How society plays a role in the way Black women express vulnerability 

Story by SALMA ABDALLA

Black women are more likely to struggle in society than white women because of systemic racism, discriminatory practices in healthcare and employment, and stereotypes that perpetuate those beliefs. As a consequence, Black women can become desensitized, and harbor more trauma that ultimately leads to physical health afflictions. All of this can also be linked to rapidly deteriorating mental health and emotional stability. 

Most Black-identifying women struggle with vulnerability because being open implies losing their shield of shelter. A protective shield learned as a child to combat the systemic inequalities that manifest themselves in different ways. There is a cultural expectation that Black women need to uphold the notion that they are strong and able to tolerate more trauma. This is why Black women battle how vulnerability shows up in their lives

When people pay close attention to Black women around the world they may wonder, “How often do they speak about their wellness? How often do they speak about their mental health? Have they been able to cry and let go of everything they can’t say aloud?” 

When Black women face difficulties or trauma, there is a high chance that it can escalate to physical, mental, and emotional distress. They cry behind bathroom stalls and walk out as if nothing happened or shed tears in front of their steering wheel, while constantly repeating “I need to be strong.”

Other phrases include: “Keep your head up”; “You must be brave”; “Black women never cry.” 

“I am my mother’s daughter, white, resembling purity, embracing the slightest slither of hope to reach these heights.”
A quote from a journal entry.

 “These messages are carried and internalized by Black women, and they influence their adulthood,” said Fathi Kofiro, a therapist and owner of Daryeel Therapy.

Kofiro has a master’s degree in Clinical Social Work and is a licensed graduate in private practice. She also is a certified clinical trauma professional trained in Eye, Movement, Desensitization and Reprocessing (EMDR) and Motivational interviewing, which is trauma training of a combination of advanced training for trauma victims.

Black women have grown up in traumatizing environments due to a variety of factors such as family, financial challenges, health, and school. These factors grew so strong that Black women keep spiraling in the same negative mindset, and they eventually become desensitized. “It pushes them into a state of survival mode,” said Kofiro in an email interview. With that being a result, Black women internalize a set of assumptions about themselves and the world. 

Kofiro added, “I assist clients with resourcing and unlearning maladaptive coping systems to transition from survival to safety.”

Young Black girls in school try to suppress their feelings for fear of being humiliated. For example, when school isn’t going well, they tend to become overwhelmed and refuse to seek assistance. “I’m afraid to ask for help,” “If this individual looks at me like this or that,” “Would the class laugh if I raise my hands,” and so on.

Sabrina Abdalla said in an interview on Oct. 11, 2021, that even though these issues have existed for a long time, the pandemic has made it more difficult for Black women. She said it made them realize how essential their health is and how critical it is to look after themselves.

“When they wake up every day in isolation, they are confronted with their demons and fears,” said Abdalla, founder of Cirri, a creative wellness platform for Black girls, women, and femmes. “All sense of normalcy is thrown out the window when you wake up to yourself, sleep with yourself, and chat to a computer. All you have are your thoughts and a place to consider them.”

Kofiro said, “Trauma does damage your attention and the quality of your life, women have been failing school due to the stigma of not being able to have rough moments because they are used to being looked at differently, depression and anxiety can be symptoms of trauma. It has an impact on your capacity to do effectively in school. Because trauma alters our neural system, trauma work is essential.” 

Kofiro said, “Outside experiences will affect you if those experiences are cyclical and negative. Resiliency means overcoming adversity, but it also means being a change agent in your life once you have overcome adversity.” She continued, “Many people overcome by adapting to their circumstances; however, we sometimes require support and resources for change to occur. For good reasons, the Black community does not always ask for assistance.”

The older these women get, the more they realize how disparities manifest in their daily lives, impact their mental health, and how exhausting their lives can be.

When it comes to healing completely, Black women turn to their communities, finding support groups, therapy, social media of women who look like them and know its education. 

Abdalla has fostered a social community to stimulate communal dialogue and inspire, encourage, and give hope to the Black women who come onto the platform. “It’s important to have a community that supports and uplifts you,” said Abdalla, who was profiled in an October 2021 article. “It’s necessary because your community is a reflection of you and your potential. Recognizing a lack of space for creative wellness, particularly for Black women, Black girls, and Black femmes, inspired me to create Cirri. I created it to build the social advancement of Black women through art programming, creative engagement, and collective empowerment. I wanted it to be a space to share resources and encourage everyone to live a creative, well life. My message is to amplify voices and be the mountain created for people to lean on for support in their creative endeavors.”

Each month, Abdalla shares reflective journaling prompts to her community. “The Secrets to a Creative Month is a post of reminders and check-ins at the beginning of each month,” she said. “The words are centered around what Cirri values and intends to promote through our work and content. Reflective journaling prompts, affirmations, and other resources are included in the range.” 

October 2021 focused on having an abundant month by cultivating a solidarity mindset to encourage a collective mentality rather than an individualistic outlook on life.

Abdalla creates monthly promotions and workshops for women to learn life skills like writing and becoming the best version of themselves. Weekly and monthly check-ins are vital for Black women’s mental health because they allow them to be vulnerable, and sometimes allow them to open up to others, realizing that they are not alone. 

Before the pandemic, Abdalla would host workshops centered around wellness and creativity to give Black women a chance to show their artwork and space to feel comfortable. “Our workshops challenge the stereotype of strong Black women, as well as other damaging stereotypes that limit our expression, and create a space for us to be more vulnerable and reclaim our narratives,” she said.

Support groups, workshops, and social media show hope that Black women will not be in that cycle forever. 

Practicing self-care and building the woman they want to be, not waiting for the right day to come but including daily habits to increase that mentality that they deserve to be treated with love, respect, and equality. 

Abdalla recommends the following self care tips: creativity, water and healthy eating habits, surrounding themselves with a community of friends that care for them and help them succeed, and to check in with themselves and identify what has been hurting them. 

Naag Nool is a Somali phrase that means “Grown Women.” It is used to describe a resilient woman. Mezii means moon in the Chimini language. The author and her sisters say “I Love You To The Moon and Back.”

To break from the cycle, individuals must confront the obstacles they face. Once the storm has passed, they’ll forget how much they have suffered in silence. 

But one thing is for sure. Once the barrier has passed, they become more knowledgeable and informed. They can encourage children to live the life they wish they could. And break the cycle.

University of Utah esports

Story by JONATHAN LITTLE

When it comes to collegiate sports, most individuals often envision football, basketball, or soccer.

These sports have been around for many years and sit comfortably at the top of American popularity. And in terms of financial success, most universities earn a considerable amount from these sports. At the University of Utah, most revenue is seen from these three sports.

Although these sports seem to dominate the athletic world, a new one is slowly making itself known. This game is known as esports.

Esports is defined as a multiplayer video game played competitively for spectators, typically by professional gamers. Esports has started exploding in popularity in recent years as competitive gaming is getting more attention.

