Mount Hood

Oregon’s ice storm hits Western hard

Written by: Hannah Field | News Editor

Western was swept by an ice storm during the week of Jan. 8 — resulting in three classless days and one late start. While students might have relaxed or studied when class got canceled, especially due to the three-day weekend, Campus Safety remained on high alert.

“Our biggest concerns were the unknown stuff,” said Associate Director of Campus Safety, Mike Hanson. “Are we going to have power outages? Where can we take students to have heat if we lose it? We were trying to plan ahead for what we didn’t know was coming up.”

A few minor rescues were conducted during the ice storm, with car trouble being a common denominator. Campus Safety generally assists with anything and everything on campus, the only service offered 24/7 at Western.

“I think we’re very lucky to be unscathed. We had a few slips and falls — we followed up with those folks — had a few pipes break, but those, ultimately, were pretty minor,” said Hanson.

Past winter seasons haven’t been as forgiving. Years prior, a destructive ice storm downed trees and severed the power for different parts of the community. Campus Safety spent a month working on the damage, even calling in other crews to assist in the clean-up.

Ice, unlike snow, cannot be easily removed or shoveled. It has to melt or break, leading to times when the best option is to wait patiently until temperatures rise. 

“Mother nature leads us down — we have to gamble for what she leads us to,” Hanson said.

According to Hanson, students behaved safely and followed instructions during the storm, which Campus Safety was thankful for.

There are multiple ways to reach Campus Safety if a student is in need of assistance: call or text Campus Safety’s phone line at (503) 838-8481 or email at safety@wou.edu.

Contact the author at howlnews@wou.edu

WOU’s switch to the No Credit system

Written by: Libby Thoma | Staff Writer

Western is making the decision to introduce a new grading system called a No Credit grading system. This system would include the replacement of a D- through a failing grade with a “no credit.” 

Western’s official press release states that “…it’s about student success, not lowering standards.” This means that a failing grade would not impact a student’s overall GPA.

Students worry that this change will lower school standards and that transcripts and degrees from the college will hold less significance to future employers. Provost Jose Coll states that this change was meant to increase graduation rates and keep students at Western.

Coll also states that GPAs will now accurately reflect the student’s success rate, although it is unclear how excluding a student’s grade earned will not accurately reflect the student’s success rate.

As the student body worries about the quality of their degrees and how seriously Western is taken as compared to other universities, Western, according to the press release, approaches the topic with the ideas that learning will become more important than grades, there will be an overall reduction in grade anxiety and students will focus on the possibilities that may come with academia. Western also aims to lower student discouragement, with students dropping classes and even out of school due to low grades. 

Attempts were made to contact the Financial Aid Department, but they could not be reached. According to the SAP Policy, a grade NC does not apply towards completing the number of credit hours that are needed. It is unclear if an NC will affect scholarships the way an F would. 

This new grading system has proven to be concerning, but the university claims that the change is for learning and academic exploration and of course, retention rates. Students worry the value of their degree will decrease, which would negate the money and GPA-saving aspect of the No Credit system. The pros and cons of this system are currently unknown variables, but important for the student body to fully understand. 

Contact the author at ethoma23@mail.wou.edu

Facebook’s birthday party

Written by: Taylor Duff | Staff Writer

On Feb. 4, our beloved Facebook will turn 20 years old — you heard that right, 20. Facebook began as a small website where college students could interact with others and give their friends some simple status updates

Facebook founder Mark Zuckerberg created the network in 2004 to give Harvard students a place to connect. By 2005, Facebook.com became an official place for people to connect and be that profile for people to click on. In 2006, Facebook expanded from schools, such as Harvard, Yale and Stanford, to the rest of the non-academic world, which made the users skyrocket to double from the previous year. 

It quickly grew successful as thousands of people began to join the site. Facebook originally was going to be called Facemash, but because of some complications, Facebook was deemed the better fit. 20 years later, it is now among the most successful social media sites, let alone a media network, in the world. 

Facebook went through a rebrand in October of 2021 and now is referred to as Meta or the Metaverse, which also includes Instagram, X, formally known as Twitter, and Linkedin, generating billions of users daily in the United States alone. 

People carry Facebook with them every day, making it easy to check on one’s status and like posts. Now, it’s worth mentioning that Facebook didn’t reach success without a touch of controversy. One memorable controversial instance was the lawsuits between Zuckerberg, the Winklevoss twins and Paul Ceglia. 

