papua New Guinea. But to Chandler, those aren’t shields — they are surfboards. “I want to go on a surfboard and get eaten by a shark,” he says. The display showcases a picture of the people of Papua New Guinea. The subjects are frail and wide-eyed as they gaze into the foreign lens of a camera. Chandler looks at the photo and says, “Those are some pretty creepy people.” He moves onto the next piece of art: a sculpture of a gaunt man. Quinton owns six frogs and to Chandler, this is what the frog “Skinny would look like in human form.” * * *He doesn’t realize it, but Chandler and his family are about to leave the museum. Chandler says he didn’t particularly enjoy his visit. “I didn’t like anything — just the mummy case and my cookie,” he says.Why did he like the mummy case lid so much?“I always wanted to go to Egypt,” he says. “But not right now because there is a war going on.” After a day of mummies, surfboards and an endless supply of water, even this kid with a big imagination has had enough. “Are we done searching the whole museum?” Chandler asks. “Yes, we’ve seen the whole thing,” Tara replies.Chandler has a big smile on his face and exclaims, “It’s finally over!”
(11/08/10 5:47am)
____simple_html_dom__voku__html_wrapper____>Taji Gibson started Election Day in fear of losing her job as a ninth grade teacher at Bloomington High School North.Her day began at about 6:30 a.m. when she voted at the Bloomington Free Methodist Church. The main concern on the ballot for Ms. Gibson was the Monroe County Community School Corporation tax levy referendum.If the referendum did not pass, Ms. Gibson could have lost her job. But she had already been in that position before. Ms. Gibson was reduction enforced in April, which is what happens when a school district releases a teacher from a pending contract for reasons such as changes in the district finances or demographics.She was offered a job at the Center of Education and Lifelong Learning, but she turned it down once she was rehired in June. To Ms. Gibson, teaching in the classroom was more important than job stability.Tension was “cut throat” within the school district from February to March when people were checking their seniority status. The administrators kept a running list of when people were hired. Teachers who had a seniority of only one minute from the time they were hired were able to stay on staff while 70 positions were cut. On Nov. 2, Ms. Gibson was in a similar situation again. She just wanted to know if the referendum would pass or not, and she said she wanted the day to go quickly. There was a lot at stake. If the referendum did not pass, school programs would be cut, teachers would be laid-off, class sizes would increase and schools could close. “As teachers, we will go on with our lives whether this passes or not, but the effects of this will reverberate onto our kids and community,” Ms. Gibson said. ***After Ms. Gibson voted, she bought herself a drink at Starbucks. She glanced at a local newspaper where she saw the MCCSC referendum front and center.The teachers weren’t supposed to discuss referendum issues with their students, but a senior approached Ms. Gibson to let her know that he had voted. “Did you do your research?” Ms. Gibson asked.“Yeah. It was empowering,” the student said. “I waited in line to vote. I cared about the referendum.”“I wish every student was like you,” Ms. Gibson said with a smile. Though Ms. Gibson was nervous about losing her job, her day had to go on. She had a job to do. Her ninth graders had a test on Thursday, and she needed to prepare them for it. Ms. Gibson led a game of Jeopardy. In this game, Ms. Gibson developed categories, such as Lil’ Miss Alaine E. Us, Say What?, Vocabaholic and Son of a Mugs.Although Ms. Gibson was worried about her job, she was able to joke around with her students and demand nothing but the best from them.“I tried to be hip like you,” Ms. Gibson joked. Ms. Gibson has been concerned about her students’ performance in the Jeopardy games. “I’m worried about this test. And this test is cake,” she said to one of her groups of students. “I like cake,” one of her students responded.To that, Ms. Gibson replied, “Me too.”Ms. Gibson entertained her students by breaking into song, “Every time I do it, I do it for my hood.” When she said the name of the category “Say What?” she made sure to exaggerate it. But just because she jokes around with her students doesn’t mean she goes easy on them. If someone did not follow the rules of Jeopardy, she docked points. Ms. Gibson’s word is law, and she reminded her students of this every time they argued with her about points. When Ms. Gibson calls on her students, she calls them doctor and says their last name. She said she does this because a doctorate is the highest degree one can obtain, and she wants her students to be the best they can be. When she calls her students by their first names, that means they are in trouble.Her second group of students followed the rules and didn’t complain when she didn’t give them points. “All of you are positive,” Ms. Gibson said. “This hasn’t happened yet this year. Give yourself a hand.”All of the students smiled and laughed, and so did Ms. Gibson. *** “This time around I did not let it bother me all day,” Ms. Gibson said of not knowing whether the referendum would pass. “It worked out positively last time, and I knew it would work out again.” Ms. Gibson started watching the election results unfold at 7 p.m. She kept the TV on, checked online and checked everyone’s Facebook statuses.It wasn’t until 10:30 p.m. that she felt a sense of relief.The Bloomington community voted yes for a 14-cent property tax increase for the next six years. This means the average Monroe County property owner will pay an extra $95 in property taxes each year. Since the referendum passed, she no longer has to worry about losing her job. “It’s game time,” Ms. Gibson said. “This community is depending on us to do our jobs well, and they are trusting us enough to invest their money in our education system.”