While it seems that professional gaming could not have much money in it, recent tournaments have proven how much of a presence esports really is. According to Esports Charts, in 2019 a tournament titled “The International 2019” featured the video game “Dota 2” with a staggering prize pool of $34.3 million.

Furthermore, previous esports events have gotten more live viewers than the NBA finals, which is a testament to the popularity of competitive gaming.

This kind of success is seen worldwide with hundreds of different video games being played. Esports is also seeing attention in schools across the U.S. with major universities such as Ohio State, Boise State, UC-Boulder, University of Utah and many more adopting esports teams.

The University of Utah unveiled its roster for the first varsity esports team in 2017. Photo courtesy of David Titensor.

The Utah Entertainment Arts and Engineering program created the first varsity-level esports program from any school in a Power Five athletic conference.

Utah’s esports program has been growing rapidly in popularity, adopting popular video games Rocket League, Hearthstone, League of Legends, and Overwatch. The university also plans to add more games to its competitive portfolio in the near future.

Senior Ryan Murphy is a member of the Hearthstone club team at the U. Utah esports divides teams into varsity, junior varsity, and club levels for all games.

The University of Utah Overwatch varsity team practices for its upcoming game against Boise State University. Photo courtesy of Norris Howard.

“It’s so awesome to be a part of something like this,” senior Ryan Murphy said. “I always played video games growing up and it has been such a great experience getting the chance to play for my school.”

The division of teams allows players to decide how competitively they want to play.

“It’s nice to be able to join the club team and have a chance to work my way up to a higher level,” Rocket League club player Casey Sturtevant said over Zoom. “This way I can be as competitive as I want and don’t necessarily have to dedicate a lot of time to it.”

With major support from the Entertainment Arts and Engineering program, Utah esports has given students the chance to play the games they love on a collegiate and club level.

Sturtevant explains he did not play sports growing up, and the inclusive environment the esports program has provided for students finally gave him the sense of belonging to a team that he has never had.

Not only does the esports program have a great environment for students, it also gives out thousands of dollars in scholarship money for certain students joining the team when they enter college.

Utah’s newest esports logo.

League of Legends player Nick Riggio said the scholarship program for esports at the U is great and provides many players the opportunity to play the games they love and pursue a higher education.

Riggio has been a member of the League of Legends club team since he was a junior. He said it has been one of the most fun experiences in his college career.

“I honestly believe that professional esports will be as popular as professional football and soccer one day,” Riggio said in a Zoom interview. “So many kids growing up today play video games, and the competitive platform for gaming keeps growing with no end in sight.”

The importance of student organizations at the University of Utah

Story by LUKE MAGEL

It was during a backpacking expedition that the University of Utah student, Emma Taylor, noticed how large the gender gap is in outdoor activities. The men moved quicker than the women in the group did. Therefore, the long-legged men navigated and led the group.

After resolving the issue within the group, Taylor and her friends discussed how to foster a safe and inclusive environment for women in the outdoors.

“So it’s kind of like on this trip and we’re thinking, how do we do this, how do we do this, and then the idea for a club came up,” Taylor said in a Zoom interview.

The Women’s Outdoor Leadership Initiative is one of over 550 Recognized Student Organizations at the University of Utah. Student organizations provide opportunities for students that they would otherwise have to find off-campus. The university contributes to the symbiotic relationship between it and the student organizations by providing resources and advising.

The Women’s Outdoor Leadership Initiative was established in August 2021, making it one of the newest student organizations at the university. The organization already has about 70 members. The primary goal of the initiative is to provide women with skills and confidence in the outdoors.

“The hope is that they can take that with them, be more independent, and then get more of their friends out there so we slowly start to kind of change that gender gap within the outdoor industry,” said Taylor, who is the president of the club.

To accomplish its goal, the organization hosts a monthly course on an outdoor skill and a monthly community bonding meeting. The courses have covered the set of ethics put forth by the Leave No Trace organization, wilderness medicine certification, and backcountry navigation.

A Women’s Outdoor Leadership Initiative community bonding event. Photo courtesy of Emma Taylor.

As winter approaches, the organization is planning an avalanche certification course, ski trips, and volunteer opportunities at the National Ability Center.

The outdoor setting of the club provides students with learning opportunities outside of the classroom. “You’re constantly just kind of having to manage risk, manage your group, manage all these different settings around you,” Taylor said.

The club is classified as a Registered Student Organization. This means that the organization is not affiliated with a department at the university. RSOs are the most autonomous classification.

Student organizations can also be classified as affiliated or sponsored. Affiliated clubs are still separate from the university; however, they are tied to a department and have access to some university resources and an advisor.

Sponsored student organizations are part of a department and must follow its rules. This classification also receives an advisor and the most support from the university.

The University of Utah Beekeepers Association is a Sponsored Student Organization. The club is sponsored by the Bennion Center, the university’s community engagement center.

The U’s Beekeepers Association was started about 10 years ago and boasts hundreds of members. Amalia Friess has been president for two years and was an active member for two years before assuming that role.

The organization has nine honeybee hives in continuously changing locations on campus. The hives are inspected by the organization at least monthly. The inspections can be attended by anyone.

A beekeeper tending to a university hive. Photo courtesy of Amalia Friess.

Friess said taking care of the bees was like having pets. “These are live animals that you’re working with.”

Educational presentations are given to the club by the members themselves. They also give presentations to elementary schools, Boy Scouts, and others. The talks focus on the importance of honeybees and native pollinators.

“If the pollinators are gone, that means that our plants are going to be gone. And that’s the foundation of our whole ecosystem,” Friess said in a Zoom interview.

The beekeepers harvest honey and wax from their hives once a year. The wax, which is made into candles and lip balm, is then given away to those who participate in events or sold along with the honey.

Friess estimates that 40% of the organization’s funds come from honey, wax product, and merchandise sales. The rest of the funds come from the Associated Students of the University of Utah, a perk of being a Sponsored Student Organization.

The Beekeepers Association provides students with an easy way to start beekeeping, an otherwise difficult field to join. The university also benefits from the community engagement.

The student organizations coordinator, Josh Olszewski. He oversees all clubs at the U. Photo courtesy of Josh Olszewski.

“From research, we know that students who get involved tend to have higher GPAs, they tend to feel a stronger sense of belonging on campus, and students who feel like they belong on campus tend to stay,” said Josh Olszewski, the student organizations coordinator for the university.

The broad selection of clubs is an incentive for prospective students to enroll at the U.

Olszewski said having student organizations helps students find community, support groups, and opportunities to build skills outside of the classroom. Students benefit from clubs regardless of the focus of the entity.

Student organizations have raised awareness for immigration laws, mental health, and COVID-19, Olszewski said in a Zoom interview. “These are student-led initiatives that I think raise awareness to the broader community and to the institution as a whole.”

Community oasis in a busy city

Story and photos by LEAH BEEHLER

The Wasatch Community Gardens prove that healthy living, eating, and growing in a city is not impossible.

A wide view from the new wood deck behind the walkway to the plant beds. The many beds provide the space for diverse seeds and plants.