The Winklevoss twins claimed that Zuckerberg was supposed to aid in their creation of a social media site and instead used the code and information for Facebook. Paul Cegila, on the other hand, invested in Facebook when Zuckerberg was getting the plans in order and Paul didn’t receive his shares, leading to his lawsuit. 

This controversy was so large, that a film was made out of it, “The Social Network.” An agreement was made on these lawsuits: the twins received a 65 million dollar settlement and Paul agreed to continue receiving shares so it’s unsure how much was paid but based on Facebook’s revenue, it’s a large sum.  
Despite the challenges Facebook has endured, that hasn’t stopped the site from becoming a revolutionary piece of social media history. Many people visit Facebook every day, liking, committing, watching clips and even selling their items on the website marketplace. Facebook is a part of our lives and carries our history along with the 20 years it’s been around. 

Happy Birthday, Facebook.    



Contact the author at: tduff23@mail.wou.edu

The rise and fall of the iPad kid

Written by: Liberty Miller | Lifestyle Editor

From the introduction of the internet in 1993 to the invention of social media in 1977 with SixDegrees.com, to the early 2000’s, 2010’s and eventually the 2020 pandemic, the internet remains undeterred in its quest to evolve and grow. The average rate of internet growth globally is 3.7% — a whopping 5.3 billion users worldwide. 

Within that scope of reference, there is a growing population of children — mainly Generation Alpha — that use the internet for varying purposes from education to entertainment. The sudden and unexpected growth of the interweb has spiked some concerns among researchers about the effects of technology on human interaction, behavior and development. As the past decade has shocked and drastically changed the world, the United States has experienced the effects of chronic technological dependency in children that has been dubbed the infamous rise of the “iPad kid”

The sensitive nature of childhood development means that certain developmental timelines are necessary for proper cognitive growth of the brain. Much like how the consistent use of marijuana and other substances can “kill” neural pathways in the brain due to underuse and lack of brain stimulation, the same can happen with chronic screen time. 

The effects are even more dramatic within children who, for the first eight years of life, form the framework and learning ability of their brain. From ages one to three 1 million new neural connections are formed each second. After these connections are formed, the brain begins to “prune” or sever these connections to increase brain circuit efficiency.

 By the age of five, 90% of the brain has been formed. The formation of brain circuits and developmental landmarks are met with a variety of stimuli — babbling, social interactions, visual experiences, facial expressions, and other means of communication.

If there is a deficit of positive social interaction, the child is more likely to suffer developmental roadblocks. A lack of parental engagement will also negatively affect a child’s development, especially with the mother of the child. Every hour spent looking at a screen, rather than interacting with a family member or other individuals, will affect what neural pathways are being created, stopped or erased. 

From birth to early infancy, the parents of a child will have the most control over whether or not the child will have access to technology, to what extent and what content is allowed to be viewed and interacted with. From ages one to two, children are not advised to engage in any online or screen time at all. 

From then on, limited content is viewed as acceptable to researchers, as long as it is co-watched with a supervising parent, and the content is used as a learning tool rather than entertainment. Regardless of the potential benefits, if the child is not engaging socially, there will be developmental deficits starting when they are born and progressing through the first eight years of life.

Author Sue Palmer hypothesized that increasing screen time would also increase the amount of children with attention deficit hyperactivity disorder — commonly known as ADHD — and dyslexia, among other learning disabilities. This was proven to be true when a study found that with children aged two and below, every hour of daily screen time increased attention deficits by 9% up until the age of seven. The book that Palmer published in 2006 had many fallacies, such as a relationship between rates of autism and screen time, but certain predictions from the book were proven to be true in future scientific studies.

The other side effects of increased screen time include higher rates of obesity, depression, anxiety and disturbances in the natural sleep cycle. Currently, a large hindrance to the American public school system is the widespread phenomenon of social and emotional incompetence, which can be directly correlated to the increasing amounts of screen time in crucial developmental years. 

In an article by the Salem Reporter about the 2023 teacher’s strike, one of the primary concerns of the strike was the inability to control unruly, violent and disruptive students within the classroom, which is a sentiment shared by a large population of teachers across the nation. 

