Mount Hood

Women’s soccer goes 3-0 against Owls

Simson Garcia | Sports Editor

Soccer season may not begin until the early fall, but a few round robins in the spring will keep Wolf feet running. Western’s soccer team hosted the Oregon Tech Owls on April 21 in a game that resulted in a shutout, 3-0.

Intended as a round robin of three teams, Warner Pacific College was unable to make it, but the Oregon Tech Owls rose to the occasion.

Western scored early off first-year forward Alyssa Tomassini’s goal. For most of the first 30 minutes, Western’s defense put a barrier on the Owls that they could not get through. Most of where the ball rolled in the game was on Oregon Tech’s defensive end with Western on the offensive attack.

With a little over 30 minutes remaining in the game, the Wolves’s many open field chances finally led to their third goal off a breakaway in transition. Junior midfielder Dacia Alexander had a one-on-one opportunity with the goal keeper and was able to chip shot it over the defender.

While the game was just an exhibition, a few of Western’s soccer players contested that it had the same intensity as an in-season game.

Alexander commented that it was a “good feel-it-out game,” and wanted to match the intensity of a seasonal game. The defense attested for it as the Owls could not get by the Wolves’s staunch front.

“It was good to get into the swing of things,” said first-year defender Brynn Kubo.

Western will play another round robin on April 28 against Peninsula College and the Seattle Stars — a soccer club. The start from midfield begins at noon.

Contact the author at journalsports@wou.edu

Photo by: Simson Garcia

The Pacific Island experience

Caitlyn Nakatsukasa | Staff Writer

Western’s Hawaii Pacific Island Harmony Club’s 12th annual lu’au took place on Saturday, April 12.

The lu’au was hosted by the WOU Hawaii Pacific Island Harmony Club and Pasefika, a group from Salem, Oregon that introduces the spirit of island dances to others. It was held on campus in the New PE building where both dinner and performances were provided.
The evening began with brief music from singers and traditional Hawaiian food: rice, kalua pig with cabbage, macaroni salad, pineapple and coconut cake.
Dancers then came together and performed the Oli Aloha chant, which welcomed the guests to the lu’au. Hawaii Pacific Island Harmony Club President and sophomore Hannah Perreira explained that the song is dedicated to the Polynesian people and brings them together as one. The chant was followed by the Hula Kahiko performance, which embodies the true Hawaiian culture using traditional percussion instruments, such as the ipu keke.

Throughout the show, many dances were performed that express and highlight various cultures.

“Not many people in Oregon know much about the Polynesian culture,” said junior Kameron Acebo, hula dancer and Hawaii Pacific Island Harmony Club member. Acebo is a third-year dancer and performs outside of school. “I think the best way to share (the culture) is to celebrate it and throw this huge lu’au.”
The dances at the lu’au ranged from gentle and flowing hula moves to fast and lively dances.
Perreira explained what each song meant and how it’s relative to the Pacific Islands.
Dancers performed the song Aloha Oe, which was written by Queen Liliuokalani to express her love and farewells to the islands. The song, Perreira described, is related to the illegal overthrow of the Hawaiian kingdom in 1883, and its statehood shortly after.
Pasefika performed the ‘haka’ to the audience, a traditional war cry and dance in the Maori culture that consists of violent chanting and foot stomping. The group also demonstrated the ‘Fa’ataupati,’ a Samoan dance that represented the invasion of mosquitoes in the kingdom. The dance mimics people slapping mosquitoes off of each other’s bodies. Many of these dances represent the storytelling traditions and passion of the islands.

Aside from the performances, there was entertainment involved with the guests and dancers. Hula dancers invited children to the stage and taught them how to dance the ‘ote’a,’ a Tahitian dance with rhythmic hip shaking. The hosts had a ‘chee hoo’ contest, a celebratory exclamation used by many Pacific Islanders. The performers invited volunteers to come up on stage and express their loudest and powerful ‘chee hoo.’

“I enjoyed all of the energy and good vibes at the lu’au,” said junior Kui Silva, hula dancer and Hawaii Pacific Island Harmony Club member. This is Silva’s second year participating in the lu’au and had fun spreading the Aloha spirit through her performances, explaining, “I enjoyed dancing with all of my friends beside me and for my family who came up to visit me.”

Acebo enjoyed performing with individuals that became close friends.