“You don’t need to speak the same language as someone else, you don’t need to look the same or have the same background to be able to get your hands in the dirt and create something together,” said Georgina Griffith-Yates, the current executive director. Located at 600 E. 800 South in the central hub of Salt Lake City, the living oasis is focused on bringing the community together and growing local food, while also striving to educate.

The mission of the Gardens is to empower people to grow and eat healthy, organic, local food.

The Community Garden Program, Community Education Program, Youth and School Program, and the Job Training Program are the ways in which the Gardens accomplish that mission.

According to its website, the Community Garden Program is a way for the people in the community to “come and gain hands-on skills through [the] series of organic gardening workshops.” There are a total of 16 gardens throughout the county to apply what you learn during the workshops.

The Community Education Program targets not only real-life experience but also shares real knowledge of the food and how to grow it with the members of the community. It additionally focuses on hosting workshops and events that show people how to translate what they learn during classes to their home and how to make use of what they grow. “It is not just a get together — there is a lot of information provided to you and resources,” said Kerrie Toner, a member of the community and volunteer.

After the informative sessions and workshops, the Gardens provide many recipes to try yourself, how to perform a soil analysis with ingredients you have at home, and natural remedies that can help with colds and sickness.

“Another thing they offer is how to properly compost and get rid of pests naturally and organically,” Toner said.

Events and workshops are beneficial to the community because they are a chance to bring people together and build relationships. “Having in-person connection points, there is no substitute for that,” said Amber Nichols in a phone interview. Nichols is the outreach and volunteer director. Volunteering is a big part of the Wasatch Community Gardens and how it includes the community. If you are interested in volunteering, you can sign up by filling out the online form.

The goal for volunteers is to learn while also making sure they have fun. They are able to be there for a couple hours and offer services while learning about the plants, seeds, and soil.

Volunteers are able to plant seeds that will grow and later be available for purchase at the plant sale. They also work to beautify the gardens and harvest fruit.

Plants growing and becoming accustomed to the soil at Wasatch Community Gardens on 800 South.

The Youth and School Program is designed to teach kids about food and where food comes from. According to its website, “kids ages 4-12, are invited to learn in the [the] productive school garden program.”

Kids are encouraged to see that food is more than fast food. They have the power to take a small seed and grow something that is healthy and safe.

The Job Training Program is available to help women who are experiencing homelessness be reintegrated into a job setting and be hired once the program is over.

The program is a one-year-long process and is very beneficial for the participants and their futures. As well as helping the women get jobs, the Gardens also has a free pick zone for the community.

The free pick zone provides a source of clean fruits and vegetables, such as strawberries and tomatoes, to people passing by and those who can’t afford organic produce from the grocery store, and kids in the community who are learning what they like.

The tomato easement at Wasatch Community Gardens. The gardens and plots are essential for food growth.

On the Gardens campus is a fully functioning kitchen that is used to cook meals and prepare food for the guests and volunteers. The food used and eaten is all grown at the campus.

Community outreach and happiness is a big importance for the Gardens. “They want to work with the community and are very community driven,” said Toner, a member of the community and volunteer.

There are many cultures and people in a large city. The gardens focus on the diverse histories of people, food, and agriculture. They do this by offering a different variety of plants and different land plots to adhere to history and culture.

The Wasatch Community Gardens is a great green, open space in a city and is a huge learning outlet. It is also a large benefit to the community by bringing them together, getting them out of the house, meeting new people, and learning new things that they can implement in their own homes and at-home gardens.

Utah Humanities aims to bridge political polarization across the state

Story by ALEJANDRO LUCERO

A month before the 2020 election, roughly 8 in 10 registered voters on both sides of the aisle said their differences with the other side were about core American values such as the economy, racial justice and climate change, according to a 2020 study done by the Pew Research Center.

“I feel like we sort of lost that ability to have a conversation without feeling like we have to convince each other of our side,” Caitlin McDonald said in a Zoom call.

Utah Humanities, a Salt Lake City-based nonprofit, created the Community Conversations as a space for respectful dialogue. But is it enough to help alleviate the political polarization plaguing Utahns across the state? McDonald, the program manager in charge of the Conversations, knows that bridging the gap is not a painless task for participants.

“It’s not an easy thing. It’s not all puppies and rainbows. It’s not all hugging each other. It’s hard, and it’s emotional, and we’ve had people cry,” McDonald said.

Participants attend a Community Conversation in person pre-pandemic. Utah Humanities, a Salt Lake City nonprofit, has been hosting hard and uncomfortable conversations about relevant and polarizing topics to create meaningful dialogue in the Salt Lake Valley. Photo provided by Utah Humanities.

Utah Humanities has been hosting hard and uncomfortable conversations about relevant and polarizing topics such as racial justice, climate change and civic participation since its inception in 2015. Pre-pandemic, these conversations were held in person. Currently they reside within the virtual walls of Zoom. Regardless of the meeting space, McDonald said she believes the process of creating meaningful and productive dialogue is more successful than regular town halls or other forums where people come ready to argue and yell at one another.

Part of the Utah Humanities’ success can be attributed to its Conversation Agreements that serve as a code of conduct for these monthly meetings. The agreements outline expectations for how the conversations will be held and how participants are expected to conduct themselves. The guidelines include “respecting all participants, … thoughtfully considering perspectives which are contrary to their own and behaving courteously should a disagreement and/or non-closure occur.”

McDonald said all participants must sign the agreement before any dialogue can begin. This weeds out anyone who is looking to come with pitchforks in hand.

The Conversation Agreements are meant to serve as a guideline that all participants must agree to before attending a Conversation. The Agreements help weed out agitators and trolls looking for an argument, not constructive dialogue. Photo provided by Utah Humanities.

“Because as we’ve seen, people’s rules for behavior seem to have changed recently. What’s acceptable in public and what’s acceptable in how we treat each other? I’ve seen it change in the past few years,” McDonald said.

She also said that weeding out the agitators who are looking to throw gasoline onto the political fire has proven to be beneficial, as they have never kicked out a participant. The agreement also helps alleviate some concerns of first-time participants, while also providing them with a space to be vulnerable and listen openly to perspectives that they might disagree with.

“These conversations just give them a chance to come somewhere where you don’t have to come with your guard up,” McDonald said. “You can come knowing that you’re in a space where you can express yourself, but also hear somebody else express themselves without fear of being yelled at.”

One participant is openly looking for this challenge of ideas and values. Steven Olsen is a senior history curator for the Church of Jesus Christ of Latter-day Saints. He said he embraces aspects of the humanities such as diverse thinking and the civil interchange of sharing ideas. Olsen said he is especially interested in the perspectives that differ from those around him. 

“I really am interested in sharing that perspective with others in a kind of an academic setting or from an academic perspective, but also gaining other insights that I might not get from my own tribe, as it were,” Olsen said in a Zoom interview.

It might seem as if Olsen has found his happy place within the virtual walls of the Zoom Conversations, but the problem is, he has had a hard time garnering a new perspective from these sessions.