(11/05/10 4:49am)
____simple_html_dom__voku__html_wrapper____>Barbara Richards, a Title I reading specialist, sets the standards high for her students at Fairview Elementary School in Bloomington, Ind.The task she is about to present to her second-graders will cause much anxiety as well as many inquiries and excuses.For the first time, every student from both her higher and lower-functioning literacy groups will be writing a small summary. Her second-graders recently completed the 16-page book “Harry Helps Out” and collectively discussed the book’s synopsis, however, it is the first time they are doing this pencil to paper, Richards says.The students are given a five-point summary worksheet. They must identify the main character, the goal, the problem, the solution and the resolution. Five second-graders swarm around Richards’ table to begin their brief session. Richards gives out the instructions for the five-point summary assignment. Gavin can’t sit still. He stirs in his seat. “Gavin,” Richards says staring directly at him, “you really need to focus.”There is something different about Gavin today. He lost one of his top teeth and all of his peers notice. Everyone congratulates him.“Your straggle tooth is gone,” Richards says. All of the attention Gavin receives for his missing tooth makes his smile grow wider while his interest in educational activities wane. “I hope you’re listening,” Richards says to Gavin, “and not just tipping in your chair.”Gavin begins working on his summary sheet, but says he can’t fill in the first box, which is about the main character.“What does this say?” Gavin asks.“Were you listening?” Richards replies.“It’s hard for me to remember,” Gavin says. But Richards does not accept any form of excuses. She is aware that Gavin has special learning needs, but that does not exempt him from the task at hand. “I have high expectations of my students,” Richards says. “I have expectations that they are all excellent. And I have expectations that they will all go to college. And I have expectations that they are all gifted."* * *Richards, however, knows her students do not lead easy lives. Fairview receives Title I funds due to their high rates of students who qualify for free and reduced lunches.Ninety-two percent of Fairview students qualify for the free and reduced lunch program and more than 85 percent of those students receive free lunches.Below proficient results on standardized tests– such as the ISTEP+ scores – generally correlate with higher levels of poverty, and this trend plays out in the Monroe County Community School Corporation where Fairview scores lag behind their counterparts from higher-income schools, Fairview literacy coach Lee Heffernan says.However, Fairview is not the only school within the school district struggling with their literacy rates. In fact, there are six Title I schools, including Fairview, within the district: Arlington Elementary School, Grandview Elementary School, Templeton Elementary School, Highland Park Elementary School and Summit Elementary School. However, there are students at non-Title I schools who are struggling with literacy as well.Currently, one-third of the school district’s students do not read at grade-level, says Cameron Rains, director of elementary education curriculum and instruction for the school corporation. Members of the Foundation of Monroe County Community Schools are currently campaigning to raise $3 million for literacy programs, school libraries, classroom resources and efforts to keep kids engaged with and enrolled in school.From the funds that have been received thus far, the school district plans to begin the first Literacy Leaders Cohort, a group of 44 educators participating in the same training over an extended period of time starting in November, Rains says. For the first cohort three educators from each elementary school will meet monthly to learn about balanced literacy, how to aid students’ reading pace and how to monitor students’ progress. The goal of the cohort is to analyze the school district’s current literacy practices, compare them to the best practice in literacy instruction and make changes if the two are out of alignment, Rains says. It will also give teachers a chance to share student work and to collaborate on teaching strategies.The school district’s administrators, however, hope to increase their literacy rates by 5 percent per year for the next four years.“We need to guarantee this to all of our kids,” Rains says. “It is a zero failure mission. Reading is the most important foundational skill in school and in life. We cannot fail at this.”Fairview, however, faces the largest battle with literacy due to their high poverty rates. Richards, however, does not accept poverty as an excuse. Poverty is not something that Fairview can’t overcome.“I don’t see poverty as a challenge.” Richards says. “I see it as a real bonus because they are so grateful for anything.” Most children at Fairview come from homes with barely any books. Many students come to Fairview without ever having been read to and have never been exposed to such rich language.