“This was important to me because the club has introduced me to so many new people over the years and it’s great being able to meet new people every year through this club,” Acebo explained.

The event concluded with the announcement of the next Hawaii Pacific Island Harmony Club’s new officers for 2018-2019 and the Aloha Hawaii song, an anthem for Native Hawaiian people and residents.

“Mahalo nui loa!” the hosts exclaimed. “Thank you for coming out tonight.”

 

Contact the author at cnakatsukasa15@wou.edu

Photos by: Paul F. Davis

The inclusive nature of yoga

Emily Wanous | Freelancer

When the topic of yoga comes up in conversation, many people become uninterested. I believe this is not due to uninterest but, rather, the daunting feeling of the unknown. A reason this may occur is because information on yoga is vast and in depth. Many people think that in order to bear the fruits of yoga, they need to understand its history, the tools and what each Sanskrit word means — this is far from the truth. Yoga is here to give one solace in a fast, distracting world and teaches us to be mindful of things that we often do not focus on: ourselves, our breathing and our minds.

So, here, I provide you with the simple Vinyasa flow “Sun Salutation” to introduce you to the beauty that is yoga. I chose this flow because, as students, we are often sitting down at a desk. This forces a lot of strain on our lower back and neck. Theses poses will focus on strengthening those areas of our body.

 

  • First, you will begin standing up in an “upward salute,” where your hands are outstretched toward the sky. From there, you move into a “standing forward bend.” In this pose, you slowly outstretch your hands toward the ground. All the while, your back is strengthened to assist you and dilute the possibility of injury. When you reach your personal limit, release your muscles and focus on your breathing.

  • Stay in this position for a few breaths and then begin transitioning to the next pose in the sequence, the “half-standing forward bend.” In this you will place your hands on the top of your ankles and press your back into a straight position. Exhale your breath and step your left foot back, while your hands connect above your head into a high lunge. Stay in this position for a few breaths.

  • Then, place your hands on the both sides of your front leg and step your other foot back with your left foot. This pose is called “downward dog.” This is a vital position, yet this can cause numerous injuries. Make sure to keep your muscles tightened and your back straight, so your body can have full support.

  • From here, begin to lower your glutes toward the earth, eventually leading you to a plank position. Hold this position for as many breaths as you would like and then begin bending your arms into “chaturanga.” This can be a difficult pose, so do not feel like you have to hold it for a long time.

  • From this pose, push your arms forward so your arms and back are fully outstretched. Your pelvic bone is facing the earth, with a few inches between the two. Then, begin moving your butt upwards toward the sky into “downward dog.” To finish the Vinyasa sequence, crawl your hands back towards your feet and slowly rise to a standing position.

While in each position, it’s important to hold for three breaths, as your muscles and tendons need time to stretch. This sequence not only helps your body release built up tension, but also allows you to strengthen muscles which normally are not reached in basic exercise. Once you become accustomed to this sequence, you can begin focusing less on the flow and more on clearing your mind. If you allow it, yoga offers a moment of tranquility and growth, even when we don’t realize it.

Contact the author at ewanous15@wou.edu

Photo by: Paul F. Davis

 

Review: “Mercury 13”

Zoë Strickland | Editor-in-Chief

Are women fit for space travel? NASA in 1961 thought the answer was a resounding no. One of Netflix’s newest documentaries, “Mercury 13,” explores the fight that resulted from this opinion. “Mercury 13” is informative and vital for documenting the path to gender equality, specifically in regards to women in the STEM field. However, its slow start and tendency to repeat points made it difficult for me to fully engross myself in the film.

“Mercury 13” sheds a light on the stories of 13 of the 25 women who took part in secret testing that would determine if they were fit to be sent into space. The testing, administered by William Lovelace the creator of the male astronaut test for NASA was conducted primarily because of Lovelace’s curiosity, rather than because of NASA’s interest.

The documentary is focused on the 13 women who passed the testing and were technically eligible for spaceflight. Though some of the women performed better than others, it was found that some even had better scores than their male counterparts. However, the unsanctioned tests were a wash because of Lovelace’s inability to convince NASA that women were fit for space.

In addition to tracking the test-related plight of women trying to achieve space travel, “Mercury 13” also outlines the governmental backlash that the testing resulted in.