“Unfortunately, there hasn’t been the kind of diversity of perspectives that I had kind of hoped [for] going forward, I would say it’s mostly centered left of center,” Olsen said.

The lack of contrasting opinions interests Kevin Coe, a professor with an emphasis in political communication at the University of Utah. But he believes the problem is bigger than a conversation.

“It’s useful to think in terms of some of those interpersonal solutions [Community Conversations] as small-scale acts of goodness, that are useful. They won’t ultimately be enough to solve the problem, right? Because the problem is structural,” Coe said in a Zoom interview.

The structural problem Coe is referring to involves the amount of information and misinformation that can be found on social media, and how that changing information environment is shaped and influenced by political structures and those in power. Social media and news outlets could be to blame due to the number of opinions that are now in the marketplace of ideas. But Coe said he thinks the real problem lies within the curators who are controlling the release of questionable content being cultivated for public consumption.

“The deeper problem is that people are toxic because people are creating that information environment, and particularly people in power, who often have an incentive to put out misinformation, for example,” Coe said.

Power isn’t the only incentive to deceive the public.

“To get that misinformation to circulate and that might be a monetary incentive as a way for them to just increase their own personal wealth, say, unscrupulous journalists … an unscrupulous participant in the media environment who benefits financially from having their message, which … they know is factually inaccurate, circulate widely, because it builds attention for them,” Coe said.  

This could be applied as well to politicians who use misinformation or inflammatory remarks to influence their following and maintain power. Coe also said it would take a broader reform of the political and information system to reach the overarching goal that those interpersonal acts of communication like the Conversations are seeking.

It might seem like the deck has been stacked against the participants of the Conversations like Steven Olsen, who look through the lens of the humanities to navigate these uncomfortable conversations and polarizing topics. But there is consensus and hope among those who attend, that the Conversations will continue to provide participants with the opportunity to not see a political enemy on the other side of the aisle, but a vulnerable person who also wants what is best for the country.

“Those conversations can rise above the particulars of our contention, you know, the differences of our points of view,” Olsen said. “To see the human underpinnings of even the necessity of having differences of opinion, in other words, it’s not about who’s right and who’s wrong, but it’s about the meaning of the truth that we’re seeking from the conversation.”

The Utah Humanities building, located at 202 300 N. in Salt Lake City, was once the home of the Community Conversations. The Conversations are currently taking place on Zoom and have allowed people from across the state and nation to participate. Photo provided by Utah Humanities.

How the Know Your Neighbor program helps refugees and volunteers in SLC

Story by KRISTINE WELLER

When refugees arrive in the U.S. they are matched with one of nine nonprofit organizations. There are two such organizations in Utah, the International Rescue Committee and Catholic Community Services. The problem is, however, these organizations only help refugees for their first two months in the U.S. and these asylum seekers often need sustained assistance. 

This is why Utah has the Know Your Neighbor program. The Know Your Neighbor program recruits volunteers to fulfill needs and create connections between refugees and community members. 

Megan McLaws is the program’s volunteer coordinator. She matches volunteers with newcomers who require assistance. The main categories volunteers assist with are tutoring and mentorship, programs and classes, Refugee Community Based Organizations (RCBOs), and the goat farm which is a special category of RCBO.  

McLaws said that when the pandemic started, the program had an influx of volunteers, more than they had a need for. The program wasn’t matching people unless it was virtually, which made it difficult to give every volunteer an opportunity. However, now that people are going back to work, they don’t have as much time to volunteer. 

“We’re having the opposite problem where we have a lot of opportunities, and we have a lot of volunteers, but they are getting back to work and have busy schedules again,” McLaws said. 

Lexie Hanks is one of those volunteers who has a busy schedule but fits different volunteer opportunities into her day-to-day life. She said it’s best to fit opportunities in where you can, even if it’s just for an hour or two a week, since there is no shortage of needs for the refugees. 

“Volunteering can be tiring work, but it’s worth it,” Hanks said. 

Lexie Hanks and her four children get up early to help out at the goat farm. Photo courtesy of Lexie Hanks.

One of the volunteer opportunities that Hanks takes advantage of is the goat farm. The goat farm is an RCBO within the program, but it is unique because it relies heavily on volunteer support. Hanks said when volunteers go to the farm, they usually feed and water the goats as well as do health checks. However, Hanks has also vaccinated the herd and re-tagged them.

The farm is run by Somali Bantu, Burundi and Bajuni communities right outside Salt Lake City. Hanks explained that this farm is very important in preserving and passing on cultural practices related to goat farming. 

“Through helping and volunteering in that way, it gives refugees a piece of their home,” Hanks said. 

Hanks started working with the Know Your Neighbor program during the pandemic, in the summer of 2020, so for her first volunteer opportunity she was paired with a Burundi family. She helped their kids with homework virtually. 

The children in this family were in the same grades as two of Hanks’ own children, one in kindergarten and the other in third grade. Hanks’ kids came to like the children across the screen and on Fridays when she was helping them with virtual learning, she said they would often ask, “are our friends on?”

Three of Lexie Hanks’ children help feed the goats at the goat farm. Photo courtesy of Lexie Hanks.

Hanks would then tell her boys that they would have to wait until the other kids are done with their learning before they can say hello. 

Virtual learning, however, wasn’t easy. Hanks said the kids would often hold up their homework to the camera, and she would have to quickly write information down so she could help them. The language barrier also made things more difficult. 

“Kind eyes meeting kind eyes,” Hanks said, was basically the only communication she had with the parents. This is because they had recently arrived in the U.S. and hadn’t learned much English. 

Kim Langton, another volunteer, has more experience with helping refugees learn English and teaching in general. Langton has a degree in education and has been teaching and working with children since 1975. 

In fact, after retiring, Langton said he lost his fulfillment. He said he missed helping children and that’s why he began volunteering. 

Langton, more specifically, volunteers for the Umoja Generation. The Umoja Generation is an RCBO under the Know Your Neighbor program. Langton is also on the board of this RCBO and has been volunteering there for nearly three years.

Part of what Langton does is help refugee children learn conversational English. English learning is important, he said, because if students don’t understand English they won’t do well in other subjects. 

Further, Langton said it’s critical for refugee students to do something that interests them when learning English, and that they do it with others in the Utah community. It’s an easier and more fun way to learn, plus they can make new friends. 

That’s why Langton first finds something that the kids are interested in and bases a lesson around an activity. He said a lot of kids like soccer, so one of his lessons involved writing up English words that are related to the sport, talking about each word, using the words in a sentence and going out and playing some soccer.  

Langton’s grandkids also love soccer. He described them as “soccer fanatics” since they have been in competitive leagues and traveled in Utah from St. George to Ogden for tournaments and games. 

Refugees at a sewing class taught at the Utah Refugee Center. Photo courtesy of Megan McLaws.

Since Langton knew his grandkids loved soccer, he invited them to the English lesson based around it. He said his grandchildren didn’t expect the refugees to be as skilled as they are, because of their background with the sport, but they were humbled.