“They are like a fresh, beautiful snowfall and you can make your footprints anywhere,” Richards says of her students. “They are not jaded and they take nothing for granted.”After working at Templeton for 12 years, Richards transferred just this school year to work at Fairview. And at Fairview, writing a summary is a completely foreign concept to Richards’ second-grade students. However, Richards is sure that her students can fulfill the state’s second-grade standards. Her students will meet the school corporation’s “power standards” this quarter. In fact, Richards is certain of it. ***Gavin can’t help but be distracted.He was absent yesterday because, he says, he had a fever. Now, he is behind. But Gavin isn’t too worried about this activity. Fairview recently opened their new playground and since Gavin missed school yesterday he didn’t get to discover this new territory with the rest of his classmates. However, today he had the chance to participate in the fun. Him and his classmates share their experiences.But Richards remains unaffected by the chaos that is going on around her – the chatting, the pencil tapping, the questions and the trips to and from the trash can. She focuses on the material and is determined to use every second of her 22-minute sessions. Richards puts a lot of pressure on herself. She tells herself that she needs to keep her students motivated in school and interested in the curriculum material no matter the circumstance. “I have only 22 minutes to make a difference in their lives,” Richards says. Richards wants Gavin’s attention. Although it is frustrating that Gavin has so much on his mind – the new playground, his missing tooth and yesterday’s absence – Richards tries to dismiss the discord. Her main motive: to keep her “eye on the prize.” What’s her prize? “The ‘ah ha’ moments and those ‘I can do it’ clicks,” Richards says. “It’s their progress and the fact that I know I made a difference.”***Even though all of her second-graders are struggling with spelling and writing no one is as frustrated as Logan.Logan has a painstaking look on his face. His eyebrows are furrowed together. He taps his pencil to his head. He puts both his hands to his head. But no matter what he does, the words aren’t being written onto the page. Richards has a “help me, help you” approach when it comes to meeting the needs of her students. She knows that in order to uncover what is bothering Logan she must listen to him. Richards wants her students to know she truly cares about them.“There are two kinds of teachers: those who teach to chairs and those who teach to children,” Richards says. “I’ve never been interested in teaching chairs. I like for my teaching to go two ways.”Richards wonders what is at the source of his pain and frustration. Is he unable to concentrate with the noise in the room? Is it the mechanics and the spelling? He answers, “no” to both these questions. Then what is it? Logan says he just can’t remember. This is unusual for Logan. Typically, he can articulate his feelings. But not today.As Logan shuts down, Richards is afraid that he will burst into tears, but instead he mumbles, “This is too hard.”Richards assists Logan with the summary resolution. “What does the story end with?” Richards asks.“Computer,” Logan mumbles.Logan then fills in the blank with “help with the computer.” Although Logan has an entire line to write the words on he chooses to place “the computer” in the margins of the right page. The print on his worksheet is extremely large. Richards suspects that he purposely tried to fill the page since he was having such a difficult time with the assignment. Logan turns his worksheet in. “You did it!” Richards exclaims. “High-five!”Logan makes a half-hearted attempt at this high-five, but Richards accepts it. He then briefly buries his face into the table. He has been defeated.Soon, this moment will likely become a distant memory for Logan.But it won’t be for Richards.Richards recognizes that an instance like Logan’s happens with all children, but she does not want this to become a pattern for him or for any other of her students. “What was making him not exceptional today?” Richards would later ask herself.“It’s like a mystery or puzzle,” she says. “I just got to figure out what is bothering them.” * * *After this strenuous activity, the second-graders have a chance to participate in some fun. Little do they know, Richards says, that the game they are playing is educational. Chunk Stacker is the name of the game that every one of Richards’ students enjoys. The kids are to fill their trays with as many words as they can create from the blue and pink tiles – the onsets and the rimes. “Get your special eyes on and put them on now,” Richards instructs while placing two circles – made from her index finger and thumb – over both of her eyes. All of the children imitate what she does and giggle. It’s Gavin’s turn. His first instinct is to turn over more of the tiles. But there are many possible word creations with the tiles that are already turned over. “Gavin use your special eyes,” Richards instructs. Once he puts his special eyes on he is on a lucky streak. He creates two words: smile and lick. Gavin is proud of himself. He exclaims, “Yes!” after he makes each of the words. Richards is happy for Gavin. Typically it takes Gavin longer to understand the material. But not today – today he is a shining student. “Something that we learned today must have connected with him and his world,” Richards says. But Richards does not want her other students to be upset about their standing in Chunk Stacker. “We aren’t going to brag,” Richards says to Gavin. Gavin grins. In his mind, he has already won even though the game technically has no winners or losers. However, Gavin is not the only one who wants the game to continue. All of the students groan when it is time to go to their next class. Richards doesn’t want it to end either. To keep the enthusiasm going she concludes the session by saying, “If you do your personal best today and tomorrow we will start tomorrow with the game.” After two rounds of Chunk Stacker, Richards has finally completed her quota for the day. The second graders disperse from the classroom into the hallway. Richards gathers her materials and heads to Room 201. Her next task: reading with two fourth-grade girls.
