What happens when you get your moral wisdom from Donald Trump: Politics for the Upstate Student

Posted by Julia Grigel Mid-April is the time of year when Albany's legislative chambers are filled with glorious debates on such things as the state vegetable (corn won) and wiffleball safety precautions. They are now presumably doing things like sipping margaritas and watching Top Chef and scratching their heads about Donald Trump's bid for president in 2012.

Basically, Albany is on a break from politics, so I'm taking a break from Albany. And I really just would like to talk about Donald "The Donald" Trump and his newly resurrected public face.

Donald Trump is best known for owning a lot of stuff and having a bad hairstyle, but he has also had a successful career in Hollywood. He has played himself in several television series, most notably "The Apprentice," in which he fires people.

Recently, New York Times columnist David Brooks wrote that people like "The Donald" satisfy the public's subconscious yearning to see the crème de la crème of the obnoxious loudmouths rise to success. Trump, says Brooks, is "riding a deep public fantasy: The hunger for the ultimate blowhard who can lead us through dark times."

Brooks also says Donald Trump is successful because he personifies the current American individualist dream, "The Gospel of Success." Brooks' interpretation of the American view of success rings alarmingly true. Afraid of seeming too materialistic or too driven, we have to pretend to have only the most moderate and well-meaning of ambitions. "If you attend a prestigious college or professional school, you are supposed to struggle tirelessly for success while denying that you have much interest in it." Huh.

It is precisely that mechanism — the one for basic humility — that Donald Trump lacks. He lacks that part of the moral sense that causes us to veil our desire for unbridled success and personal glory. And that is why he is so popular with so many conservatives, says David Brooks.

"The Donald" is the latest and the greatest in harebrained political figures mouthing off left and right and denouncing everything possible. But he represents something present in Americans. David Brooks was right — we all secretly love blowhards, if only because they're entertaining. And if we deny that this weird love for people like Trump is innate, we are being too morally hopeful about ourselves and about the rest of the species.

I'm by no means advocating that we throw up our hands and proclaim that we're all in denial of our true moral baseness — we are certainly not all Trumps. I'm just saying that if we take ourselves seriously as individuals — and if Skidmore takes itself seriously as a college — we ought to learn to stomach our flaws. We ought to learn to confront our inherent capacity for disrespectful, vainglorious and utterly egomaniacal impulses. Because if we refuse to admit that uncomfortable tendency, then we can't put it in check. And if we've learned anything this semester, it's that our community has got to put disrespect in its place.

Romeo and Juliet' opens with Latino flair

Posted by Michelle Minick

Two households, both alike in dignity and enmity, set the scene for the college's Theater Department's mainstage production of "Romeo and Juliet."

While set in the fair Janet Kinghorn Bernhard Theater, this uniquely stylized version of "Romeo and Juliet" takes place in the neighborhood of San Telmo in Buenos Aires, Argentina sometime during the mid-20th century.

Directed by Lary Opitz, this Shakespearean modern-day masterpiece also showcased the designs of Garret Wilson (Scenic Design), David Yergan (Lighting Design), Jenna Glendye '11 and Patty Pawliczak (Costume Design), David Wolf and Barbara Opitz (Dance Choreography), Douglas Seldin (Fight director) and Kate Kelly Bouchard (Voice and Acting coach).

From the opening tableaux featuring all of the actors, it was evident that Lary Opitz was putting his personal spin on a classic tale.

When William Shakespeare's "Romeo and Juliet" comes to mind, one may think of the rich text and language, the balcony, two families feuding and two star-crossed lovers with a tragic ending.

However, this version included the Argentinean Tango and some impressive fight choreography and knife fighting.

Ultimately, Opitz's vision for "Romeo and Juliet" was that the tango was the perfect expression for violence and passionate love and that Buenos Aires was a very appropriate setting because of its cultural synthesis of food, language, music and dance, demonstrated mainly through the dual-cultural blend of French and Italian cultures and influences.

As a trained dancer, I held my breath, hoping that the tango would go smoothly. And, in the end, I was so impressed by how the actors held their own for such a technical, passionate and fiery genre of dance.

For the fight scenes, I knew a great deal of the secrets of stage fighting, as I took stage combat lessons when I was younger. It was great to see how the actors kept presentation and safety in mind.

It was interesting to see how, instead of traditional sword fighting, Opitz utilized knife fighting with medieval knives for the family feuds. In the end, I thought the fights seemed too presentational and choreographed, although to the rest of the audience it looked awesome and translated well.

As for the aesthetics of the production, the set, lights and costumes helped to piece together the performance. While the set was simple, it captured and distinguished the time period and location well.

However, the set became complex as a result of the use of the "doughnut" circular rotating system. This rotating component did an excellent job of providing smooth transitions and adding drama during the discovery of Juliet's death in the Capulet household.

The lighting was exceptional in creating the perfect mood and the ambient light created a soft and romantic quality to the overall atmosphere of the play.

The costumes were colorful and sophisticated, which added a more vibrant dimension to such a melancholic play.

An additional aspect that brought together the play nicely was the music. Astor Piazzolla composed the music in this production and there were a blend of violent, romantic, passionate and fiery intonations.

The music also did an excellent job of setting the mood and provided good transitions from scene-to-scene.

While Shakespearean English is practically its own language, Shakespeare suggested judicious advice about love that everyone could understand.

Shakespeare warned viewers that, "the course of true love never did run smooth," this astute remark can definitely apply to Romeo and Juliet and their definitive tragic demise.

Thus, "Romeo and Juliet" remains a classic romantic comedy that reverberates through society and even throughout the world today.

What is so impressive to me, however, is that the college's Theater Company and Music Department collaborated so well together. Students, faculty and the actors in the play all helped to create and produce the production.

In essence, it takes the complete collaboration to make our theater productions happen.

"Romeo and Juliet," under Optiz's spectacular direction combined with a talented and multitudinous cast provided an entertaining and enticing production that was very enjoyable to watch.

And if you missed this astounding production, you might just have to curse, "a plague on both your households, for never was a story of more woe/ than this of Juliet and her Romeo."

Michelle is a sophomore Theater major and a Management & Business minor who loves to act, dance and play the bass guitar and the piano.

Zankel premieres 'Swan Lake'

Posted by Rachel Kim

The Music and Dance Departments and the Office of the dean of Special Programs presented "Swan Lake: Act II" at the Zankel Music Center on April 15 and 16.

Before the orchestra started playing, Jeffrey Segrave, dean of Special Programs, introduced the show. He noted the uniqueness of the performance. "It offers many firsts. It is the first time we have major use of the pit for a joint performance. This is truly an interdepartmental production," Segrave said.

After Segrave spoke, Associate Professor and Conductor of the college's orchestra Anthony Holland honored the senior musicians with an elaborate, heartfelt speech and thanked them for their dedication to the orchestra.

Next, Associate Professor of Dance Denise Limoli provided another introduction to the show, in which she provided a historical background of "Swan Lake: Act II."

"We are making art in our respective forms and bringing it all together for you," Limoli said.

"Swan Lake" tells the story of Princess Odette (Gaia Waisbrod '11) who is cursed by the sorcerer Baron von Rothbart (guest artist David Otto). Prince Siegfried (Jacob Goodhart '12) falls in love with Odette after he sees her by Swan Lake where he is hunting.

The lights in the theater dimmed as the orchestra members in the pit started to tune. They started to play the "Waltz of the Villagers," a lighthearted piece that showcased the abilities of the violinists and flutists as they played quick, flowing notes.

Although this part of the performance only featured the orchestra, without dancers on the stage, the waltz set the mood and prepared the audience for the next act.