“They said, ‘Wow, we didn’t know they were gonna be so good. Those kids are fantastic.’ And they were, so it was a good way to start teaching them English around something they’re intrinsically interested in,” Langton said in a Zoom interview. 

Langton also is a mentor for a refugee named Didier. Didier and Langton have been working together for about a year. Langton helps with anything he needs, including homework, finding scholarships and getting his food handler’s permit. 

They communicate virtually over Zoom and text since Didier lives in West Jordan and Langton lives in Glenwood, a three-hour distance. Despite the distance, however, Langton said his mentee feels like one of his grandkids. He said they are close, and that he’s learned so much from their relationship as well.

Langton said he has learned a lot about Didier’s culture. Didier is from the Congo and Langton has heard his family play their traditional music. Langton said he also was able to better understand the refugee experience after talking about it with Didier when helping him apply to a college scholarship.

“I think he’s taught me a lot more than I’ve taught him,” Langton said. 

This is one of the main goals for the Know Your Neighbor program, for refugees to make connections with local community members. Further, Langton explained that it’s not just the volunteers who should become friends with the refugees. 

He said it’s the responsibility of everyone to make these new arrivals feel welcome and appreciated, adding that refugees are deserving of all kinds of love.

“They’re wonderful students, wonderful people,” Langton said, “hearts as big as any I’ve ever known.”

James Pehkonen and Kevin Thole’s mission to strengthen and empower people in their sobriety 

The podcast, “Sobriety Elevated,” can be found on platforms such as Spotify.

Story by MASON ORR

The Introductions

Kevin Thole was in St. Louis in April 2019, about to get onto the plane that would bring him to Salt Lake City. From Salt Lake, he was then supposed to go to Cirque Lodge, an exclusive drug and alcohol recovery retreat in Sundance, Utah.

As he walked down the aisle to his seat, he saw a woman, most likely in her 20s or early 30s, sitting in the seat next to his. 

Thole sat down, sweating and shaking uncontrollably, and looked over at the woman who was opening up what appeared to be a bible of sorts. “I’m like, oh my god, I don’t want to hear any of this crap, here I am going to Utah, she’s probably Mormon, God knows what she’s going to try and tell me,” Thole said in a phone interview.

Thole said his thoughts were interrupted as the young woman looked over at him and said, “Are you OK?” Thole said he told the woman, “No, I’m not. I ruined my entire life and I am about to lose everything.” The woman simply responded by asking, “Can I pray for you real quick?”

The woman prayed for him, and then Thole said she did something pretty incredible. “There was a 50-50 chance that I was actually going to go to treatment. There was still very much the possibility that I would get off of that plane, go somewhere else, and ruin my life completely,” he said.

At this point, the flight attendant was making her way down the aisle with the refreshment cart, which Thole said he was aware had alcohol. “All I needed was three drinks to feel better,” he said. The flight attendant stopped and asked, “What can I get for you?” Before Thole could respond, the young woman said, “He doesn’t need anything, just water.” That was the story Thole told about the woman who saved his life.

Thole started abusing drugs and alcohol at a relatively young age. “It started as medicine to numb my anxiety and uncomfortable feelings I had,” Thole said. However, it quickly escalated to a point where he was gambling, drinking and using drugs every day.

Thole said it finally got to a point where one day three people who loved him — his wife, a business partner and a former pastor — had an intervention for him. In short, they gave him an ultimatum: Get sober or risk losing these people who loved him forever. He chose to get sober. 

James Pehkonen works as a life architect in Salt Lake City for his primary income. This job requires him to talk to his clients as a therapist would and act as their coach through life. He said he is a life architect in the way he helps people rebuild their lives after experiencing trauma or hardship. 

Pehkonen has dealt with trauma as well. “Life happens to everybody,” he said. He has experienced the deaths of loved ones and sexual assault, which led to his own struggles with drug and alcohol abuse. “I have lived a life that has not always been easy,” Pehkonen said. However, he said it is this trauma that has best prepared him to coach others through difficult times now. 

Pehkonen also works for Cirque Lodge, where he does workshops and meditations in group and one-on-one sessions. 

The Meeting

Thole had a roommate at Cirque Lodge for a short time, who told him, “Hey, you’re really going to like this Jim guy. He’s kind of new age and has an unusual approach, but give him a chance.” 

With that in mind, Thole said he went to a couple of workshops with Jim Pehkonen and then decided he wanted to do some one-on-one sessions with him. “I had some pretty major trauma in my childhood, sexual trauma, that I had never dealt with, but when I met with him, I threw it all out there, telling Jim things I had never told anyone in my life,” Thole said.

Thole pretty quickly had what he called a “radical acceptance moment.” He didn’t know if it was the things Pehkonen was saying to him, but he said there was a moment where he was able to accept his life for where and what it was. “At that moment I realized this is not God’s fault, not my fault, it just is. It happened and now I have the choice to feel relief and accept my life for what it is,” Thole said.

Since Thole and Pehkonen met through the recovery retreat, there were very strict rules about when they could be in contact afterward. 

It wasn’t until leaving the recovery retreat that Thole said he decided to look up Pehkonen and reach out. Once the time was appropriate, they began working with each other. Pehkonen acted as Thole’s life coach and friend, which led them to start their podcast, “Sobriety Elevated.”

The Podcast

James Pehkonen, left, and Kevin Thole working on their podcast over a Zoom meeting. Courtesy of James Pehkonen

Pehkonen initially proposed the idea of a podcast. However, Thole said at first he felt that people wouldn’t want to hear what he had to say because he isn’t an expert. However, he said he quickly realized it would be a waste of his recovery to stay silent. Both he and Pehkonen said the most significant goal behind this podcast is to give people hope and empower them in their sobriety.

One of the perks of making a podcast from home is James Pehkonen gets to hang out with his dog Sola. Courtesy of James Pehkonen

The podcast is a way for Pehkonen and Thole to tackle different topics related to sobriety and the recovery process in a way that is easily accessible for people. This podcast was ultimately created in the hopes that it could act as a support system for others going through the same thing, Pehkonen said. 

In October 2021, the podcast had 802 downloads, averaging 200 downloads a week. The men said they hope the podcast will only continue to grow and reach the people who need it. The podcast can be found on a multitude of platforms, including Apple, Spotify, Stitcher, Amazon Music, Google Podcasts, RadioPublic and Reason.

The Conclusions

Both Pehkonen and Thole said they feel empowered due to their own recovery and sobriety. Their recovery from past trauma has freed them from any shame or guilt they once felt. 

They have both found ways to move on with their lives. Pehkonen has created his own business centered around helping others and Thole is a successful businessman who owns five Servpro franchises, a company that cleans up after disasters. Now they said they hope to help others feel this same empowerment in their lives. This is what “Sobriety Elevated” is all about. 

Just as the woman on the plane saved Thole, he and Pehkonen hope to save many other people as well.

Music is more than what we hear, it’s an inspiration

Story by ALMA BEAN

Across the country, many music programs are for nonprofit and are surviving from community support and one’s love for music. Music can be discovered by listening on the radio or platforms such as Spotify or iTunes, or even out in public.

