Everyone’s favorite store where everything is just one dollar has made its way to the Monmouth-Independence area. Dollar Tree opened at the end of September and is ready to serve the community, catering to those in the market for everything from craft wire, to duct tape, to kitchen utensils or frozen burritos.
While the campus community loves the small town lifestyle that Monmouth offers, the need to drive at least fifteen minutes to get to something as simple as Walmart or the Dollar Tree can be difficult, even for ones that have resided here for several years. Pursuing higher education is a costly endeavor that leaves many students financially straining to keep up with even the most basic necessities.
Having a Dollar Tree a walkable distance away from Western will prove useful for the many students on campus that do not have cars. Plus, Dollar Tree has many accessible and cost effective items that make it very valuable to the town’s community. They carry everything from school supplies, to hand soap, to phone chargers at a very reasonable price. They also accept Electronic Benefits Transfer (EBT).
The Dollar Tree located on 1401 Monmouth St. is open for business Monday – Saturday 9 a.m. – 9 p.m. and Sunday from 9 a.m. – 7 p.m.
Many students and staff alike suffer with anxiety. Prior to the COVID-19 pandemic, the American College Health Association reported that over 60% of students experienced anxiety and one in five adults have a diagnosed mental illness. There is no immediate cure for anxiety, but integrating some of these grounding techniques can reduce stress and make it easier to cope.
The 5 4 3 2 1 technique — This is one of the most common grounding techniques. To do, identify: five things that can be seen, four things that can be felt, three things that can be heard, two things that can be smelled and one thing that can be tasted.
Anchoring phrase — Create a phrase to help calm down while anxious. This can be something like: “My name is (blank),” “I am (blank) years old,” “I live in (blank) state,” “I am going to be okay” and many more. Make sure to share the phrase with people such as a family member, roommate or significant other in case help is needed in a more intense situation.
Focus on breathing — To help with anxiety of any level, focus on breathing. This can help to calm down or even prevent an anxiety attack. One breathing technique is to breathe in for four counts, hold for four counts and exhale out for six. Repeat three times to ensure the heart rate slows.
Journaling — This is a great way to interpret one’s thoughts and possibly find out what is causing the anxiety, as well as give a point of reference to go over with a counselor or therapist if applicable. There are many methods for journaling, including physically writing, typing, making a voice memo or recording a video.
Stimulate the senses — One of the quickest ways to help gain control of the body during an anxiety attack is to shock the overworking system. Find something cold such as a compress, ice pack or a frozen water bottle and place it on a pulse point such as the neck or wrist. Other exercises with the senses include but are not limited to: run hands under cold water, take a shower, drink cold water or splash cold water on the face. Sensory stimulation can assist in breaking dissociative feelings that occur with anxiety and can offer a great deal of relief.
Western professor Lars Söderlund on acknowledging students’ mental health
Mirella Barrera Betancourt | Staff Writer
Depression, anxiety and other mental illnesses common among university students have emerged at an increasingly large rate in the age of the coronavirus pandemic. In a recent survey conducted on college students by Inside Higher Ed and College Pulse, 50% who participated chose mental health as a potential reason for poor academic performance.
With some universities experiencing a lack of easy and accessible mental health care, college professors are now more than ever having to act as gatekeepers to students’ mental health. However, faculty are rarely trained for such scenarios. Thus, the question becomes: what can university faculty members and educators possibly do to help tend to students’ mental and emotional health needs?
At Western, professors approach mental health in different ways. Many, if not most, include a few links to university and campus resource centers in their syllabus, with some falling under disability accommodations. Some professors are also open with their own struggles, teaching students that it is important not to shy away from the topic of mental health.
Western professor and chair of English department Lars Söderlund, Ph.D., takes it one step further and advocates for students to ask for assignment extensions when necessary. He acknowledges that deadlines don’t always reflect instances of real life situations and wants to be sensitive to that.
“The courage it takes to ask for an extension is, I think, important for professors to reward when it’s possible and when they have enough time,” Söderlund said.
Oftentimes, students have a negative perception that college professors are clueless or ignorant to their students’ mental well-being. Söderlund argues that this is not usually the case.
“In a lot of cases, students are going through a lot and professors are going to understand that too,” Söderlund said, “so while it’s important not to expect extensions, I think it’s always good to ask.”
Most professors at Western have even tailored their grading to accomodate students struggling with social anxiety disorders, removing participation points as part of the grading criteria. Even those that do require participation are willing to make the time and effort to work with students to come up with something that works for them. “A lot of professors are more lenient than you think,” Söderlund added.
Of course, many professors are often burdened with the task of feeling the need to “fix” students’ problems, and Söderlund is no exception. Upon asking how he would go about helping a student dealing with emotional and mental drawbacks, Söderlund said, “My first reaction would be ‘Okay, this person is in stress, how can I fix it?’”