The audience applauded at the end of the waltz as the second act began with the Overture. The familiar melody of the clarinet, most recently made famous by "Black Swan," captured the sadness of Odette's fate.

The Prince and his entourage enter the stage and start to hunt in the forest until Siegfried discovers Odette. The others leave as the Prince and Odette playfully chase one another around the stage.

Their dance is interrupted by the evil sorcerer who summons the flock of swans. His presence clearly indicates the powerful control he has over Odette. As the music grows dramatic, the entourage reappears, ready to hunt the swans, but the Prince thwarts their attempts.

The swans part, and the Prince joins Odette and they dance as the concertmistress (Hanna Tonegawa '11) and principal cellist (Meg Ashur '11) engage in a duo that is beautifully and profoundly sad.

The dance and musical duo reflect the conversation between Odette and the Prince, in which she tells him about her curse and the tragic end that their love must face.

The piece then continues to the "Dance of the Four Cygnets," (Julia Clancy '14, Hannah Foster '14, Kate Matthew '14 and Katrina Puffer '13) and the "Dance of the Swan Princesses," (Alison DeFranco '12, Emily Craver '11, Rebecca Greenbaum '11 and Hartley Parish '11).

The choreography and accompanying music of these two scenes captures the beauty of the swans. The cynets and swan princesses are stunning in their costumes, and their performance left everyone watching in awe.

Princess Odette then dances alone on stage with melancholic gracefulness to the music of the orchestra in the pit below. As her solo comes to an end, the entire flock of swans appears and treats viewers to an intricately choreographed and stunningly executed piece.

All of the swans, including Odette, dance in the Coda, "Dance of the Swans," and move together, along with the music with accurate timing. The swans then flutter aside as the Prince declares his love for Odette.

Just as he makes his declaration, however, the evil Sorcerer appears and calls upon his swans. Princess Odette struggles to remain with her Prince, but fails to break free from the sorcerer's grip. She leaves the Prince, heartbroken and alone.

The dancers and the orchestra joined in harmony to successfully retell the tragic love story of Princess Odette and her Prince. The production moved the audience, who applauded between movements and gave a standing ovation at the end of the show.

The performance was dedicated to the late Oleg Moston, who provided piano accompaniment for ballet classes and the Classical Ballet Workshop at the college.

The Dance Department has initiated the Oleg Moston Prize in his honor. Winners of the prize will receive an award that will support their transition into the professional dance world.

Dowling and Holden dominate league: Sports Wrap

Posted by Julia Schwartz & Isaac Baker

Skidmore started this past week off strong with a big win 12-4 over Union on April 16. The dreary weather was no match for the Thoroughbreds as the team won possession of the ball to start the game off on a high note.

Dominating from the start, the team kept the ball on offense for the majority of the first quarter to produce four goals scored by Ben Cornell '11, followed by Jon Hoeg '13, Mike Perlow '13 and Ryan Paradis '12. Union began to fight back in the second quarter, scoring three goals to end the half at 4-3.

As Skidmore came back from intermission, the team jumped into action scoring three goals in a row to increase their lead, with two goals from Mike Holden '13 and another from Perlow. Union posted another goal on the board, which would terminate its scoring opportunities for the remainder of play.

After the shut down of the other team, Skidmore posted another five goals on the board to bring the final score up to 12-4 by the end of the third, which did not change in the scoreless fourth quarter.

Holden finished the game with a game-high of four goals, notably followed by Perlow who had three goals. Seven other members of the team contributed offensively for the Thoroughbreds. In goal, Connor Dowling '12 made 14 saves, 10 of which came in the scoreless quarters.

Despite Skidmore's continuous rise in the rankings, the No. 11 team could not hold off Hamilton in the 9-8 loss April 20 on the road. After disorderly conduct on the field slowed the beginning of the game, Scott Madison '11 ignited the offense for Skidmore to begin play with a turnover, allowing Jacques Ward '11 to drive toward goal.

The Thoroughbreds were evenly matched throughout regulation, as Hamilton tied the score up every time the Thoroughbreds produced a goal. Standout players from the game were Holden, who finished the game with five goals, followed by Perlow with two and Cornell with one.

Dowling and Holden received Liberty Leauge honors for their efforts on the field. Dowling's season high of stopping 19 shots nabbed him Co-Defensive Performer of the Week. Holden had a team high of seven goals throughout play this past week, boasting him as Co-Offensive Performer of the Week.

Women's lacrosse

Lindsay Stavola '11 led the Thoroughbreds to victory against league competitor Rochester April 15 with home-field advantage. She produced five goals and two assists during the game, bringing her year totals so far up to 41 goals and 27 assists. She is the 11th Skidmore player to score more than 40 goals in her career.

Lauren Madden '12 and Kimberly Segalas '11 also contributed to the team's success, with three goals and two goals, respectively. Rachel Klein '12 blocked the net for the Thoroughbreds with five saves for the day. The team had a 22-14 shot advantage, which helped produce the final outcome of 16-5.

Skidmore returned to the field the next day to cream the second league competitor of the week, William Smith.

Six different players contributed to the success of the huge win, led by Stavola, Madden and Segalas. Other notable scorers of the day were Lexi Melville '13, Summer Segalas '14, Sydney Weill '11 and Abbie Hamlin '12.

Women's lacrosse followed their win with a road trip on April 19 to Amherst where they played an evenly matched game against the No. 16 team. The deciding factor was a last minute goal from Amherst that brought the final score to 11-10.

After a competitive week on the turf, the Liberty League named Stavola Co-Performer of the week for the fifth time this season. She is the scoring leader of the season so far, and currently has 45 goals and 27 assists. Skidmore continues play on its home turf April 27 against Manhattanville.

Baseball

The baseball team had a busy weekend with four games against league competitor Union. The Thoroughbreds began action on the road in Schenectady, where even Union's home-field advantage could not stop the domination that took on a pair of 9-4 wins.

Nick Laracuente '11 threw the first game, giving up eight hits, four earned runs and producing six strikeouts. The win improved his record 7-0 on the year. To assist his pitching, the team secured the win in the sixth inning by scoring seven of the nine total runs for the game, six of which were scored with two outs.

The second game began successfully for the Thoroughbreds, as the team produced three runs in the top of the first inning, and never looked back as they maintained the lead for the rest of the game. The final score of the second game reached the abnormal, yet identical score to the first, 9-4.

Zack Rudman '12 threw the second game, improving his record on the year to 3-1. Isaac Forman '14 provided assistance at the end of the game by relieving the junior pitcher to pull through and win the sweep against the Dutchmen.

The following day Skidmore returned to its home field to play Union in another double-header.

In the first game, the competition lay on the two opposing pitchers. Despite the first five innings being scoreless, Skidmore finally posted a number in the runs column in the bottom of the sixth as Matty Tatkow '13 scored off a fly ball from Rob Rubenstein '11.

After a valiant effort from the opposing team, three fly balls were no match for the Skidmore outfield to help give Trevor Brucato '11 his third win of the season and a shutout for the day.

After a brief hiatus to refuel, the Thoroughbreds returned to the field to complete the series against Union, hoping to finish victorious to no avail. Skidmore began the game with a solo home run from Erik Watkins '14, his first of his college career. They kept on attacking slowly, but could not match Union's attack in the fourth inning and beyond.

The bottom of the eighth proved the last chance for Skidmore to have the opportunity for a comeback, as Logan Arena '11 and Watkins both drove in runs. After attempting to face Union's closer in the bottom of the ninth, Skidmore had exhausted its energy for the weekend and left the field with a score of 8-5.

Jordan Keyser took the loss for the Thoroughbreds, allowing seven runs in four innings. Both Rudman and Brucato received Liberty League honors for their efforts throughout the Union performance, as well as their game against Southern Vermont from April 13. The team returns to the field on the road April 22 at Clarkson.