Many individuals use music other than performance, whether it be for leisure, study methods, or to fill the void of silence. For these individuals, music is an inspiration in their lives.

Diana Galeano, former music educator and former assistant director of A Capella Academy and current member of Blacklight and Soundoff, made it very clear that music has played a crucial role in her life.

Diana Galeano, second from the right, posing with members of Blacklight. Photo courtesy of Diana Galeano.

Galeano knew she had a “love for music” by the time she was in the fourth grade. As she progressed through middle school and high school, Galeano changed her musical focus from instrumental to vocal when she auditioned for her high school choir. While Galeano elaborated on her passion for music during a Zoom interview, she said her family provided emotional and moral support when she committed to Florida State University for vocal performance. After her first year at FSU, Galeano changed her degree emphasis to music education.

This change to music education came from the embrace that she felt not only from her family, but also from her mentor, Marcia Porter. Galeano was able to land a teaching job at Atlantic Coast High School in Jacksonville, Florida, after graduation. With fresh eyes into the real world of teaching, Galeano felt working at Atlantic Coast was great for her style “as someone who gives direction, not just musical [and] breaks things down.”

As Galeano described her teaching experience, a smile developed when she described an unexpected opportunity. After her brief time at Atlantic Coast, Galeano pursued other teaching opportunities such as working for Somerville Public Schools in Somerville, Massachusetts.

Though her stint at Somerville was brief, working with a group of students from kindergarten through eighth grade brought her joy. Her experience at Somerville made Galeano a firm believer that music should be introduced to children as soon as possible and be “used unintentionally.” She then elaborated that subconsciously people will use music from rocking their baby to teaching their children in a rhythmic format.

Julian Bryson, director of choral studies at Jacksonville University, relates to learning music unintentionally.

As a child, Bryson said he found his passion for music through church. He wanted to be able to touch the foot pedals of the piano. His parents made him a deal that he would be allowed to take piano lessons once he was able to reach the pedals.

Julian Bryson, raising his hands before conducting. Photo courtesy of Julian Bryson.

Even with the support of his mother to pursue music, Bryson said through Zoom that he almost quit music altogether because he felt bored. His interest was reignited when he saw Gloria Estefan performing “Conga” during a televised pageant. The piano solo near the end of the song was the spark that he needed. To this day, Bryson said he still hasn’t learned to play that solo.

Once Bryson pursued higher education, he chose to study pre-law at the University of Tennessee. His decision wasn’t based on credentials or professors, it was based on the culture of the university. Being a fan of the university’s football team was a big influence in his decision as well. Bryson said he changed his major to music after taking lessons from one of the piano professors on campus. Bryson then made his degree emphasis in music composition.

Two of Bryson’s mentors, Jefferson Johnson of the University of Kentucky, and Angela Batey of the University of Tennessee, both preach servant leadership. A piece of advice about servant leadership that stuck with Bryson was when he returned to Kentucky and was told by Jefferson, “It’s not about you, it’s about what we accomplish.”

Whether music influences come from a community or an individual, there is always a team behind the music that has grasped the listener’s attention. Though a single name may be listed for a song, there’s a group behind the scenes. This group is doing things including recording, mixing, promoting, and finding a studio to showcase the talent of the individual. Both Galeano and Bryson found their calling in music through group efforts.

This mentality is shared with Sherry Blevins as well. Blevins, a composer and supervisor of student teachers for Appalachian State University, said her love for music started at a young age. Her passion developed when she began her involvement with choirs. Since her passion developed in children’s choir, she said she loved working with those groups. “Music is not just a job,” Blevins said in a Zoom interview, “it’s healing.”

Sherry Blevins has over 40 music compositions to her name. Photo courtesy of Sherry Blevins.

A choir can be seen as a safe space and with this sense of community, individuals can be comfortable and open in these spaces. Developing this passion for music at a young age, these children can create emotional connections. Also, the children can work toward the success of a team rather than an individual. This is made apparent in Blevins’ award-winning composition “A Tapestry of Music” with examples of unisons and harmonies throughout the piece. Having the unisons creating a sense of unity among the choir then contrast of harmonies among different voice parts.

Though Blevins composes music for a living, music played a crucial part in her life when she suffered a brain stem stroke at the age of 26. The stroke left Blevins with a limited vocal range and limited motor function on the left side of her body. After just receiving a new teaching position before the stroke, Blevins said her employer was kind enough to keep her employed. With this newfound opportunity, Blevins gave herself a goal to persevere through the adversity. Teaching music to her students allowed her to show that the stroke would not define her. Instead, she said she wanted to be defined by how she would overcome this next chapter in her life.

Each of us has different motives and goals as we progress through life. Music can be seen as a life changing aspect in one’s life. Whether music is seen as a filler or inspirational, that is up to the beholder.

Julian Bryson, who changed his major from pre-law to music composition, tells his general music course students, “Music gives us the opportunity to practice without the risk of dying.”

Diversity, equity & inclusion: Inside the David Eccles School of Business

Story by JHAREIL HUTCHINSON

When Julie Paredes-Pozas first came to the David Eccles School of Business at the University of Utah, she was expecting to be in a warm and welcoming environment. Coming from East High School in Salt Lake City, she was surrounded by people from different backgrounds and cultures. Paredes-Pozas is a first-generation Latina student, in her second year. Starting her freshman year of college in the middle of the pandemic, she would be attending classes in person in the fall, but she was in for a big change.

Julie Paredes-Pozas, a David Eccles School of Business Ambassador. Courtesy of Paredes-Pozas.

“The first few days were overwhelming,” Paredes-Pozas said, because she was one of two women in the classroom. “As a woman of color, I keep expecting the business school to address diversity and inclusion or the lack therefore of at the business school. Every time I attend a panel or discussion about diversity, I am disappointed by the results because the topics are merely tiptoed around,” Paredes-Pozas said.

This story seems to have been the case for far too long. According to a simple Google survey of student involvement and engagement at the business school, 63 students said it is lacking in terms of diversity and inclusion. However, 37 students said they don’t see a problem with diversity within the business school.

While the school says it fosters an environment for inclusion and increasing culture, many students have said they don’t feel safe or feel like they belong because of their skin color. “There have been many times where I have been the center of attention for wearing my [face] mask and being put into a group of students who did not want to help or associate with me because I was wearing one,” Paredes-Pozas said.

Bethany Crowell, the director of business intelligence at the David Eccles School of Business, said she was unable to provide more information about certain groups and identities. She did, however, supply aggregate data, saying that it could help paint a general picture

The graph shows a breakdown of students’ ethnicities from 2003-2019 at the David Eccles School of Business. The brown bar represents white students, the teal bar represents Hispanic students, and the red bar represents international students. African American students, depicted in salmon, comprise less than 1% of enrollees.

The business school began tracking ethnicity in 2003. The bars in the graph represents the disproportionate ratio between white students and students of color. Although the college prides itself on diversity, equity and inclusion, it is still lacking in that area. Over the years, the percentage of white students enrolled in the business school has gone down but has had consistent numbers since 2012. 