The documentary starts off dreadfully slow. Though it hits every mark in regards to exposition, it takes 20 minutes to really get into the main parts of what actually led to the spaceflight testing.

“Mercury 13” isn’t trying to uncover the great mystery of why women weren’t allowed to be sent up to space it was purely because of the sexism perpetuated by the government, male astronauts and societal beliefs.

While the documentary makes a good point of including source content from interviews with the Mercury 13 from the time of the trial including a reporter asking one of them about how she was going to find the time to be an astronaut as well as a mother at times it felt like the same points were being made in monotony. Because of this, this documentary felt like something I would watch in a classroom rather than on my own time.

That being said, the film was overall enjoyable. The more recent interviews conducted with some of the women show a level of tenacity that everyone should aspire to. The women are vivacious and determined to better the landscape of gender equality in STEM fields. Their discourse regarding the events they were involved in livens up the documentary tenfold.

Undoubtedly, my favorite part of “Mercury 13” was its ability to maintain a sense of unity between all of the female pilots involved. In addition to having interview clips from most of the surviving women included, the documentary also includes interviews with women who were affected by the efforts of the Mercury 13, like Eileen Collins, the first female pilot of a space shuttle. This not only emphasized the scope of women affected, but it also grounded the efforts in a more tangible way. It’s clear that, while the Mercury 13 women were unable to achieve spaceflight, they’re still invested in future women who want to be sent to space.

As someone who’s interested in both space and gender issues, I liked this documentary. “Mercury 13” took two things I love learning about and discussed the crossroads between them. However, I wouldn’t recommend it to people who are hesitant to watch documentaries, or who have little to no interest in the subject matter. It’s slow to start, and admittedly took some trying to get through.

Contact the author at journaleditor@wou.edu

Photo by: nasa.gov

Wolves quiet ‘Jackets’s buzz, stung in rematch

Simson Garcia | Sports Editor

The clock’s winding down on the softball season and the race for the GNAC championships. The Wolves looked to four pivotal home games from April 21-22 against Montana State-Billings to stay in postseason conversation. The first game started them out right, defeating the Yellowjackets, 5-2.

They had the help of their premier hitters on the year to nudge them ahead of the Yellowjackets in game one. Second in runs scored in the conference, and first-year right fielder Tyler Creach turned home after a steal to second to start Western’s scoring. Tied for first in the GNAC in doubles, junior outfielder Cheyenne Rimer had another to score in, team home run leader and senior outfielder, Zoe Clark.

The sixth inning came and so did the load up on bases for scores. Junior infielder Ryanne Huffman batted in first-year infielder Sydney Bowers for the game clincher.

The series and score flipped, as the Yellowjackets took game two, 5-2. Montana was bolstered by their own power hitters. Two solo-homers did the damage including one by Montana State-Billings’s pitcher Megan Dettling.

A second doubleheader on April 22 saw Montana and Western even. The ‘Jackets returned again to their batting ways in game one, led by current GNAC home run leader and infielder Cameron Cassinelli who homered in the first run. Montana-State sought to take a commanding series lead up 5-3 going into the seventh inning, but the Wolves made their run.

A solo-homer by sophomore left fielder Ayanna Arceneaux brought them within one. Then, with the bases loaded and after a Creach run to tie, infield sophomore Chandler Bishop hit a walk-off single to win it.

Montana State came back stinging, however, in the final game for the 12-8 victory. Five home runs were smashed out of the park, including a big, grand-slam homer by Dettling in the second inning. The Yellowjackets continued their momentum scoring three more runs to go up 9-0 in the same period.

Western made a significant return as Clark, Huffman, Creach and company scored runs to pull them closer late in the innings but the visiting team created too much cushion between them.

As it’s been all season, the remaining games played by any of Western’s conference foes can shape the playoff picture as one team’s already clinched.

“We have to make sure we take care of ourselves and let the other teams fall where they may,” said Bishop.

They have four remaining games on the season-all played at home-to make up ground.

The four games will be played on April 28-29 with the first doubleheader against Simon Fraser. First pitch is at noon.

Contact the author at journalsports@wou.edu

The importance of spotting red flags

Caity Healy | Lifestyle Editor

I was 16 when he told me I had to delete the picture on Twitter of my sister and myself in a hot tub.

“Only a certain type of girl would post a picture in their bikini,” he told me. To this day, I still question if it’s wrong for me to post a photo similar to that.