Softball

Skidmore struggled in its first league games April 15 on the road against Rochester. Rochester swept the team in two scoreless games for the Thoroughbreds, 8-0 and 3-0.

The fall in both games came when Skidmore could not string together any of its hits to bring runners home. Christina Gargiso '12 made great efforts to help the Thoroughbreds offensively in both games, producing one of three hits in the first game for the team and going 2-3 in the second game. Softball returns to league play April 22 away at Union.

Women's tennis

The women's tennis team volleyed through a rough weekend on the road April 16 and 17 as they took on non-league competition against No. 2 Williams and MIT. Williams swept Skidmore 9-0 despite the efforts of Rachel Loeb '11 at No. 1 and Rachel Baird '14 at No. 6 singles, respectively.

As the Thoroughbreds continued their travels, Sophia Bryan-Ajania '14 and Keirsten Sires '14 won at No. 3 doubles against MIT, as did Molly Nolan ‘14 at No. 5 singles.

Baird returned to the court and battled through to pick up a win at No. 6 singles. The rest of the team was unable to pull through as Skidmore fell to MIT 6-3. The Thoroughbreds return to the court on April 30 at Middlebury.

Dead Prez heats up campus conversations: Hip-Hop Weekly

Posted by Jenna Postler

Recent tension and discussions on campus surrounding race and class have caused some people in the college community to question the choice of rap group Dead Prez for the Student Entertainment Committee's Big Show on Friday, April 22.

A vocal questioning of the possible repercussions of having the group on campus has been raised on the Facebook wall of the event page for the concert.

Students have argued that the use of racist and homophobic lyrics by the group is negative, given the current campus climate.

What needs to be understood by the student community is that Dead Prez is a politically conscious rap group.

Since its founding in 1996, its members have maintained a socialist, politically active voice and hold a strong stance against corporate control of the media, and poverty within African American communities.

Although these issues are pervasive, the group often employs what some might call "reverse racism," or attacks and slanderous remarks against Caucasians, as demonstrated prominently in the song "Hell Yeah."

In the music video and the lyrics, Dead Prez advocates a "Robin Hood" figure stealing from the rich, contributing to the poor type of mentality that is filled with anti-white sentiments.

While the group is politically left and rebellious in nature, the controversy presented by some students is not its message, but rather how it presents its message.

Do racist, sexist and homophobic lyrics negate the group's message? Hip-hop as an art form has been filled with outlandish, racist and offensive lyrics since the genre's conception.

What needs to be asked though, is if offensive lyrics are an effective means to the end of raising political consciousness. Hip-hop's offensive lyrics have a lot to do with shock value, but also stem from the culture in which hip-hop originated from.

Condoning racism is wrong, and I am not one to do so. In listening to the music of Dead Prez, we must understand that the group aims to further a leftish, socialist agenda.

The lyrics are just a means to the end of raising popular consciousness. I know that as informed students we can all agree that racism is not okay, whether it be "reverse racism" or not.

Unfortunately racism and homophobia are often parts of the group's lyrics. To listen to the group is to accept it for the way that it is and the way that the genre currently functions.

As to whether or not bringing the group to campus is a good idea, I would answer that it could be positive, if used and understood in a productive manner.

Dead Prez's presence on campus can be used to continue the ongoing dialogue concerning class, race and sexuality that has been occurring on campus.

Essential to gaining something from the concert if you choose to attend is taking careful note of the lyrics and, instead of writing the group or its message off instantly, thinking critically about the role of the lyrics within the performance and greater political aims.

As listeners, we must be aware of generalizations concerning racial groups and hip-hop.

Jenna Postler is a sophomore from rural Vt. who knows what's hip (hop) and can be heard from 2- 4 a.m. every Friday morning on WSPN.

Casual elegance' at Phila Fusion

Posted by Erin Dillon

Though all amazingly delicious in distinct ways, not all Asian foods are created equal. Why go to a restaurant that serves just one cuisine when you can have five?

Phila Fusion offers Chinese, Korean, Japanese, Thai and Vietnamese dishes. The diligence and expertise of the chefs was made clear to me after enjoying a Sunday night dinner with my dad.

Phila Fusion's website describes its dining experience as "casual elegant," and it was exactly that. The space has a sophisticated appeal without the tension of an exceedingly ritzy venue. Bold yet simple touches create a modern vibe (as if the word "fusion" was not enough).

The restaurant was pleasantly full at peak dinner time, but not too noisy or chaotic. We were seated immediately by possibly the most cheerful waitress I have ever encountered. In fact, had it not been for the wait staff's general glee, their over-attentiveness and frequent one centimeter water refills may have been annoying. I was very happy with the service.

The menu is long to accommodate such a diverse array of food. Everything displayed looked delectable.

The menu includes many vegetarian options, in addition to basically any Asian dish that your heart desires. Be prepared to make a tough decision.

To start, I had a simple green salad with peanut dressing. Even this run-of-the-mill appetizer was exceptionally yummy; I appreciated the contrast between the bright, cold vegetables and the warm peanut sauce.

For an entrée I ordered Mixed-Vegetable Panang Curry with brown rice. It came as a medley of peas, basil leaves, string beans, celery, carrots, zucchini, yellow squash and fried tofu in a red curry sauce.

The dish was quite good; every element was cooked correctly and it had a perfect vegetable to sauce to rice ratio. However, I was disappointed with its lack of a defining flavor. A curry should not be vague.

Phila Fusion is a bit more expensive than its neighboring restaurant, Sushi Thai. My meal came to about $20. For a restaurant that made me feel so classy and cultured, I would say $20 is a steal.

Good to know: Phila Fusion now has delivers within three miles. Just add an extra $2 delivery fee to your order.

Phila Fusion is a restaurant I want to visit again. The food is whimsical and tasty. The unique atmosphere and service are definitely of Saratoga's best. I urge you to check this place out.

Updike uproots the American lifestyle: Stranger than Fiction

Posted by Hunter Prichard

There is an imaginative thrill about a person throwing up his hands, uprooting everything and taking an adventure.

Jack Kerouac and his fellow Beats exhibited this in his road novels. Hunter S. Thompson's Gonzo journalism took him on trips with his attorney to Vegas and with the Hells Angels.

Many authors also seem to have trouble with stability and marriage.

Sherwood Anderson left his wife and young children to go after the artist's life, while John Cheever struggled with alcoholism and eventually reinvented his wife as a narcissistic nuisance to his psychiatrist. Even Charles Dickens kicked his wife out of his home because he thought that she was not accepting his love.

However, writers who leave their families behind or treat them poorly are usually forgiven by the public; they are under the influence of a "greater art."

In the 1960 novel, "Rabbit, Run," author John Updike attempts to destroy this myth by creating a "family-man" who leaves his wife and child to live out his life. He ends up only discovering the harm behind his intentions.

The novel concerns the iconic Henry "Rabbit" Angstrom, a worker in a small Pennsylvania town with an alcoholic wife, Janice, and a young son, Nelson.

Rabbit, a tall man with an odd figure and countenance like that of a bunny, was once a great high school basketball player.

In the opening scenes, Rabbit tells his wife he is going out to get cigarettes. He proceeds to get into his car and start driving. He heads to West Virginia, but then turns around and settles back in town.

Eventually, he shacks up with a part-time prostitute that he is introduced to by his former basketball coach.

Rabbit is a young man — only 27 or 28 — who rejects authority, control, leadership and advice. He does not know exactly what he wants and continually shows signs of immaturity.

Back in town, where he lives a few miles away from his wife and son, Rabbit is hated by most people. Janice's parents are the wealthy owners of a car dealership and the hot shots of the area. They ask the local minister, Jack Eccles, for help.