(11/03/10 4:41am)
____simple_html_dom__voku__html_wrapper____>Late and long nights in the basement of the Monroe County Community School Corporation Administration Center have been the reality for the “mommy brigade.”Their reality has come to this, anxiously watching the results of the referendum unfold. The long days that turned into early mornings paid off when 61 percent (12,084) voted yes for the MCCSC School Tax Levy Referendum. “The future will be bright for the next six years,” John T. Coopman, superintendent of schools said.Three of the “mommy brigade’s” members include Jenny Stevens, Caroline Shaw and Cathy Fuentes-Rohwer, all mothers of more than one child in the school district.The volunteers are at the core of the “Vote Yes On #2 Our Students Need You” campaign. In fact, Shaw and Stevens have been working furiously since Sept. 23, when they decided to organize a canvassing system. Since then, Shaw, Stevens and other volunteers said they have been getting five hours of sleep or less a night and working 70 to 80 hour weeks for free. “This just shows what dedicated parents can do when they put their lives on hold,” Stevens said. “We put our lives on hold while our kids were having mental breakdowns.”Coopman said the volunteers, including retired teachers and parents, were an essential part of making the referendum pass. The parents put their lives on hold to help make this referendum, a 14-cent property tax increase for the next six years, pass. This means the average Monroe County property owner will pay an extra $95 in property taxes each year, Coopman said. The referendum will prevent school programs from being cut, teachers from being laid-off and schools from closing.For Fuentes-Rohwer, her life aligned at just the right time to help with the referendum. She was free during the day because she no longer had to make a run to pick up one of her children from the preschool. Her days were open, but she filled them by spending her time canvassing and organizing volunteers. On Tuesday, she was running out of the house and gave her 6-year-old son a granola bar and milk and had her 11-year-old daughter get his car seat as she ran out the door. Then she looked at her son and realized she hadn’t even spoken to him.But she said this sacrifice is worth the benefits of the referendum passing. To them, it was not just about their children. It was about approximately 10,000 students in the district, Stevens said. Stevens has a daughter who graduated from Bloomington High School North in 2008. She didn’t want her 9-year-old, who goes to Childs Elementary School, to go to a school where there were fewer opportunities. A school with no librarians. A school with no foreign language. A school with a poor student-to-teacher ratio. However, a high student-to-teacher ratio has already begun to be a reality within the MCCSC school district. And since the referendum passed, the adverse effects of budget cuts will begin to disappear. Beginning in the fall, class sizes will begin to shrink and positions will be restored, Coopman said.“We want to best utilize and maximize the benefits for the children,” he said. Tammy Miller, principal of Clear Creek Elementary School, said she knows all about large classroom sizes. The largest class at Clear Creek is 36. Two classroom teachers were laid-off, and teachers were reassigned to different grades. The referendum passing will help ease the uncertainty that has swept the school district. Miller said because she has been wearing “Vote Yes On #2 Our Students Need You,” shirts the kids kept wondering if they were going to lose Ms. Larson, the media specialist at Clear Creek, for the second time. With the referendum passing, students will no longer have to wonder which staff member they will lose next.
(10/27/10 4:53am)
____simple_html_dom__voku__html_wrapper____>When Jennifer Lung began teaching Libbie Holmes, a 13-year-old with spina bifida in 2006, Libbie would get frightened even when a horse just sneezed behind a fence. But not anymore. At the end of her lesson, Libbie hugs Cody the horse and says, “I wish I could take him with me.” She then pets him on the nose and says, “I love you Cody.” Libbie goes to kiss him, but he moves his head. “I’m sorry Cody,” she says with a laugh.Lung is the head riding instructor at People and Animals Learning Services, Inc. in Bloomington.When Libbie began riding, her mom Carrie Holmes was almost as nervous as her daughter was. But once Lung told her she would be fine, Carrie Holmes felt more comfortable and so did Libbie. Lung has been there when Libbie needed her and Libbie knows Lung will protect her if she falls off, Carrie Holmes says.Libbie is one of Lung’s “girls” and “favorites.”“She started out as a little girl who was scared, needy and clingy,” Lung says. “Now, she is Ms. Boss Thing.”Libbie has become stronger and her walking has improved. She is hesitant to ride Cody without anybody supporting her on her sides. But Lung forces her to become more independent in her riding. “Good, your booty is up,” Lung says. “I can’t stay here for ever, you know,” Libbie says. Lung instructs her to pull on the reigns instead of just saying “no” in order to gain control. Cody is Lung’s favorite horse at the barn. He’s a troublemaker who acts likes a dog. “You know your horse,” Lung says. “He is just difficult. He’s a dork. Push through the dorkiness.”Holmes has physical control over Cody. Lung wants her riders to feel a sense of independence while they are at the barn. It is at the barn where they can be safe from judgment. The horses give them a chance to be at ease. Lung said she wants to help her students become more