In 2014, the University of Utah opened a campus in Asia, located in Songdo, Incheon, South Korea. While international students are not all from the Asia campus, it has a great deal to do with these numbers. Students who live on the Asia campus are required to spend two years at the Salt Lake City campus and can finish their degree in Salt Lake. From 2012 to 2016, the U’s international student enrollment percentage was above 10%.

While white and international student percentages are leveling, the Hispanic enrollment has continued to rise, while Black enrollment has been less than or equal to 1%. 

The business school did not begin keeping track of gender until 2003. It has been dominated by male enrollment, with a steady 70% over the last 17 years. With the current and consistent trend that is shown in the graph, the numbers may stay the same moving forward.

The graph shows a breakdown of genders enrolled in the David Eccles School of Business from 2003-2019. The black bar represents male enrollment, while the red bar represents female students.

While one could look at these numbers and not be surprised, one could also beg to differ. In recent years the business school has tried to increase diversity, showing improvement to equity and inclusion, especially after the death of George Floyd and the events that followed.

According to the David Eccles School of Business website, under Equity Diversity and Inclusion, it says, “The David Eccles School of Business is committed to fostering an inclusive culture by embracing diversity and equity in all its forms.”

In 2021, the business school hosted many workshops and panel discussions about diversity, equity and inclusion. The workshops were an opportunity to have uncomfortable conversations for those who are looking to learn more about what they can do to not only help those who feel misrepresented, but also help students feel like they belong. With the panels, the business school also has resources such as counseling and peer mentors available to students of color.

The business school offers many scholarships and professional mentors to those who come from underrepresented communities. Opportunity Scholars and First Ascent Scholars both play a big role in helping many students of color continue their education. These scholarships allow students to also be paired with a professional mentor, to help them learn the ropes of college life and society as a whole.

The U also requires students to complete training modules on areas such as diversity and inclusion, mental health, sexual assault and alcohol. Some students report that it is easy to skip past the material and earn the credit needed to pass the modules. The courses are roughly 20-45 minutes and feature a pre and post training quiz.

“I think they’re pointless because of how easy you can bypass them. You don’t actually have to work or read to actually get the credit so people just put it off and don’t pay attention to the topics covered,” Paredes-Pozas said about the modules. The modules have videos and questions relating to personal feelings and experiences, which can be triggering.

The business school as a whole could have more meaningful workshops on looking to provide a safer space for those who feel underrepresented in their field, Paredes-Pozas said. The university and business school host “inclusion week,” where students and staff both learn about safe ways to engage, respect and find an aspect of community.

“When you voice a problem, there are many resources and people available for help and support but, when it comes to solving the problem and getting rid of it, the resources and people begin to lesson because of institutional rules such as professors being on tenure,”Paredes-Pozas said. One of the problems the business school has is not directly addressing the obvious race and diversity issues that many students face when in class.

Paredes-Pozas has one piece of advice for the business school. “I just wish students and faculty would listen. I’m silent on certain issues because many of the students wouldn’t understand because they don’t have the same experiences as me. Moving forward, I hope we can have better conversations about diversity and look to improve the atmosphere, where students feel valued and important.”

UMFA’s directors talk about the institution’s educational philosophy

Story and photos by SOPHIA JEON

Art museums in general not only perform the basic functions of collecting, exhibiting, researching, and preserving artworks, but also open them up to the public through active educational programs, thus playing an important role as a cultural institution.

As art education in modern society has become an essential component to develop human sensibility and thinking ability, the communication of artistic language within the society is ultimately reaching the educational goal pursued by the museums.

“Walking the Unknown Path” by University of Utah professor Beth Krensky, describing the current pandemic.

Several staff members with the Utah Museum of Fine Arts confidently spoke about the educational outreach they have done to help UMFA become a beneficial leader in shaping the place of artistic communication in the local society.

According to the website, UMFA’s mission is “to inspire critical dialogue and illuminate the role of art in our lives.”

To fulfill the mission, staff have conducted a variety of educational activities for members of different age groups. Annie Burbidge Ream, the co-director of K-12 and family programs, first introduced the institution’s historical programs for the younger generation.

“Two of our longest running programs here at the museum in K-12 and family programs are ‘pARTners’ and ‘Third Saturday,’” Ream said.

pARTners is a program for all fourth-grade students in the Salt Lake County and Salt Lake City school districts. They visit the museum twice a year and participate in a variety of integrated art works.

Despite the pandemic, UMFA has continued the program as a virtual tour, and this is the 38th year to run it.

Third Saturday is a family-based program held on the third Saturday of each month, where everyone can enter the museum for free, browse the galleries and participate in different projects. “It’s meant to be for not just kids making art but the whole family and whatever you see as a family whether it’s your friends or others,” Ream said.

“Our goal is for students to know that they are creative,” Ream said. “It’s important for people to know their creativity as a life skill. We also hope that our programs make students be good critical thinkers so that they can look at the work of art and ask questions.”

Because UMFA is not only the state’s fine arts museum, but is also an institution affiliated with and located on the University of Utah campus, it offers a variety of educational projects to engage with the students and faculty at the U.

Ashley Farmer, the co-director of adult and university programs, described a visual art project she is working on with medical and nursing students at the U. “It is a program where students in small groups look at the same piece of art for about 20 minutes or more for just one painting,” Farmer said in a Zoom interview. “That is for encouraging slow and close looking when they read medical imagery like diagnostic images, EKGs, X-rays, and such.”

In many fields, the visual arts play an important role in conducting research and work. Among them, this program, which tries to relate the medical professions’ process of analyzing the visual evidence to the arts, is a unique way of artistic communication.

UMFA has also focused on different wellness programs that apply the visual arts to everyday life. “We have a yoga program partnering with PEAK Health and Fitness on our campus. … The instructor Jendar Marie Morales incorporates art into a practice and discussion about yoga, which is amazing to connect yoga practice to art images,” Farmer said.

Another wellness program is the mindfulness class by Charlotte Bell, the author and instructor of meditation. “She uses art images as a method of contemplation and conversation, which connect mindfulness practice to art,” Farmer said.

This is the entrance to “Space Maker,” which features art by faculty members.

Art is also linked to music. Mindy Wilson, the director of marketing and communications, said about UMFA’s Sight & Sound that “it’s always been about bringing live music into the galleries to enhance the viewer’s experience on looking at art. … The idea is not that you sit, listen, and watch the musicians, but you walk around to look at the art while you are listening to the music.”

Among the exhibitions currently ongoing at the UMFA is “Space Maker,” a show of works by faculty artists from the Department of Art and Art History at the U. “That’s a wonderful example of our creative shows that recognize the specific talent of the artists who teach on our campus,” Wilson said in a Zoom interview.

This is the UMFA’s Great Hall, which is now exhibiting “2020: Here on Out.”

2020: From Here on Out” is another ongoing exhibition, featuring murals by artists responding to the global pandemic and racial injustice. “Murals are so good in conveying messages. That’s been really important especially over the past year and a half,” Wilson said.