He attempts to take Rabbit under his wing by confiding in him, questioning him on what he wants in life and offering him a psychiatric and spiritual outlet in the form of Tuesday golf games.

That is one half of the story: Rabbit living in a town in which nearly everyone either avoids him or smothers him with attention and questions about why he left his wife.

He is told at one point, "If you have the guts to be yourself, other people'll pay your price."

This quote sent a shudder through my body while I was reading. I immediately over-analyzed every important decision that I have made, fearing I may have screwed someone over in the process.

The second part of the story concerns his relationship with his new girlfriend, Ruth. Ruth is an unattractive, overweight, unappealing person who serves as a conscience for him.

As his relationship with Ruth tightens and strengthens, he is once again drawn to the clear sky of solitude.

The last third of the book is very eventful. The plot move quickly, making it hard to talk about without giving everything away. Things do not end happily for Rabbit, but for reasons that one would not expect.

Updike followed "Rabbit, Run" with four novels and novella that chronicles the life of Rabbit.

I have only read the first novel. If the next four are anything like the original, Updike has a lot to say on the American lifestyle.

Hunter Prichard is an English major from Portland, Maine or ‘Vacationland.'

Senate unanimously votes to institutionalize IGR

Posted by Kat Kullman

On Tuesday, April 19, the Senate of the Student Government Association met with facilitators of the Inter Group Relations class to discuss a petition to institutionalize the program, which Senate passed unanimously.

IGR is currently a two-credit course in the Interdisciplinary Department, but is still in its pilot and has no commitment of resources. The IGR students brought a petition to Senate to collect signatures to show Skidmore that the program has the support of SGA.

The IGR program began in Michigan in 1988, and has spread across the country in the years following. It is a course designed to develop intercultural understanding, and is taught by rigorously trained student facilitators, rather than professors.

The typical class is designed to be half white students and half students of color, so several sides of racial issues can be presented and discussed.

IGR classes have been offered at the college for two years, and the students involved said they wish to make it a permanent part of the curriculum.

Teshika Hatch '11, a trained IGR facilitator, spoke about what she believes is the importance of the program.

"IGR has a lot of momentum because of the campus climate this year," Hatch said. "And there have been some of our dialogues that just can't happen because of lack of resources. With the institutionalization of IGR we would be guaranteed a budget and faculty support. We could even get people off the wait list for the class, and eventually offer dialogues on religion and gender, not just race."

Part of the problem with making IGR more permanent, according to the presenters, is the resistance of some professors.

"Some professors think that the class isn't academically rigorous enough, and that because it's student-led it's not legitimate," Hatch said.

"Some faculty members feel that experience-based learning is not academic enough, but it's very emotional and rewarding. It's totally unique to IGR," Frank Cabrera '11, another facilitator, said.

Currently, the professors involved in IGR are committed to it only through interest, not job description. Institutionalizing the program would ensure that money and professors be allocated to the class.

The Senate unanimously approved making the program permanent, offering to help organize a support rally and a spot in the SGA newsletter to advertise.

One senator said, "Any professor or student who says that this isn't exactly what Skidmore needs right now isn't really here. Any way to get students involved in meaningful dialogue needs to be supported."

Each senator signed the petition of support, which will be distributed to the student body in the coming weeks.

The threats and boons to our dialogue: Ancient American Traditions

Posted by Brian Connor

As a follow up to my piece about McCarthyism at the college, which I believe was an important critique of how our community is currently conducting itself, I'd like to say a few words about writing to this community in general. Now, from my last column, you may have concluded that I despise Danny, that I feel he should be silenced.

Quite the opposite is true. For while I despise what this "dialogue" has devolved into, I thoroughly admire Danny for his resolve this past semester. I have been moved by Danny's writing but also criticized it, a stance which, despite the Sociology department's suggestions, is not contradictory whatsoever.

Call it a Saul-to-Paul moment, call it what you will, but after seeing the same concerns voiced in the message boards of my column, and the same insensitive language that appears on Danny's columns each week, I began to admire Danny as I never had before.

I wrote my article knowing that I would receive tons of support just for the mere fact that I was criticizing Danny. Danny writes his column each week knowing that, if past weeks are at all an indication of what's to come, that dozens of trolls are going to immediately jump on him and criticize him, no matter what he writes. He has become the vocal leader of a movement that has brought ugly truths about our community to the forefront of discussion, and he has knowingly and willingly made himself an easy target for critics of these truths.

The Skidmore News comment boards have become a bitter arena for dialogue and highly vindictive criticism of writers like Danny, and myself to some extent. But they also provide an essential check to our and other writers' power, a humbling reminder of our responsibility to our audience.

Some of the comments have exceeded the boundaries that common courtesy dictates, however, to the point where vulgarity and even fighting words have appeared on the Skidmore News website. These comments aren't appropriate and are detrimental to our dialogue.

On the other side of the same coin, when members of the community get themselves so worked up about these hate-filled comments that they lash out and make outlandish accusations toward individuals and campus organizations, they become those "shutter-minded embracers of intolerance" that they seek to condemn.

The good people at the Sociology department threw Danny under the bus. It would have been appropriate if they had offered a well-reasoned argument against anonymous online commenting. But instead, they dragged Danny into a misplaced, ill-conceived, even threatening, demand for allegiance to their conception of open-mindedness. They posed the question of Skidmore identity in absolutes, rather than in a format that acknowledges the multiplicity of viewpoints and identities that Skidmore fosters.

Rather than encouraging all-inclusive dialectic exchange over a topic fraught with complexity, they advocated strict allegiance to what they posed as a moral dilemma, that is, you are either on the right side (you endorse and heed Danny and company's writing and viewpoints) or the wrong side (you disagree with Skidmore's notions of multiculturalism and Danny's writing and thereby implicate yourself as a "shutter-minded" embracer of intolerance).

This letter in particular moved me to compare our situation to that of American society in the McCarthy era. A healthy and free society depends upon, is predicated upon, the ability for someone as controversial as Danny to speak his mind. Many of us may not agree with what Danny has to say, but I hope each and every one of us can agree that we must all defend his right to say it.

That being said, we must defend others' right to criticize his writing and condemn it. We cannot allow our dialogue, our ongoing community-wide discussion, to solely honor one interpretation of our philosophy of applied multiculturalism.

This discussion is too critical to Skidmore's legitimacy as an institution of higher learning, and a community devoted to multiculturalism, to allow it to be hijacked and dominated by the most vocal and extreme 10% of commentators. By responding to, and thereby legitimizing, inflammatory comments with equally inflammatory charges, the framers of the dialogue are doing just that.

I hope that our dialogue can transcend this semester's vitriolic online commenting, move beyond the accusatory declarations we've read in the Skidmore News, and genuinely learn from the divisive ideological conflict of the Compton's incident, to recognize and invoke our shared beliefs and interests.

Though Danny has devoted his column to pointing out what's wrong with our society and community, in doing so he has demonstrated exactly what's right with it. When an unpopular and controversial perspective can be voiced, and can resist being silenced, then one of America's, and Skidmore's, foundational promises has been fulfilled.

And when trolls can democratically and anonymously disparage someone's opinion online, humiliate an author, and challenge preconceived notions of civility, then one of the Internet's fundamental promises remains intact. Bring it on, trolls. You're messing with a Vatican assassin who has tiger blood flowing through his veins.

Skidmore hosts the class of 2015

Posted by Julia Leef

April is one of the busiest months of the year for admissions. Between tours, open houses and Accepted Candidates Days, admissions is kept busy with a stream of incoming prospective students. Monday, April 18, marked the last of the three Accepted Candidates Days this month, as students and their families attended a series of events mainly hosted at the Arthur Zankel Music Center to learn more about the college.