confident. “The world in itself is a challenge for them,” Lung says. “They have little control over decisions. People tell them what to do all day long.”At noon, she arrives at the barn and teaches horseback riding lessons until 5:30 p.m. This is the part she enjoys — interacting with people and the horses. She says she likes making a positive impact on her students by helping them connect with their horses. Between Lung, the horse and her rider, they are sure to be able to find a skill that the student can flourish in: whether it be trotting, seating, dressage or horsemanship. No matter what anyone’s skill set is, everyone can learn life lessons at the barn. ***Lung, with her blond hair in a loose braid, smiles with her pearly whites even as she gets scratched and pinched.Lung signs into the palm of Karen’s hands, a 37-year-old woman who is deaf and blind.Signing into the palm of Karen’s hands is how she gives her directions and communicates with her. Since Karen doesn’t want to cooperate with Lung, she has to repeat each of her instructions two to three times. When Lung is providing details on what she wants Karen’s next movement to be, she traces her fingertips into the palm of her hands. If she wants Karen to hold the reigns, she taps two fingers into her palms.The main struggle of their lesson is that Karen refuses to remove her blue winter coat even though it is about 70 degrees outside. Lung tells her to take off her jacket. Karen doesn’t like that. “Her brain is a steel trap,” Lung says. Karen scratches and pinches Lung. She has to be firm with her. She first taps the top of one of her hands and says, “stop.”“Behave or you are not going to ride,” Lung says sternly. But Lung does not become frazzled. She separates herself from Karen’s frustrations. Karen wants to have control over anything she can even if that means hurting herself in the long run. She is the one that has to suffer the consequences — not Lung. Karen has to learn from the choices she makes. “OK, you’re your own person,” Lung says with defeat. The pinching and scratching is not over until Karen is done with her lesson. But for Lung, pinching and scratching are easy to handle — for Karen, this is cooperative. Karen has scratched Lung badly on both her sides and her breasts before. Karen will touch Lung all over her body to find out what will hurt her most. But she refuses to react because that shows weakness. Lung understands Karen and has worked with her for seven years. She has no close relationships and no tangible control. *** It’s the moments of success that keep Lung at the barn. It’s not the money. She once calculated her hourly rate and she only makes $6.10. She only makes a $26,000 salary — a 50 percent pay cut from her previous job at an agency that serves people with disabilities in Monroe County. Lung works 40 to 70-hour weeks even though she is only supposed to put in 40 hours per week. Every morning, she schedules the 65 riders and 100 volunteers that inhabit the barn. It helps that at the same time, she can drink coffee and lounge in her pajamas while sitting on her couch.Lung usually stays up past midnight to check and answer her e-mails. Usually, her inbox is full with at least 35 new e-mails that she needs to answer. She detests the administrative aspect of her job. But she would rather live paycheck to paycheck than work full-time at her previous employer. For that job, she was on call 24 hours every day and essentially, was responsible for people’s lives. She would get paged at the wee hours of the morning all of the time if there was an emergency. She landed her previous job because she needed the money and had experience working with people with disabilities. Lung was unsatisfied with her previous job. It drained her in every aspect of her life. At least at the barn she looks forward to the environment and the people. “It’s never been about the money,” Lung says. “I’d rather be with horses and kids all day than be in a stuffy office job. I like being on the move. I like the change of it, too. It never gets boring.”Money is her main source of stress, but her family assists her. “It sucks that I’m 35 years old, and my dad is supporting me,” Lung says. “At my age, I wish I could be more self-supporting.”***A school bus pulls up by the barn. A student steps off the bus and runs aimlessly. Lung notices this immediately and chases after the child. She grabs the child and her backpack and returns her to one of the volunteers. After Lung returns the child, she walks back to her office. While catching her breath she laughs and says, “It’s like herdin’ chickens.”It’s instances like this that tire Lung and make her enjoy her childfree personal life. Lung loves working with children, but said she likes returning to a house with just her two dogs, Mesa and Azul. As a woman in her mid-thirties, she isn’t opposed to having a family, but she says she has never had a maternal instinct. ***Once work is over for the day, Lung travels to the other side of town to take care of her horse Chico and her friends’ two horses at what she refers to as a community barn.After working with people throughout the day and giving directions and positive feedback with that well-known smile on her face, Lung can be at peace with the horses. Lung can always be herself around the horses – she never feels judged by them. She can communicate with them through verbal commands and body language. She always knows what to expect from them. Horses are predictable and are not as complicated as people.With them there is no judgment – just unrelenting love and predictable behavior. It is with the horses that she feels most at home.