Söderlund went on to explain the importance of validation — the act of affirmation that a person or their feelings are valid and understandable. He said that professors seeing themselves as a supportive role for the student and having an “I’m here to help, but you know best” mindset could greatly assist students in distress.
For those students struggling with managing feelings of depression, anxiety or loneliness, Söderlund recommended reaching out to the many resources the Western campus and the cities of Monmouth and Independence offer. He also mentioned the existence of suicide and mental health helplines, which include the National Suicide Prevention Hotline 1-800-273-8255 and the Polk County Mental Health helpline 503-623-9289. They, too, are resources available for students 24/7.
Söderlund highly advocates for putting in the time to find the right therapist — a process that may take weeks or even months — and acknowledging when a certain type of therapy is not working. And if those feelings start to negatively impact academic performance, Söderlund advises students to take it up with their professors to see if they can come to a consensus regarding participation and class work. A way to do so, according to Söderlund, is by reaching out during office hours or by appointment to ensure a timely and successful meetup. This way, everyone can make the best of their situations.
If students are in need of psychological or mental help, the Student Health and Counseling Center on the Western campus is available for virtual and in person appointments from 8 a.m. – 5 p.m. Monday – Friday. Students are also encouraged to join support groups and workshops. For more information, go to the SHCC website, wou.edu/health.
Band rehearsals have moved back inside, just in time for colder fall weather
Camille Lenning | Entertainment Editor
Those who frequented campus the first two weeks of fall term may have heard the sound of music flowing from outside Smith Hall. This is where Western’s instrumental ensembles practiced to comply with COVID-19 safety guidelines. However, bands like the jazz orchestra have recently found themselves back inside for practice sessions, since they received specialized equipment that greatly limits the spread of respiratory droplets while playing.
“This includes custom masks designed to be worn while playing a wind instrument, as well as bell covers that reduce the spread of aerosols while playing an instrument,” said jazz orchestra director Dr. Keith Karns. “This PPE is part of the COVID mitigation plan adopted by virtually all music programs in public schools, colleges, and universities in the Pacific Northwest.”
These COVID safety protocols have also allowed the ensembles to schedule performances again, something they were unable to do last year.
“One of them is going to be a side-by-side concert with … McKay High School. So we’ll just be over there, showing the high schoolers what we can do … and they can play with us and they get on the stage with us,” said sophomore general music major Jacob McDonald, who plays trumpet for the jazz orchestra.
Ensembles are no longer required to practice outside Smith Hall.
McDonald is also a member of the wind ensemble, who will be joining the jazz orchestra for an end of term concert featuring famous jazz clarinetist Eddie Daniels, scheduled for Dec. 2 at 7:30 p.m.
The two groups are performing a wide variety of music this term; the jazz orchestra lineup includes several pieces by renowned jazz pianist Count Basie, “I Left my Heart in San Francisco” by Tony Bennett and “Strasbourg / St. Denis” by jazz trumpeter Roy Hargrove, and the wind ensemble will perform arrangements such as an homage to silent films and a march composed by John Phillip Sousa.
“I am very, very excited for concerts and to be playing again … (it’s) doing what I like to do, right? And so, yeah, very excited,” said McDonald.
Art exhibits open for viewing this October at Western
Camille Lenning | Entertainment Editor
Western’s galleries are open again after an 18 month hiatus, and pieces in galleries such as the Student Gallery in the ITC, the Cannon Gallery of Art and the second floor gallery in Hamersly Library are open for public viewing during normal building hours, 8 a.m. – 5 p.m. until Oct. 29.
The Annual Juried Student Art and Design Exhibition returns in its 53rd iteration to the newly remodeled ITC, featuring the talented students who entered in last year’s online exhibit.
Senior nontraditional transfer student Melody Barrett has two collage pieces in the student gallery, “Frida Rides Again” and “Ladies in Waiting.” A dedicated artist, Barrett has also sold a print of her piece “Ladies in Waiting” to the City of Monmouth Arts Committee.
“I believe art is an expression of the artist, what we see and feel, experience and imagine,” Barrett said. “That is why I love using a wide range of mediums including collage, acrylic painting, soft pastels and mixed media, because each one allows my thoughts, feelings and ideas to come through in very different ways.” To see her other work, check out Barrett’s website at www.melodybarrett.com.
Graduate student Genvieve Hardin has two pieces in the gallery, sculptures “D20” and “Be Not Afraid.” Hardin is in the Master of the Arts in Teaching program, and has expressed her excitement for having her work in the ITC gallery.
“My art is a way to connect with others and express myself. It is wonderful to have my art on display; I always wonder what people see and feel when they view my work!” Hardin said.
Senior zoology and art and design double major Tobin Roark has three pieces on display.
“’Liquescent Shift’ was a tribute to my gramma opening up and freeing herself from the grief of her husband passing,” Roark said of their art. “’Burning at the Stake’ was commentary on the demonizing of sexuality and women linking burning witches at the (stake) with pole dancers. And lastly ‘Touch of Menace’ … was commentary on how appearances can be deceiving and corruption and greed.”