Increased screen time is known to cause emotional dysregulation, lack of attention and social ineptitude, and following the COVID-19 pandemic, screen time rose dramatically. 

Ed Tech magazines also provided some insight by linking studies showing that screen time can cause irreversible damage to the developing brain. Traditional academic standards and teaching methods are suffering, in part, because of the increased amount of screen time nationwide. 

The rise of technology and screen time in children from infancy to eight years old has caused significant developmental ineptitude in young school children, bolstered by the stagnant COVID-19 quarantine period and the continued exponential growth of the interweb.

Contact the author at howllifestyle@wou.edu

A change for entertainment

Written by: Taylor Duff | Freelancer

Back in March of 2023, an article was released called “Writers are not keeping up” — published by the Writers Guild of America contract. This article was the start of the Writer’s Strike, expressing how writers are feeling devalued and objectified in harsh work environments, including tiny rooms and decreased pay as well as being overworked. 

The demand for writers is based on the switch to streaming from many if not most, entertainment channels. Because of the high demand, another complaint is the lack of experienced writers being hired to fill the gaps — with below or bare minimum pay giving the green light to have an excuse to pay less. 

Writers have also stated they have felt like second class to the actors and directors — being undervalued in the workplace despite doing double the amount of work and hours.

As a result of this strike taking place, the Screen Actor Guild also went on strike, and actors across all platforms made statements and interviews about the unfair treatment and harassment of their writers and staff. 

Actors such as Amanda Seyfried, Rob Lowe and Wonda Sykes all stood in solidarity with the writers during the protest. One main reason the actors joined the strike with the writers was to address the use of AI versions of themselves; using their likeness for gain in media. The SAG strike lasted until Nov. 9 of this year, meaning both WGA and SAG strikes are now over. WAG reached a tentative agreement with the Alliance of Motion Picture and Television Producers back in September, and slowly but surely, they reached an agreement with the Screen Actors Guild as well. 

As for what this means for entertainment, the agreement is effective in protecting writers and giving proper residuals for international viewing. Due to streaming becoming the new wave of entertainment, the agreement takes effect now giving proper pay toward its writers with the royalties standing in their favor. 

Many movies will be delayed due to the strike shutting down production studios, with many directors and producers walking out. TV shows may resume, but will also be pushed back for months without new episodes. As for actors, the agreement gives them more security knowing they are protected against their likeness being used. 

As for the future of entertainment, the WGA contract term will be in effect until May 2026 — keeping in effect this protection for the people behind the entertainment consumed.      



Contact the author at tduff23@mail.wou.edu

The season’s effect on depression

Written by: Libby Thoma | Freelance Writer

Seasonal depression — diagnosably known as Seasonal Affective Disorder is a disorder where depression levels fluctuate through seasons. Usually, throughout the winter or the colder months, a person’s depression will increase, while subsequently, the person’s depression will decrease during summer or warm months. 

Generally, seasonal depression lasts about 40% of the year. It is thought the specific causes of seasonal depression disorder are less sun and the change to shorter days, causing a chemical change in the brain, leading to higher rates of depression. Melatonin and serotonin are found to play a role in causing depression, and the body produces more melatonin and less serotonin when it is dark out. 

Seasonal depression is a common form of depression, with about 5% of people over the age of 18 having seasonal depression, but it is rarer in children. Seasonal depression disorder affects a high amount of college students specifically — affecting approximately 25% of college students. The most common symptoms of seasonal depression include sleepiness, lowering of interest and pleasure, withdrawal, decreased concentration, weight gain or loss, headaches and stomach aches. 

The symptoms can have a great impact on college students’ learning, and because such a great number of college students experience the disorder, sharing ways to deal with this disorder is important. 

For all people suffering from this disorder, there are three main treatments for seasonal depression. Firstly, finding sunlight is important — whether this is through soaking up sunlight whenever possible, light therapy, or even, at the least, taking some Vitamin D. 

Psychotherapy, a therapy that assists a person with recognizing and altering emotions, thoughts and behaviors, is another treatment option. The third treatment is using medication such as antidepressants, which can be accessed through Western’s Student Health and Counseling Center. 

There are also ways college students specifically can help their disorder. These include maintaining a regular bedtime, creating a balanced school and sleep life, going to the SHCC for help and more. 