(10/26/10 1:02am)
____simple_html_dom__voku__html_wrapper____>The IU Gay, Lesbian, Bisexual and Transgender Alumni Association has joined forces with the IU Athletics Department.Their goal: to get the GLBT community more involved and enthusiastic about IU sports. Jonathan Kitto, secretary of the IU GLBTAA, said many people have a misconception that the GLBT community is uninterested in sports in general. Kitto said he is seen as an anomaly.“For some unknown reason, I am a gay man that loves football,” Kitto joked. So Kitto helped organize LGBT Appreciation Day 2010, which will be on Oct. 30, the day of the football game against Northwestern. Kitto said this not only engages the GLBT community in athletics, but in a subtle way, it also shows that the GLBT community can be included in the definition of family.“I think the fact that IU is getting the GLBT community into football sends a phenomenal message to gays and lesbians who are still in high school,” Kitto said. IU Athletics also received a lot of attention for participating in the Circle City IN Pride for the first time and for being the first athletics department of any U.S. university to attend a Pride event, Kitto said.However, Patrick Kraft, the senior assistant athletic director of marketing for IU Athletics, said the department focuses on recruiting Hoosier fans. The Circle City IN Pride was just another promotional opportunity. “We don’t care what sexual orientation or gender our Hoosier fans are,” Kraft said. And IU Athletics’ mission fits into GLBTAA’s goal for students and allies, said Rachael Jones, director of alumni programs for the IU Alumni Association. The GLBTAA helps provide grants for GLBT-related events run by student organizations. It also gives out two scholarships: one for academics and one for need. “Sadly, every year we give out an emergency scholarship because someone gets cut off financially as a result of coming out to their family,” Kitto said. The GLBTAA is just one factor of IU becoming more GLBT-friendly. “For a university system, we are learning every year,” Jones said.
(10/15/10 1:31am)
____simple_html_dom__voku__html_wrapper____>Rather than being named Homecoming Queen, Valerie Jones became the first
Ms. IU in 1978. From 1968 to 1977 there had not been any sort of
Homecoming royalty because of the activist atmosphere of the time, but
Jones helped change that. Jones told the IDS what it was like to be one
of IU’s most controversial members of Homecoming royalty.IDS What were your duties as Ms. IU?Jones There weren’t many duties to being Ms. IU, at least on campus. Less than a dozen times Hudson Fortune (Mr. IU) and I were called to host a tour or attend an event. But shortly after Homecoming, I was called by a large New York public relations firm inviting me to join homecoming queens from the rest of the Big Ten and the Presidents’ Athletic Conference Ten to be special guests at the New Year’s Rose Bowl week festivities on behalf of the Edison Foundation. It was the 100th year anniversary of Edison’s light bulb, and they wanted us to ride their parade float, speak to schools and make appearances for the week leading up to the Rose Bowl. Representing IU, I traveled to southern California with the 19 other women. What a week. We were on a pretty short leash, but with limos, stylists and wonderful handlers, “enlightened chaperones” they called themselves, it was a unique and fun experience, except for wearing that cowboy hat all day, every day, for an entire week. As a telecom student, it was a treat to be “crowned” (rather, “cowboy-hatted”) by former IU Kappa Kappa Gamma and “Today Show” host Jane Pauley. At the Friday night pep rally we rode on top of the fire truck on 10th Street. And when Jane Pauley crowned me, my Alpha Phi sorority sisters were screaming. It was an incredible experience. IDS Why a cowboy hat?Jones They didn’t want to do a crown because it was a little sensitive for that time. The crown was not going to stick with the whole atmosphere. I don’t have facts at hand, but it was the first time in several years that they had Homecoming royalty because the ’60s was a real protest time. It was a time of questioning gender roles. It was a time of Gloria Steinem. Feminism was newly defined and cut the pendulum swing. IU dropped the program and wanted to bring back this heritage to IU. Administrators of the Ms. and Mr. IU program were adamant about it not being a pageant. It was more about student involvement. It was kind of controversial, but it was such a good program. IDS What did you learn from these experiences? Jones I had my niche and group of friends, but when that happened I thought I knew a lot about Bloomington, but it opened up a lot for me. I compared my notes with 19 other women, and I was proud and amazed at how IU was compared to the other Big Ten schools. IDS What do you miss about IU?Jones I still love Nick’s (English Hut). I had to give up my bucket, but I still love Nick’s.