Families arrived as early as 7:45 a.m. for registration at the Janet Kinghorn Bernhard Theater, and many then opted for one of the 8 a.m. tours, focused on the science facilities, the arts facilities or the campus in general. After being officially welcomed to the college, accepted students listened to Beau Breslin, assistant dean of the faculty and director of the First-Year Experience, and to a panel of students organized by Rochelle Calhoun, dean of student affairs, who talked about their experiences at the college. The candidates and their families were also taken to Williamson Sports Center where they met with faculty representatives from all of the academic and athletic departments for a 45-minute session. Families were also given the opportunity to sign up for financial aid appointments throughout the day.

After the 1:30 p.m. tours, which included bus tours of Saratoga Springs, the day ended with a closing reception at the Porter Plaza, where a jazz group entertained families. On the previous Accepted Candidates Days, which took place on April 8 and 15, the day culminated with The Accents and the Treble Makers, respectively.

Christina Sanyour, an early decision II student from Summit, New Jersey, said that she was attracted to the wide variety of programs she could participate in on and off campus. "Being here today made me realize even more things I could do," she said, adding that she really liked the idea that "Creative Thought Matters." Robert Miller, from Wellesley, Massachusetts, had an uncle who attended the college, and is interested in the liberal arts programs offered. He added that it was a nice day when he last visited and that he enjoyed seeing students outside on the green.

According to Mary Lou Bates, dean of admissions and financial aid, a total of 209 people came to the final Accepted Candidates Day on Monday, bringing the total from the month up to 540, which is slightly less than last year's total of 580. Prior to the construction of the Arthur Zankel Music Center, the college hosted four Accepted Candidates Days because of the large number of candidates and limited amount of space. This involved a day that was only for early decision students in late March.

Bates says that she has received positive feedback from families, whom she says are impressed by the how organized and efficient the events were. "One of the ways we gauge how successful the day was is the number of people who come out of the bookstore with big bags," Bates joked, referring to the people who bought items, such as college sweatshirts, from the SkidShop.

John Murphy, from North Andover, Massachusetts, said that it was the best accepted students day he had been to, and that he thoroughly enjoyed hearing students talk about their experiences at Skidmore. "The students that I see walking around seem like people I could relate to," he said. John is also interested in the new Arthur Zankel music building and is considering minoring in the music department.

On Thursday, April 21, the campus hosted an open house for high school sophomores and juniors. After an optional 8 a.m. tour of the campus, high school students registered at 9 a.m. and attended a student panel and an information session on applying to Skidmore. Several other tours were available throughout the day.

This open house provides high school students with enough information to see if Skidmore College would be a good match for them, Bates said. And it brings in a wide variety of people every year. "We see students from literally all over the world," she said.

There are six open house days during the spring semester, three of which occur on April 6, 12 and 21. An estimated 620 people attended the open house on Thursday, by far the largest attendance of the year (the second highest was in March, which through two open houses attracted 130 people). Since the open houses occur relatively early in a high school student's college search, they can really affect the student's perception of the college, Bates said. Those who come away with a positive impression of the college may even apply early decision.

In addition to these two events, the college also uses two programs to contact the families of potential students, Parent-to-Parent, in which parents of current students talk to those of prospective ones, and alumni volunteers who talk to accepted students. These programs both occur during the month of April.

The college employs other methods to attract potential students. Peter MacDonald, director of Recruitment Communications, works closely with admissions from a communications and marketing perspective. This working relationship was a recent change made within the past two months. "It's a sign that the administration is taking our efforts seriously in terms of outreach," MacDonald said, "and in terms of making sure we do the best that we can in getting the word out and increasing our yield."

Most external attention comes from the college website, referred to by MacDonald as "the centerpiece of admissions recruitment." Other attractions come from social media offshoots such as YouTube, Facebook and Twitter, as well as e-mails, which are sent to accepted and high school students, and a number of brochures. The college also uses websites such as cappex.com that help students with their college search. "There are so many ways for students to get information and so many places where they are," MacDonald said.

The Class of 2014 is well-known for being the largest and most diverse class in the history of the college. According to Bates, the college's target number for '14 was 640 students on campus and 36 in London, but, due to an unusual increase in the number of accepted students who decided to attend Skidmore, the end result was 730 students on campus and 40 in London, even after the summer melt, a term Bates used to describe the students who say yes in May but do not end up coming to campus in September.

The class target for this year fell within a range of 580-630 students in anticipation of an even higher yield on May 1, also known as "Candidates Reply Date". The college also offers a unique option to students on the wait list that allows them to notify the college by May 20 or 21 about whether they are still interested in attending. If not, they will be taken off the wait list in favor of those who are.

Attending events on campus is not the only influence that affects a student's final college choice. Financial aid plays a role in this decision as well. Skidmore College is a need sensitive institution, and will provide full financial need to as many accepted students as possible. "We are committed to meeting the full need of any student whom we admit who demonstrates financial aid need," Bates said. However, with a limited financial budget ($33 million this year), the college can only provide full aid to a certain number of students. After there is no more money left to give, students will be accepted who do not require financial aid. There is no difference in the academic quality of these students.

Bates would like to thank the students for being a part of the process and in welcoming prospective students to the campus. "We hear from the kids who visit how warm and friendly Skidmore students are here, that Skidmore is a very welcoming place," Bates said. "When students on the panel are asked why they chose Skidmore, that comes up again and again."

Class raises funds for Japan: Student-directed course focuses efforts on disaster relief

Posted by Jean-Ann Kubler

On April 20, the honors forum class "Citizen Studentship" began selling T-shirts in Case Center to raise money for relief efforts in Japan.

Shirts cost $12, and all proceeds will be donated to Youth for 3.11, a student-run organization that was formed in Japan immediately after the disastrous 9.0 magnitude earthquake on March 11.

"Citizen Studentship" is a course designed completely by the students who enroll.

According to the description in the college's master schedule, "The course gives students the chance to break down traditional educational structures of authority, thus offering an alternative method of education that emphasizes participation and responsibility as a member of the academic community."

Economics professor Roy Rotheim facilitates the class.

Students in the class say they decided to focus their studies on relief efforts in Japan because it was a cause everyone was passionate about.

The class decided to donate to Youth for 3.11 because it is a student-run organization and the class members are confident that the money they raise will be used productively, students said.

"[The organization is] actually on the ground, at the site, working with relief efforts there. They know what Japan needs and how to use the money to help," said Sarah Roscher '12, a student in the class.

The class received $1,000 from SGA to buy 160 T-Shirts, and the Honors Forum helped pay for expedited shipping. Kaorina Kuok ‘11, who is not in the class, designed the shirts.

The students set up a table on the second floor of Case Center and began selling shirts at 9 a.m. By 2 p.m. the same day, the students had already sold about 30 shirts.

"It's been really great so far," said Roscher, "People have even come up and asked if they could just donate money and not take a shirt."

The class will continue to sell shirts while supplies last.

Arguing friends and awkward 'hook ups': What Would C. Do? Advice from an Anonymous Friend

Posted by C.

Let's prepare ourselves for the upcoming weeks — there is about to be a lot of work, a lot of frustration and a lot of fun.

Fun Day is approaching and whether you have questions about your outfit choice or your flirt-buddy for the day, I will be here to address any last minute conundrums.

Dear C.,

My boyfriend has a friend that I don't really get along with. He has made direct, rude comments to me and does not make an effort to get to want to know me. What do you suggest I do? I really want to have a better relationship with his friends.

—Wantingtobefriends

Dear Wantingtobefriends,

Talk to the friend. Communicate with the friend without your boyfriend's knowledge to save him from the stress of a confrontation.