Seasonal depression disorder should not just be put off as “the winter blues”. It is an actual disorder that is very real and can have intense effects on people and is important to address. Seasonal depression’s negative effects on a person can get in the way of learning but more importantly, quality of life. If anyone is experiencing this, reach out for help, and don’t brush the disorder off as something trivial. 

Contact the author at ethoma@wou.edu

School strike

Written by: Hannah Field | News Editor

For some — if not most — kids, dressing up on Halloween, overindulging in candy and having school canceled the next day is a dream come true. Portland students found themselves in the same situation and, at first, it was fun — until the teachers’ strike began to threaten their summer and winter breaks.

Eighty-one schools in the district have not had a school day since Nov. 1, when teachers first walked out of classrooms. Since then, it has almost been a month of no school for the Portland school district. Thanksgiving break is expected to end Nov. 27 — with school days planned to continue as usual. However, it is uncertain whether or not the Portland teachers’ demands will be met by that date — a process that includes an agreement between the Oregon school district and the union.

It is required for Oregon students to reach a certain amount of instructional time in the classroom based on grade per year. Due to the strike, students have not met that requirement, and therefore, Portland is heavily considering extending the school year into the summer until the required hours are met — as long as the other vacations in the year do not provide the proper amount of days.

Teachers had multiple reasons for rallying. As listed by the Portland Association of Teacher’s website, it is for the students as much as the teachers. 

“Our students deserve more one-on-one attention from dedicated and well-qualified educators … they deserve small classroom sizes and meaningful instruction and assessment.”

On the website, they have three goals listed. In summary, they are as follows: all needs and interests for students and educators should be dutifully met, education spaces should be safe, clean, well-maintained and fully staffed and, lastly, educators need better salaries as well as teams. Staff should have training and teams who are well educated in social issues, such as forms of prejudice and bias, to better serve the student population in Portland.

The website goes as far as to publish bargaining updates as the discussion continues. The petition initiated by the Portland Association of Teachers reportedly has over 7,000 signatures — but the petition itself does not showcase the number.

The Nov. 20 bargaining update summarizes a 24-hour meeting the Portland Public Schools team and Portland Association of Teachers had discussing the agreement. A settlement was reportedly met from both sides’ bargaining teams with good benefits and proper adjustments that the PAT desired – just before the PPS bargaining team returned to inform the PAT that the PPS board rejected the settlement — the settlement agreed upon by their own team.

“To have the deal pulled after working so hard, and making tough compromises to win on our key issues, was incredibly frustrating,” said the PAT. 

The post goes as far as to say that the PPS has been posting proposals that are “…out of date and out of context.”

In a different update, the PAT’s update states, “This crisis of their own making unnecessarily prolongs the strike, and demonstrates the inability of district leadership to govern Oregon’s largest school district.”

However, multiple topics of interest, presented by the PAT, were acknowledged by PPS — such as class size, parent involvement, expanded overage pay, more planning time and planning days, adjusted cost of living adjustments, added mental health staff and safer education facilities. Seventeen articles in the contract were agreed upon by both sides, but three more remain, as well as two appendices.

If both parties sign all articles, it will then be reviewed and then a comprehensive, tentative agreement would be signed. Union members would then vote to ratify the contract, validating it.

The PAT reported with hopeful spirits that big wins were secured in that discussion, and they are waiting on the PPS to consider approving the deal they laid out for them.

PPS has already made moves on cutting winter break short for Portland students — Dec. 18–22 a full school week starting two days before Christmas Eve.

Portland Public Schools Board Chair Gary Hollands’ car was struck by vandalism, with the word “SHAME” written on three sides of the vehicle in spray paint. Beyond that, leaflets and papers were stuck to the car, broadcasting messages about funding classrooms and giving students the classrooms they deserve.

The Portland Association of Teachers condemned this act and vandalism as a whole.

As tension continues to rise between both sides, it remains that over 40,000 students have been out of school since the beginning of November. 

Students remain the objective of the strike according to both teams. Students may continue to be out of school until Portland Public Schools meet the demands of the Portland Association of Teachers, who have made it very clear that they will continue to gather at the picket lines until all their demands are met.

Update: Both sides have come to an agreement concluding with higher wages for teachers, soft cap sizes on classrooms and extended prep time per week. Breaks for students have been pushed back a few days for the purpose of making up the 11 lost school days. 

Contact the author at howlnews@mail.wou.edu