I was 16 when he told me that I couldn’t hang out with guys.

“Let’s make it a rule that you only hangout with girls, and if you’re with guys I’ll be there,” he told me. To this day, I still feel guilt and find myself questioning if it’s okay to hangout with my guy friends.

I was 17 when he made me take pictures of celebrities off of my bedroom walls. I couldn’t find a celebrity attractive, because “that’s like cheating.” Now I wonder, is it okay to have celebrity crushes?

I was 18 when he crushed my already weak self-esteem.

“You’re such a s—-y person,” he told me. To this day, those words still linger in the back of my mind.

My experience in my past relationship was chock full of red flags; I chose to ignore them, and it’s caused me pain and confusion for the last five years. At the time, none of them felt like a big deal. I thought it was normal, I thought that everyone experienced these types of things.

I wish I knew then what I know now. It would have saved me years of misinformed, unrealistic understandings of what a healthy relationship is.

According to Dr. Aislinn Addington, the director of Abby’s House, a red flag is “anything that instinctually doesn’t feel right.” When one is in a relationship and a partner does or says something that your gut feeling tells you is not right, it shouldn’t be let go. It’s worth considering and looking into.

Everyone’s version of what a red flag is may differ, but there are some general patterns that red flags tend to follow.

Oftentimes, it will start with insulting. This means name calling, labeling your partner’s faults or repeatedly humiliating them. This is followed by controlling your partner or manipulation. Often this will look like not allowing your partner to make decisions, telling them lies or playing mind games with them.

From there, it goes to isolating your partner. By removing your partner from their friends and family or manipulating people to dislike your partner, you are isolating them.

After this, it goes to threatening. Threatening violent acts against the partner, their family, their friends, or themselves is what will escalate to the final stage: violence. Violence can look like hitting or breaking things, hurting themselves or their partners, or attempting to hurt either party in any way.

These are the stages of intimate partner violence abuse. While it may seem at the beginning to be small, it typically won’t end there.

“The overall point, and something I’d love people to understand, is that these things escalate. They just do,” Addington noted.

To prevent it from getting to those final stages, red flags are incredibly important to spot. But, similarly to my experience and that of many others, it’s not always easy to find.

“When you’re in it, it’s so easy to overlook things or overcompensate for things. It’s so much easier (to spot) from the outside.” Addington commented. But even if it is perhaps seen, that doesn’t mean it’ll always be acknowledged. “There are many reasons people don’t acknowledge red flags,” Addington said. “We learn from what we see around us.”

Red flag behavior has become normalized: through films romanticizing this type of conduct, such as “Crazy, Stupid, Love,” or “Love Actually,” it’s believed to not only be normal but desirable. When these kinds of things happen  in real life, such as the persistent pursuit seen in these romantic films, it can lead some to believing that it is normal behavior. It’s not.

“Because of this, people can learn unhealthy habits and unhealthy responses,” Addington explained.

For those who notice red flags in their own relationships, there are resources available. Abby’s House is a place to go where they will believe you, listen to you and support you if you need it. There are other resources here on campus as well. Student Conduct can be contacted at 503-838-8930, Public Safety at 503-838-8481 and the Student Health and Counseling Center at 503-838-8396. However, if it feels like there is immediate danger, call 911.

As for off campus, there are resources as well. There is a 24-Hour Crisis Hotline that can be called if you need to speak with someone at anytime, which can be reached at 1-866-518-0284. Also, there is the Sable House in Dallas, which is a domestic violence and sexual assault crisis center that offers housing. They have a 24-hour hotline, which can be reached at 503-623-4033.

For those who notice red flags in the relationships of those close to them, there are some actions to take as well.

“I am all for just asking,” Addington commented. “Say something like ‘I noticed that fight or that threat.. Is that okay? Do you feel okay about that?’ Just ask.”

Be supportive of them. Believe them. Remind them that it’s not their fault.

“Then ask them what they want to do, and how they want to get out of (the situation,)” she added.

I was 16 when the first red flag appeared. They continued to appear for the next two years. To this day, I’m still affected. Red flags are serious and should not be taken lightly. If they happen to you, it’s not your fault; there are people with open ears who will listen and believe your story. To those who see it happening to someone else, be their ally.

“If we all on this campus start by believing,” Addington said. “We can start that culture change.”