Senior art major McKenna Suarez displayed her digital pieces “Photoshop Series” in the exhibit. Her art was the only digital entry.
“These pieces to me mean a lot, as they help to represent or show what Social Anxiety is like to me, and the ‘tricks’ I use to help me talk to people or interact in public,” Suarez said. “Similar to the phrase ‘Just think of them in their underwear!’ when you ask someone for tips on public speaking. I just imagine everyone with a bird head with a cool aesthetic background.”
Senior art major David Tomasiewicz has one piece displayed in the gallery, “MotoDrop #3.” Different from the peers he shares the gallery with, Tomasiewicz’s preferred medium is animation or film.
“I see art as a tool and means to create the animated fantasies that exist in my collective dreamscape,” Tomasiewicz said, “a way to invite people to peer into the landscapes existing within my conscious.”
Also included in the exhibit are students Marilyn Bergsma, with “If Wishes Were Horses Beggars Would Ride” and Mitchel Garson, with “Image of Guitar,” “Insomnia,” “Why,” “Untitled” and “Unfortunate Futures.”
Venturing outside of the student exhibits, Eric Tautkus, an aerosol and graffiti artist, has unveiled his newest art installation, “Derailed Marginally” in the Cannon Gallery of Art in Campbell Hall. This new work is a colorful, immersive piece spanning an impressive 50 feet — split between two walls. Smaller paintings by Tautkus are on display as well. When the exhibit closes on Oct. 29, two-foot square sections of Tautkus’ work will be sold to help fund the student gallery in the ITC.
Additionally, in the second floor gallery of Hamersly Library, local artist Diane Elizabeth Wilson debuted her exhibit titled “On Bended Knee, We Honor Thee,” in reference to the symbolic act of kneeling in protest for civil rights. The exhibit features 60 oil painted portraits of civil rights leaders and activists that have made an impact on society.
Western’s jazz orchestra members answer, “How does it feel to be practicing inside again?”
Camille Lenning | Entertainment Editor
Noah Adams, senior audio production major, drumset
“I would say it’s very nice … it makes it a lot nicer, a lot more inviting for me to be here for a while if I’m practicing.”
Nathan Richardson, junior jazz studies major, saxophone
“It’s been great. I actually wasn’t here last year; at the school I was at before it was completely online so we didn’t play together at all, so just being able to play in general with other people has been amazing.”
William Murphree, first-year music education major, saxophone
“I think it feels great personally because there are a lot of challenges that come with playing outside … especially when it’s colder, things like intonation, it’s harder to hear other people in the ensemble, it’s harder to blend with people and hear, like, the different intricacies of the pieces that you’re playing, and also it’s just like cold out, so your hands get cold.”
Essence Githens, sophomore music education major, trombone
“It’s a lot better. Playing outside has its benefits, like being louder and like building up your lungs honestly. But playing inside, I think you really just connect more with the music and it’s easier to hear who’s playing, who’s playing what and blending a lot more. So, I enjoy it.”
Sorin Santos, first-year music education major, trombone
“It’s very exciting, it changes the way how, like, the ensemble feels because outside it feels like you’re playing out into nothing, almost. But when you’re inside you can hear everybody better and you feel more a part of an ensemble when you’re playing inside and together.”
Lucas Devon, junior music education major, trumpet
“It feels really nice … I don’t know, like playing outside is fine, but when it gets super cold it’s just like you can really feel it and it just makes everything so miserable, so being inside is super great.”
Being on one’s own can cost a lot of money; from big items like rent and other bills to miscellaneous things such as a night out or the latest video game, saving can seem impossible. Budgeting with spreadsheets can be difficult or feel like another homework assignment, so a simpler technique is the cash envelope system. This system helps teach mindful spending habits while ensuring the user stays on budget. Here is a guide to start saving money with the cash envelope system.
To begin, a good rule to follow is the 50/30/20 method: 50% of funds go to needs, 30% wants and 20% to financial goals.
Make an envelope for each category that applies: rent, utilities, phone bill, gas, groceries, emergency, savings and leisure.
Put aside cash in each envelope corresponding to the amount used. For example, rent gets $500 each month, the phone bill gets $75 and so on. To plan for gas, look at past months to see the average spending, or take the miles driven in one week divided by the mileage of the car and multiplied by the price of gas.
Anything left over after bills are paid can be distributed through the other categories, such as setting a certain amount towards a savings goal for the holidays or wanted item.
Carrying cash may be an unattractive option for some due to safety or the time to set it up; luckily, there are free applications that follow the same concept and use the 50/30/20 rule.
“Mvelopes” is a website and app that takes approximately 15 minutes to set up budgeting goals. Another website and app with a similar tool to track spending habits is called “Goodbudget.” More popular in the budgeting category, “Clarity Money” is a free, easy to use tracker that can also be connected to bank accounts.
Trying this trick? Send in photos to be featured on our Instagram, @thewesternhowl.