However, when you do talk to him there are a few guidelines:

1. Do not tell your boyfriend. Your boyfriend does not want to get involved with something with which he is already uncomfortable. I am sure he is aware of the tension and probably feels guilty.

2. Do not blame him for having a problem with you; make it about your boyfriend's happiness. If you come on aggressively about why he has an issue with you, he will most likely get angrier and nothing will be solved. Instead, calmly approach him to resolve things for the sake of your boyfriend.

3. Be honest. Maybe you guys just do not see eye-to-eye on issues, and he unintentionally upsets you. Also, do not mistake his rudeness for possible flirting. Remember back in middle school when boys would be mean as a sign of affection?

Well, you cannot expect things to change too easily — boys will be boys.

Dear C.,

What are the rules for using the Skidmore Hookup site? Someone I am interested in has added me and I added her back so she knows we have a match.

When I talk to her, should I actually mention that, or just ask her out while leaving that unspoken? It is great to know that she is interested, but I feel strange bringing up that she indicated that through the Internet. Should I say anything?

—Cyber Seduction

Dear Cyber Seduction,

The Skidmore Hookup site is an awesome idea for hooking up with your next booty call and maybe even your next girlfriend. I, too, have had weird thoughts about the site — to list or not to list.

I have yet to actually fill it out because of this dilemma. I hate to say this, but a party situation is probably the best and easiest way to pin her down.

If you do not roll in the same friend group, search for her on Fun Day. You know she will be there and will probably be feeling good, so why not say a friendly hello? Approach her like you would any other girl you are interested in and not like some bionic seductress.

It is an awkward situation for her as well, but making the first move shows you have confidence, a huge turn-on.

Mind you, the hookup site is for hook ups and not marriage, like Match.com. It is supposed to be fun.

Plus, with the added tension and conquest, the hookup has potential to be more passionate than expected. I might go make my list now.

Stars and Hearts, C.

My aim is to advise, not to direct. The real question is what will you do? E-mail me at SkidWWCD@gmail.com with questions.

Privacy is guaranteed. Advice can remain unpublished upon request.

Give us more flexibility with our dining plan: Editorial

Posted by the Editorial Board

When prospective students tour the college for the first time, a walk through the Murray Aikins Dining Hall can be a jaw-dropping experience. Visually, the building makes an immediate impression - how many other colleges feature a dining hall on every student and faculty ID card? Once inside, the walk from station-to-station features more shouts of "But wait, there's more," than a Ron Popeil infomercial. The array of options available can be staggering, and the range of cuisines and dietary accommodations consistently impress.

Those students who decide to attend Skidmore will become intimately familiar with all of those options, as first year students are required to purchase an unlimited meal plan. With only a microwave available for food preparation in most residence halls, first year students will inevitably eat nearly all of their meals in the Dining Hall.

For first year students, that arrangement is ideal. The Dining Hall is an inherently social experience, and for first year students, particularly during the fall semester, being brought together at meal time is valuable. Likewise, while some students may come to school equipped to fend for themselves, gastronomically, not all are prepared to do so. Requiring all first years to purchase an unlimited meal plan may trend toward excessive hand-holding, but it also ensures that no one starves while learning the ins-and-outs of college.

The level of hand holding, however, diminishes in sophomore year. There is no explicit "sophomore year experience," and as the spring deadline to declare a major approaches, sophomores rapidly disperse along their own unique routes through college. For the vast majority of sophomores, however, dining remains restricted. All students living in residence halls, regardless of class year, are obliged to purchase an unlimited meal plan. Without more kitchen amenities in dorms, most students are admittedly unlikely to stray far from the Dining Hall, but it is not unprecedented, and the lack of choice is frustratingly restrictive.

The college's stated goal is for the majority of students to live on campus, and rules prohibit rising-sophomores from drawing for off-campus housing, so simple math dictates that nearly all sophomores will live in residence halls. As a result, nearly all sophomores are obliged to purchase meal plans, regardless of personal dietary preference. Dining Services does a commendable job catering to students' needs, however, no system is perfect, and some students may find themselves more comfortable choosing other options. After a year spent living in Saratoga Springs, it is safe to assume that students are acquainted with the multitude of dining options available downtown, or may have friends with open kitchens in Scribner or Northwoods Village. Requiring sophomores to purchase an unlimited meal plan adds a significant cost to tuition and prohibits students from exercising other options.

It seems unlikely that allowing sophomores dining flexibility would put a dent in Dining Services operational budget; most dorm residents will still likely choose a meal plan, if only because it is convenient and readily available. The few who feel the need to pursue other options, however, ought to have the right to so. It is a simple matter, but one that speaks volumes about expectations of personal responsibility. As students we are expected to fend for ourselves in a strenuous academic environment; surely we can handle the choice of where to eat.

Career Jam draws crowds to Case: College unexpectedly grants five internship awards to students

Posted by Jean-Ann Kubler

The college's second annual Career Jam, held on April 15, drew more than 200 students to Case Center in search of employment opportunities and advice. Toward the end of the event, five students received internship awards in a competition that was originally going to select only two winners.

Two of the college's established internship grants were awarded: the Parent's Council Award and the Council of 100's award, each of which provides $2,500 to help financially support students' unpaid internships.

Five finalists presented minute-long presentations to a panel of judges from the Parent's Council and Council of 100. The presenters briefly detailed their proposed internships and why they required funding.

After the presentations, Matt Cowe '11 received the Parent's Council award for his summer internship as a lab assistant at Albany Medical Center.

Laura Meli '12 received the Council of 100's award to fund her summer internship researching adolescent schizophrenia and behavioral cognition at the Weill Cornell Medical Center.

The three other finalists were Aneta Molenda ‘14, Chris Iredale ‘11 and Rachel Weller ‘13.

Their internships are with the Fresh Air Fund, an organization that provides summer vacations to underprivileged children; Shakespeare & Company; and a domestic violence shelter, respectively.

After the two scheduled award announcements, Parent's Council member Dan Cox announced that the judges were so impressed with the other finalists' presentations that they would fund the three remaining students as well.

"There are no losers here. You will all be funded for your summer internships," Cox said.

Before the prize announcements, approximately 50 alumni and parents representing a range of careers — from medical research to publishing — spoke to attendees about their respective career fields.

Career Jam is hosted and organized by the Office of Career Services and the Parent's Council.

"A lot of networking went into organizing the event, and we think it was successful. The speakers who are here showed a lot of interest in coming back and helping students figure out what their options are," Gail Dudack '70, chair of the Parent's Council, said.

Dudack said much of the networking and planning happened during the town hall meetings the college hosts throughout the country.

"A lot of the questions that came up during the town hall meetings had to do with the value of a liberal arts education — Career Jam is a great way to demonstrate that value," Dudack said.

The alumni and parents who participated were set up at tables throughout the second floor of Case Center.

Students wandered in and out of Case between 2 p.m. and 5 p.m., approaching representatives to discuss career options and possible employment.

Parent and alumni participants represented a number of career fields, including human resources, marketing, law, arts and entertainment, management, publishing, finance and non-profit work.

Many recent graduates that participated in Career Jam heard about the event during the town hall meetings.

Hilary Sayia '08 contacted Dudack about participating in Career Jam after she attended one of the college's town hall meetings in New York City.

"Programs like this are so important. When you graduate, they hand you a degree and then it's just sort of like ‘Well what do I do with this?'" Sayia said.

Sayia, who majored in business and economics, works as a sales coordinator on the advertising decision solutions team for Akamai Technologies.

"As a business major I focused on advertising, and my education has been so useful in the field of digital advertising I work in now," Sayia said.