Contact the author at chealy16@wou.edu

Photo by: Pexels.com

The 50 hour week

Zoë Strickland | Editor-in-Chief

 

When I set out to apply for college four years ago, I didn’t think that my full credit schedule would be coupled with an equally full work schedule. And, while I love my job and value the education I’m getting, I find it interesting that higher education is one of the only places wherein you’re supposed to devote 100 percent of your time and energy on your education as well as to whatever job(s) you may have. Instead of focusing on their education, more and more students are having to decide what to prioritize: their grades or their livelihood.

The more I talk to my peers, the more I find students who are taking an upward of 15-20 credits per term and working 25-30 hours per week. These students are then committed to doing class or work for 40-50 hours per week, while still having to find the time to do the homework for each of their classes. It’s no wonder college students are known for anxiety and caffeine-addiction.

To an extent, taking on hours at work while managing school can be beneficial.

“I think the combination of work and school has impacted my role as a student in both positive and negative ways,” noted senior Amanda Owren, who has maintained an average of 16 credits per term, while working 25-30 hours per week. “Working so many hours alongside homework has forced to truly take responsibility for my time — but sometimes so much that my entire week consists only of work, school/homework and then what little sleep I can fit around the two.”

However, there’s also a question of whether the benefit outweighs the choices that students have to make in order to manage both their school and work schedules. As someone who, for the greater part of her higher education, took 20 credits while working 30 hours per week, I’d be lying if I said that I always prioritized my schoolwork over my professional work.

There is at least one system in place at Western to help students who may be struggling financially; the WOU Food Pantry is available to students as well as people in the community. However, students still have other necessary expenses that may not be aided by the food pantry or any financial aid they may receive.

“I know that a lot of students do needs jobs in order to pay rent, tuition and the cost of living,” said Matthew Ciraulo, a junior who averages 16 credits per term and works around 30 hours per week.

“(Working) changed my role as a student because suddenly I have to figure out whether it’s worth going to class, or having the money to get groceries,” said Linzy Griffin, and alumnae who took an average of 18 credits per term and worked 40 hours per week across multiple jobs. “When you are attending a university for a quality education that you already have to take loans for, it’s a very bitter pill to swallow when it comes down to choices like that. Or even calculating what assignments aren’t worth doing, to take some time for self care or even an extra shift.

Even for students who love their jobs, the combination of working while in school can take its toll. If anything, it makes it more difficult to prioritize the things you have to do.

“I think that its impact is a little bittersweet because I do love what I do, and this is valuable experience that I can use for getting into grad school or a job,” explained Ciraulo. “On the other hand I struggle academically, because I have prioritized work over school … Learning for me is getting the work finished when I should actually be absorbing what I’m doing.”

While it’s not my personal belief that professors should give slack to students in these situations, I think it’s important to recognize student commitments in a holistic way. Though many students take on jobs as a way of paying their tuition, there are things besides lowering tuition — like lowering textbook prices, reevaluating if assignments are beneficial or just busy work and trying to develop a better understanding of the commitments that students have — that could be done as a way of aiding those students who have to devote time to their work.

Though it’s clear that stretching oneself thin can be a result from taking on a heavy workload, Owren has found that it’s also had an impact on her availability to explore new opportunities: “Working alongside classes has definitely forced me to pass on potential career development opportunities in my major, in favor of picking up hours to afford my necessities.”

Education at Western shouldn’t suffer because of student schedules, but there are things that the school can consider doing to help struggling students. After all, if a student has to forego class or an assignment to make ends meet, are they really getting the best out of their education?

In regard to some of the changes Western can consider making to help students who are balancing a busy work schedule with a busy class schedule, Griffin suggests: “More online classes, even hybrid classes. More options on times, it always seemed that I could only work nights because of classes … Being more frugal with textbook pricing … Shoot, even more (financial aid) for rent. That’s the real killer.”

The schedules of students aren’t going to change overnight, and neither is the way we handle students with busy schedules. The difference comes when we think critically about the busy schedules of our peers and try to address the causes.

“I wish teachers would take into account that many students in their classes don’t decide to work four jobs because they want extra spending cash, but is a necessity if they want to pay their bills or rent,” said Ciraulo.

Contact the author at zstrickland14@wou.edu

Photo by: Paul F. Davis