(10/15/10 1:27am)
____simple_html_dom__voku__html_wrapper____>During Homecoming, the Hoosiers come out in full force. People wear cream and crimson body paint, sing IU chants and tailgate. But many of the IU traditions have a profound meaning. PhilanthropyGiving back to the community is a Hoosier tradition. This year marked the third annual Nearly Naked Mile, in which students wear almost nothing more than a swimsuit to raise money for United Way. “It’s a fun way to give back,” said Brian Smith, senior vice president of tradition of the IU Student Alumni Association. “Homecoming is the best way to get involved in IU traditions, but not just traditions that have been here forever. You can have an impact on something brand-new, and it can have a lasting impact on the whole campus.”Each year there has also been a cornhole tournament and bonfire in Dunn Meadow. The money raised is also given to United Way. Two years ago, when IU played against Northwestern in the Homecoming game, students burned Northwestern’s mascot in a bonfire. Even though bonfires are no longer allowed in Dunn Meadow, the message behind the tradition remains strong.“It’s about rallying behind your team and going into the game with the spirit behind them,” Smith said.The IU Student Alumni Association, which runs a Homecoming blood drive, and IU alumni are the brains behind making philanthropy a major goal during Homecoming. “The big mission of the IU Alumni Association and the IU Student Alumni Association is to give back,” Smith said. “It’s not just about adding to the tradition of IU, but it is also about giving back to the community.” ThemesAlmost immediately after Homecoming concludes, next year’s theme will already be in the works.In January, 25 themes go through the IU Student Alumni Association’s leadership team for a voting process. This year’s Homecoming theme is “Now and Then: Homecoming 2010.” The theme stemmed from the idea of evolution and how traditions and football have changed throughout the years, Smith said. Another reason for this theme is to recognize the 50th anniversary of Memorial Stadium, he said. In 2008, the Homecoming theme was “Hoosier Field of Dreams,” and in 2009, the theme was “Wacky, Wild Crimson Style.”For the Yell Like Hell event, students must incorporate the theme into their clothing. Last year, students wore knee-high socks with red and white candy stripes on them, along with the IUSAA logo. Returning alumni The IU Alumni Association has 150 alumni organizations under its umbrella. “There are many small organizations, but collectively all of the small groups create many connections,” said Mark Skirvin, senior director of outreach programs for the IU Alumni Association.For instance, the Marching Hundred’s alumni group participates in the pregame show during the Pancakes ‘n’ Pigskin Tailgate Party from 9:30 to 11:30 a.m. Saturday at the Hoosier Village at Memorial Stadium. Though the band members have been out of practice for many years, they still have the Hoosier spirit.“They don’t have a huge repertoire and might not remember a lot of songs, but they know the Hoosier Fight Song and have the spirit,” Skirvin said. And many IU organizations and colleges have their own recognition ceremonies, including the I-Men dinner and the College Annual Recognition Banquet. Thousands of alumni come to Homecoming each year to catch up with old friends and reminisce about their college days. “They had a great student experience while they were here,” Skirvin said. “They come and ponder their great memories, and they had good positive vibes here. Homecoming recaptures that moment in time where they were young and life was still ahead of them in a lot of ways.”Greek lifeThe greek community has their own set of Homecoming festivities. The IU Student Alumni Association has a Greek Week Steering Committee, whose role is to encourage sorority and fraternity members to come to the different Homecoming events, Smith said.The greek houses participating in the events rack up points and the winners receive a trophy, he said. Greek houses, however, have been more involved in Homecoming festivities in past years. Two years ago, it was more common for greek houses to create floats for the parade, Skirvin said. Much of the greek system used to go all out when decorating their houses. Members of the greek system are training to regain this enthusiasm about Homecoming, Skirvin said. “In the last few years, the greek steering committee has made an effort to get the greek houses back involved,” Skirvin said. “They want their mindset to change. The truth is, students come and go, and many of the traditions come and go with them.”Homecoming Events Friday52nd Annual Homecoming ParadeWhen 5:30 p.m. Where The parade begins on the corner of Seventh Street and Rose Avenue and goes to Third Street and Indiana Avenue.Pep RallyWhen 6:30 p.m. Where In front of the Sample GatesHoosier HysteriaWhen 7 p.m.Where Assembly HallSaturdayPancakes ‘n’ Pigskin Homecoming Tailgating Party When 9:30 to 11:30 a.m.Where Memorial Stadium, located behind the south end zone scoreboardMore Info Tickets are $15 for adults and $6 for children 12 and younger.. Ages 2 and younger are free.Advance tickets can be purchased by calling the IU Alumni Association at 812-855-4958 or online at alumni.indiana.edu/eventforms/village/. Tickets purchased on game day will cost $15 for all ages.
(10/15/10 1:17am)
____simple_html_dom__voku__html_wrapper____>At 95 years old, Harry Cherry is the oldest living IU football player.
Cherry was the No. 11 halfback for the IU football team in 1934, ’35 and
’36. This Homecoming, Cherry is the grand marshal of the parade. Cherry
shares his experience with the IDS about being a Homecoming veteran.IDS Are you excited to be this year’s parade grand marshal? Cherry At 95 years old, anything is an honor. It’s a great honor to be asked to do this. I’m the only one left out of our team. I don’t know anyone else who is alive, and that’s why they picked me.IDS How did you celebrate Homecoming?Cherry I really always enjoyed playing the game. We won every Homecoming game, and we were very happy, so we celebrated. We would get together and eat.IDS How did your team win every Homecoming game? Cherry Bo McMillin was our coach. We prepared very well, and that’s why we won. McMillin was a good promoter. He got you fighting mad and ready to go. IDS Did you stay close with your teammates?Cherry I miss the members of my team. We used to get together every year, for more than 35 years, for IU vs. Purdue games, because our team tied 20-20 with Purdue. IDS How is IU football different now? Cherry I was the 5’9”, 165-pound halfback. That’s a midget now. I get awful excited about the football games now. I wonder what I would be doing. I look at that back fielder who is 240 pounds. They are a lot bigger than what we were. IDS Do you wish you could be playing out there?Cherry At this age, I can’t even think of playing the way they play now. I walked down on the field a couple of weeks ago, and I looked like a midget.