Unlike the first Career Jam, this year's event featured six career-oriented workshops, held in Ladd 206 and 307.

The workshops focused on interview skills, resume building, how to emphasize the value of a liberal arts education to a perspective employee and how to start a small business.

Though most of the organizers said they felt the event was a success, some student attendees were disappointed.

"I thought there would be more information about actual job opportunities for the summer. This just wasn't what I was expecting," Philip Diamond '13 said.

A man's world is far from perfect: Challenging Privilege

Posted by Danny Pforte

Recently, much of the conversation around the Skidmore campus has been focused on racial tension. But there is much more to a person's identity than race. Social identities include race, ethnicity, class, gender, sexuality, religious beliefs, as well as physical and mental ability. Each of these facets of our identities grants us a certain level of power, but also faces a struggle. Some groups hold more power in society than others. One social identity that has been overshadowed by our discussions of race is gender.

Gender is socially constructed, and men are the dominant group in the United States. Even though strides have been made to increase academic and workplace opportunities for women, the power remains in the hands of men. A common theme in our society's policies is the promise for equal rights and opportunities for subordinate groups. But these promises ultimately lead to hypocrisy and its consequences.

For example, the Equal Pay Act was supposed to eliminate workplace discrimination and wage gaps between men and women. However, the most recent census confirms that on average, women are paid significantly less than men for the same work. And of course a more obvious example of institutionalized sexism would be the recent congressional discussion to cut funds for Planned Parenthood, while also attempting to narrow the definition of rape to physical violence. As it so happens, rape is more complex and harmful than a beating.

Our campus reflects the consequences of the patriarchal society in which it is located. In challenging me to a debate, some of my critics decided to use sexist language, such as the phrases "sack up" and "man up." These expressions are very common and also problematic, because they not only reinforce male domination, but also highlight the socialized aggressive behavior that prevails among the men in our society.

Men are expected to be on the offensive when it comes to our values and beliefs, which often prevents any productive discussions from happening. Both sides should try to understand differing opinions. The media, peers, school, and other groups socialize aggression and violence as normal behavior for men, while women are taught the exact opposite. Women in our society are socialized to be weak, submissive, and they are objectified, taught to think that their bodies are their only resource, rather than their true talents and intelligence.

We cannot blame ourselves for being socialized by the dominant groups in society. Their power gave them control over our thoughts and behavior while we were young. However, we must all take responsibility for the gender inequality on our campus. Women are most often the victims of sexual assault on this campus. The conversations I have had regarding the "hook-up culture" revolve around the idea that "men are assholes" and that they take advantage of the gender ratio on campus.

But I think that the sexual misconduct on campus and the hook-up culture are the result of sexism deeply ingrained within our society, rather than the ratio of women to men. Women are taught to use their bodies for power and have low self-esteem if they can't meet the high standard of being a "beautiful woman." Since men are socialized to the opposite effect, being inclined towards aggression, violence, and a sense of entitlement, they will continue to be the perpetrators of sexual misconduct, domestic violence, and gender inequality.

It is time we all ask ourselves what it means to be a man or a woman. Even more importantly, we should take a look at the power and vulnerability that accompany our gender identities. Other identities, such as our race and sexuality, play a key role in the formation of our gender identity. Another important aspect of gender is that it is not a rigid dichotomy. There are individuals within our society who identify themselves as transgender or "fluid." The binary depiction of gender as being either man or woman further highlights the power dynamic and inequality within our society.

The fight against all of the –isms (racism, classism, sexism, etc.) begins with a fight with ourselves. We cannot truly find solutions to large-scale issues without looking at how they affect us, how they place us in positions of either power or weakness. Once we come to this realization, we must try to abstain from practices that reinforce power inequality among social identities. Whether it is challenging a friend's sexist remark, or advocating the empowerment of women on the societal level, we can all play our part in fighting sexism on our campus and in the larger community.

A big part of this fight against sexism is for men to understand the problematic nature of masculinity. Masculine tendencies such as aggression and violence were constructed to relinquish power from women, but they also have dire consequences for men. Men are expected to be non-emotive, and it is taboo to seek help and to be incorrect about something.

Most social identities that divide us into privileged and oppressed groups entail negative consequences for both groups. Until we speak out on these important aspects of our identity, we will stay trapped in someone else's construction, which was created specifically to dominate certain groups. Let's get free.

Campuswide game draws big crowds

Posted by Brad Morris The zombie apocalypse has come. OK, not really. On Apr. 13, the college began playing the campus-wide game of tag, "Humans vs. Zombies." The game will last four days and ends on April 16.

The game has several rules: humans must wear headbands around their arm to signify this status, while zombies must wear headbands around their heads; the zombies feed on the humans by tagging them; if a human is tagged, he or she becomes a zombie, and the zombie rules now apply to her or him.

To fight off the zombies and protect themselves, humans can stun zombies with a shot from a Nerf gun. Students who do not have Nerf guns can throw a sock at a zombie instead. Melissa Philley ‘13, a coordinator of the game, said if you do not want to lose a sock, you can simply run.

On Tues Apr. 5, Philley promoted the event in the dining hall atrium with Graham Dawson '13 and Sam Gunther '13, who helped advertise the game around campus. They were prepared with Nerf guns, bandanas and a cardboard cutout dubbed "Pressure-Point Pete."

All three were styled in Humans vs. Zombies surgical masks. "We signed up about 40 people. It was pretty successful considering we were only advertising for a few hours," Philley said.

Human vs. Zombies was created at Skidmore, but at Goucher College in 2005 by students Brad Sappington and Chris Weed. After hearing about the game, Philley and Charlotte Levy ‘13 decided to try to bring the game to Skidmore.

"It just [felt] natural [to do this]," Philley said. "We've been doing ‘Nerf Wars' since freshmen year so it sort of progressed from there," Levy said.

The process for setting up the game took the coordinators and helpers most of the year. They originally set up a booth at the club fair fall semester "to see how many people were interested," said Philley. After a great number of students expressed interest, they decided to progress their idea by contacting the sophomore class President Emilee Bell to set up event.

When discussing the process for setting up Humans vs. Zombies,

"We've been doing it in bits and pieces [since the fall]. The Humans vs. Zombies website is a big help in terms of registering and keeping track of the participants. The rest of the process is mostly scheduling," said Philley.

On Apr. 9, Philley said around 180 people had signed up for Humans vs. Zombies. By Apr. 1, the number increased to over 200 participants. Philley said this number "is well within the range of how many people we expected to sign up."

Participants are enthusiastic about the event. Dawson, who is participating in the game, said, "I am finally excited to live out my dream to survive and fight through the zombie apocalypse."

Andrea Gibson moves crowd with spoken word

Posted by Gia Vaccarezza

Spoken word artist Andrea Gibson visited the college on April 9 to perform as a part of the (Dis)orderly Voices Festival.

Professor Rebecca Krefting and her students of the American Studies course, "Disorderly Women," sponsored the festival, which lasted from April 8 to April 9.

Gibson's poetry performance, which was held in Gannett Auditorium, mesmerized the crowd and received a standing ovation.

Gibson first performed at an open mic in Denver, Colo. and since then has won the Denver Grand Slam four times. She also finished fourth in the 2004 National Poetry Slam and finished third in the 2006 and 2007 Individual World Poetry Slam. In 2008, Gibson became the first poet to win the Women of the World Poetry Slam.

Her poetry covers many topics that range from gender norms to political statements concerning war. Saturday night's performance featured works from three of her spoken word CDs: "Yellowbird" (2009), "When the Bough Breaks" (2006) and "Swarm" (2004). She also released an album in 2003 titled "Bullets and Windchimes."

Gibson's work is often accompanied by an instrumental track that she plays on her laptop. The tracks featured during her performance were soothing and added to the feeling of intimacy between speaker and audience.

Her poetry touched on various topics and resonated strongly with students, especially in light of the recent dialogues that the college has had concerning the issues of race, sexuality and overall equality.

There is a great range of emotions in Gibson's work. Poems like "Swing Set" explore her experience as a kindergarten teacher whose students were constantly asking if she was a boy of a girl. Yet Gibson makes light of this, since once the children's curiosities are answered, they always ask for a push on the swing set.

Then there are poems like "For Eli," which Gibson dedicates to her friend, Elijah, who served in the army. Her word choice in this poem is the most stunning, like in the line, "Michael, 19… Steven, 21… John, 33/how ironic that their deaths sound like bible verses."

Even for those who have not experienced the effects of war, the somber tone and the brutal honesty that "not all casualties come home in body bags" can make the listener's skin crawl.

It is not enough to say Gibson has great talent with words. She creates and develops a relationship with her audience—or at least, she did when she was here.

Another poem she read was only a few lines, written by her niece. She asked audience members to record her reading and post it to YouTube so that her niece's wish to be on television would come true.

Gibson's ability to take excerpts from her personal life and share them with the world is incredible. Her poetry grabs the audience, shakes them around, makes them cry, makes them laugh and finally sets them back down gently. Her works inspire honest and heartfelt discussion as well as hope for equalities across all planes.

We need to trust our community: Editorial

Posted by the Editorial Board

On Friday, April 8, a group of vandals defaced five cars parked in Northwoods Lot, spray-painting offensive epithets and causing thousands of dollars of damage. With no witnesses and little evidence brought to light so far, the perpetrators could very well go unpunished.

This isn't the first shocking case of vandalism seen on campus this year. Even aside from the long lists of instances investigated by Campus Safety or emailed out in the Bias Incident Reports, extreme cases have caught the community's eye. In just one night last October, there were more than $200,000 of damages inflicted on the Northwoods Apartments construction site and the Center for Sex and Gender Relations.

In both of these cases, and as is likely with this most recent crime, the vandals were never found.

News of attacks like these shocks a campus community accustomed to considering itself free from crime. This is a campus where laptops are left unattended in the library, wallets turned into Campus Safety and dorm-room doors kept unlocked. Students wander the campus alone until the early hours of the morning, never questioning whether doing so is unsafe.

To see members of the campus or local communities betray that sense of trust is frightening; the fact that these attacks frequently include reprehensibly offensive hate speech makes it all the more so. Is this really a campus where you might return to your car and see the word "fag" written across the windshield? What do instances of vandalism like these say about the college we attend?

These are good questions, and ones we expect to see pursued in campus conversations that reflect on how these attacks fit into a larger picture of violence and prejudice at Skidmore. We hope, too, that these conversations might touch on how to better the college's relationship with the Saratoga Springs community, as members of the local area might also have played a role.

But this crime also needs to be addressed with specific and immediate action. Campus Safety should begin installing video camera surveillance of areas that—like Northwoods Lot and the area surrounding the Center for Sex and Gender Relations—are isolated during the weekend nights where these crimes most commonly occur. This investment of resources, while potentially dear, might be the difference between catching the parties responsible and, as in the last cases of vandalism, failing to do just that.

Campus Safety officers might also increase their nightly rounds taking them through these isolated areas, allowing them to head off crimes before they occur. If this means that they might not be able to respond to every noise complaint in the dorms, we know these officers will make the right choice. In anyone's book, catching the student holding a baseball bat and a can of spray paint is a better bust than writing up the first-years settling in with a six-pack and a deck of cards.

We hope officers will continue to consider new strategies that will ensure that students feel safe on the campus and that administrators will allocate the funds necessary to aid them. Using whatever means necessary, we need to preserve the sense of safety and trust that makes this college, for four years, our home.

The taste of spring and fresh cookies: A Sprinkle in Time

Posted by Katie Lane

Last week I wrote about sunflower cupcakes out of a sense of desperation and need for sun, warmth, summer and relaxation.

Well, one out of four is not so bad. (Hint: it is not summer, I am not relaxed and it is barely sunny … ) But I am not complaining. I walked outside in a T-shirt without getting frostbite. I am a happy camper.

This article is not going to showcase some fancy bread technique or show off an elaborate cake design. It is just about cookies. Sometimes, you just need to step back from all the fancy-pants recipes and wild kitchen adventures and whip up a batch up of regular, old cookies.

Do not worry if they are perfectly round, and definitely do not bother to measure the chocolate chips. These are lunchbox cookies. Cookie jar cookies. The kind that you can gobble up without having to stop and admire.

So this weekend I opened my cupboard, pulled out a bag of chocolate chips, a box of raisins and a jar of peanut butter, and I just made cookies.

These cookies totally lived up to my expectations. They were sturdy, snack-sized and delicious. They tasted great with that just-out-of-the-oven warmth, but were still great the next day. They were a nice post-dinner treat and the perfect chaser to a lunchtime PBJ.

A versatile, simple, sturdy cookie. What else could a girl ask for? (Besides summer, sun and relaxation, that is…)

For more adventures in the kitchen, check out www.asprinkleintime.wordpress.com.

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Chocolate Chip Raisin Peanut Butter Cookies

Ingredients:

½ cup butter

½ cup sugar

½ cup brown sugar

1 egg

1 teaspoon vanilla

¾ cup peanut butter

1 cup flour

1 teaspoon baking powder

A Pinch of salt

½ cup chocolate chips

½ cup raisins

Preparation:

Preheat oven to 375ºF (175ºC).

Line a cookie sheet or two with parchment.

Cream butter and sugars until creamy, then add egg and vanilla and beat until smooth.

Add peanut butter and continue to beat until combined.

Add flour, baking powder and salt and stir to combine.

Add chips and raisins and stir again.

Drop small spoonfuls of dough onto parchment

Bake 12 minutes or until just golden.

 This recipe is adapted from canarygirl.com

Band Trailer debuts

Posted by Jean-Ann Kubler

On April 2, a new space for bands to practice became available to the college community.

Informally known as the "band trailer," the space is located behind Falstaff's.

Members of student bands began petitioning for extra space to practice on campus last fall.

Prior to the opening of the band trailer, Wilson Chapel was the most readily available practice space for student bands, but was difficult to book because it is also used for other campus activities.

"The petition wound up on my desk and in consultation with Mike Hall, the director of financial planning and budgeting, Paul Lundberg from facilities and some of the students involved in the petition I put together a Presidential Discretionary Fund request for just more than $10,000 to create the space," said Robin Adams, assistant director of student leadership activities.

The trailer is currently just a soundproof room.

Adams said he hopes to get a PA system installed and a drum set put in as soon as possible.

"I hope to get more equipment for the room so you don't have to spend tons of time setting up and tearing down and your time slots can be used for practice rather than taking apart drum kits," Adams wrote in an e-mail to students on April 6.

Students can reserve the space for three hours at a time.

A sign up sheet is available outside of Adams' office in Case 226b.

The key to the trailer can be picked up at the Campus Safety office in the basement of Jonsson Tower.

"Be respectful of the space. If it gets trashed then it's done. Both myself and Campus Safety will pop in periodically to make sure it's in good shape but I'll expect you to police yourselves on this one," Adams' wrote.

Students are reacting positively to the additional practice space.

"I think [creating the space] is one of the most productive things Skidmore has done in a while. The trailer is pretty much everything you can ask for as student band," said Warren Bianci '11, bassist for the student band Houseboat.

Though it is still in its trial phase, Adams said if everything goes well he hopes to install a more permanent practice space on campus.

Students can send questions and suggestions for improvement to Adams at radams@skidmore.edu.