(10/15/10 1:11am)
____simple_html_dom__voku__html_wrapper____>The spotlight was on George Taliaferro, now 83, during the 1945, ’47 and ’48 football games. He was a running back, quarterback, kicker and defensive back for the IU football team. He led IU to its first Big Ten championship in 1945 and earned All-American honors from 1945 to ’47. In 1948, Taliaferro became the first African-American chosen in the National Football League draft. Taliaferro explains what IU Homecoming was like in the ’40s. IDS Did you get involved with Homecoming? Taliaferro I just played on the field. The African-American students could not be involved with regular Homecoming activities. We couldn’t go to any of the festivities at the fraternities and sororities or do anything affiliated with the University.IDS Did that put a damper on your Homecoming?Taliaferro Those were the tenor of the times. I didn’t let the discrimination diminish the fun I could still have at Homecoming even though I could not participate as fully as the other team members. IDS What activities did you participate in during Homecoming?Taliaferro If we did win, we celebrated. If we lost, we celebrated.IDS What is your favorite part about Homecoming?Taliaferro I enjoy being with my family and friends. Football is still football. It is a favorite occasion because I get to meet and greet. It is a chance to reacquaint with old friends. I get to show my past teammates and friends around Bloomington and show them the changes that have taken place. We laugh at the venues that we were not permitted to visit or enjoy. IDS Do you miss playing football?Taliaferro No. That’s mayhem. I’m not structured for that kind of enjoyment, though I used to think that was the only thing in the universe. But I am no longer that person.
(10/15/10 12:40am)
____simple_html_dom__voku__html_wrapper____>Cale O’Bryan was crowned Homecoming King in 2009. O’Bryan talked to the IDS about his experiences as IU royalty for a week.IDS What did the title of Homecoming King mean to you? O’BRYAN In my opinion, Homecoming King represents the student body and embodies the spirit of a Hoosier. You are present at a football game, and you embrace the whole culture of IU. IDS What were the perks of being Homecoming King? O’BRYAN I got to participate in the parade and ride in a convertible. We were presented as Homecoming Court in front of tailgate and at the Sample Gates during the pep rally. For the most part, it was the icing on the cake. We all bonded really well together. IDS Why do you think you all got along so well? O’BRYAN Many of the Homecoming Court members worked in the community and in student body organizations. I was honored that I was on the same level as those guys. IDS Since you are now a Maurer School of Law student, are you still going to be participating in the Homecoming festivities?O’BRYAN At this year’s Homecoming, I am going to be more of an observer. I had my fair share during my undergraduate experience.
(10/15/10 12:36am)
____simple_html_dom__voku__html_wrapper____>Angelo Pizzo, a 1971 graduate, is best known for writing and producing “Hoosiers” and “Rudy.” After living in Los Angeles for 30 years, he returned to Bloomington to raise his two sons. Pizzo tells the IDS why Bloomington — and IU — will always be his home.IDS Are you looking forward to Homecoming?PIZZO Oh, yes. I don’t miss Indiana football games and basketball games. IDS Why did you move back to Bloomington?PIZZO I came back to Bloomington six years ago to raise my two young boys. It’s a great environment, and there are so many great memories. IDS Why aren’t you fond of Los Angeles? PIZZO The only thing LA has going for it is the weather. I go back for the business. It’s a fun place when you are young, single and superficial, but that’s not the state of my life that I’m in. IDS How important are IU sports to you?PIZZO Big Ten football is special. And if it wasn’t for IU basketball, I would not have written “Hoosiers.” My dad moved from Chicago to Bloomington when I was 3 or 4 years old, and we lived on campus at what is now the continuing education building. When I was 7 to 8 years old I would go to IU football and basketball. I fell in love with the sports. One of the IU basketball players told me I was the mascot since I was at their practices so often. IDS What do you like most about IU sports?PIZZO I love how students are part of the energy at every Indiana game as opposed to the crowd at any pro basketball game. The fans at pro games only get a little rubbed up, but IU fans are always going nuts. Bill Lynch and Tom Crean are my neighbors. They are a part of my world. I don’t know Phil Jackson, and I don’t want to know Phil Jackson. I don’t care about the Lakers.