Virginia Catherall, the curator of education, family programs, visitor experience, and community outreach, expressed her anticipation for the upcoming project called UMFA in the Wild, which will start again in person in the summer of 2022.

“It’s a really fun community program to link nature in art. … I collaborate with state parks in the area and do art with people who are in there. We draw, watercolor, or print anything around us. … Giving the idea of how nature and art intertwined, you can get inspiration from nature to create art,” Catherall said in a Zoom interview.

“There will be an exhibit called ‘Confluence’ that explores water and all the different perspectives of water,” Catherall said. “We work with the natural history museum on campus to give scientific environmental perspective to that project. We also work with a professor on campus who is recording and documenting indigenous lands, waterways, and mountains.”

This is part of the exhibition “Confluence.”

The UMFA’s way of educational communication, which introduces the value of art integrated with various fields to the public in an intimate way, makes it grow into a successful institution.

UMFA hopes to connect with more people in the community and bring them to the museum.

“Our hope is that someone comes into the museum as a small child. I hope that they keep coming. Maybe the small children will grow up as students at the U, those who are in arts creative fields, or their families. We hope that by working with lots of different ages, we can get them into the museum,” Ream said.

Wilson, who handles communication for UMFA, said, “Bringing people in is also about hearing from them what they want. It is important to be more aware of what our visitors want and to be more open to shaping ourselves to fit into it.”

Even the pandemic cannot stop their enthusiasm as educators.

“Seeing something in person is really important. However, we can’t sacrifice people’s opportunities to learn just because we can’t get them into the museum,” Catherall said. “Being able to do this online or virtually has freed us from that constraint of only doing things in person.”

George S. Eccles Student Life Center’s COVID-19 regulations and trends

Story and photos by CHANDLER HOLT     

The George S. Eccles Student Life Center, on the University of Utah campus, is a four-story building complete with a gym, basketball courts, an Olympic size swimming pool, a rock-climbing wall and many other features. Students, staff and Utahns alike are all welcome to use the gym and its facilities. The 180,000-square-foot gym can have hundreds of people inside at once. With the COVID-19 virus still running rampant in 2021, one could think that there should be concerns raised about the safety or practicality of gym usage at the Student Life Center. The U had these concerns in mind while setting the regulations regarding coronavirus, but do gym-goers follow these regulations as tightly as the U would have hoped?

The George S. Eccles Student Life Center located on the east side of the University of Utah campus.

According to the Campus Recreation Services website, the U has been “following state health guidelines and other federal directives” to keep those who use the gym safe. In regard to mask use, the same page reads that masks are not required in the facilities, but the U encourages gym-goers to follow the guidelines established by the Centers for Disease Control and Prevention when deciding whether they will wear a face covering at the Student Life Center.

Sebastian Myers, a U student and avid gym-goer, loves spending his time at the gym playing court sports and lifting weights. Myers said he feels safe in the gym, but he doesn’t like to get caught up thinking about others’ coronavirus safety steps since he can only control himself. Myers also said that he thinks only about 10% or 15% of people in the Student Life Center wear a mask regularly. Since only a little over half of Utah residents are vaccinated, it is hard to believe that everyone not vaccinated is also wearing a mask.

The high courts in the Student Life Center where basketball, badminton and volleyball are played.

Jackson Knaphus, a U student and weightlifting enthusiast, also said that he feels safe in the gym. He then quickly admitted that if a sickness came about, he would suspect he got it from the gym at some point. He also estimated that around 10% of people wear masks in the gym. Knaphus was unsure how much confidence he held in his peers’ ability to stay safe with coronavirus in 2021-22, he added that there is a potential “stalemate” between vaccine rates and case numbers.

Slater Mead, a U student and rock-climbing advocate, agreed with Myers and Knaphus in saying he felt safe in the gym environment. Mead also guessed that around 10% to 20% of people wear a mask at the gym. Despite being vaccinated, he said that he still feels more comfortable wearing a mask, so he continues to wear his face covering at the gym. Mead admitted that he had little to no confidence in his peers’ ability to stay safe with the coronavirus in 2021-22. He said that people are reckless and tend to value entertainment over safety.

Even though all three students agreed on the fact that there are coronavirus-related and mask-encouraging signs everywhere throughout the gym, only Myers and Mead agreed they felt encouraged to wear a mask. Mead said it was hard not to be encouraged just due to the sheer number of signs that give the reasons one should practice COVID safety. Knaphus, after pointing out the fact that the COVID safety signs were plentiful, still admitted to feeling discouraged from wearing a mask due to the small percentage of others who wear masks.

The three students all declared that they had never and would never go to the gym while sick. They also all agreed that if masks were to become mandatory again, they would comply for the good and safety of themselves and also those around them. Mead said he thinks mask use should be much higher than it currently is considering that Salt Lake County is in a period of high transmission. Knaphus added that he doesn’t think another mask mandate would be received well by Utahns.

The Olympic size swimming pool located on the very bottom floor in the Student Life Center.

The Campus Recreation Services website also has a list of guidelines that it encourages all gym users to adhere to. Some of these guidelines are, “Follow all posted COVID-19 signage and policies, please stay home if you have any flu-like symptoms (no matter how mild), please wash and sanitize your hands often, avoid touching your face, and wipe down your equipment before and after use with provided sanitizing spray.”

All these guidelines, if followed correctly, would greatly increase one’s odds of staying safe from COVID-19 while also being able to enjoy the Student Life Center and its facilities. With all the coronavirus safety information a person could ever want available online, people who go to the Student Life Center have the necessary information available to keep themselves and others safe. If everyone does their part, the coronavirus can become a worry from the past. Steps can be taken in the right direction, and it isn’t completely dependent on if an individual wears a face covering or gets a vaccination. Even though those two things may help the most, every small step matters.

What it truly means to be a football fan

Story by CALEB STRANGE

When thinking about football, some people immediately name specific players and teams. What makes a great football team is the fans. If the team doesn’t have great fans, it will not be a great football team.

There are so many great fan bases to choose from, but the question is, what makes them great? Fans will show their support in many different ways that is extremely unique. While there is a lot of upside to being a fan, there is, however, some downside.

When your team loses a big game, it breaks the fans’ hearts. Fans can either be one of two things — happy or sad. There is no in between.

The main question is what it truly means to be a fan of football. According to the Bleacher Report, “A true fan is one who supports the team through thick and thin, good calls and bad calls, good plays and terrible plays.”

So being a fan of a team is being loyal to your team no matter what ups and downs it faces. Think of being a fan as like being in a relationship. You are loyal to one another, you would never cheat/root for another team, and you always support the players no matter what.

Zach Robinson was a wide receiver for the Park City High Miners. Photo courtesy of Zach Robinson.

Zach Robinson is a 19-year-old student at the University of Utah. Robinson supports the college’s team, the Utes, as well as the Denver Broncos.

“The worst part [of being a fan] is always crying over a big loss, or when your teams sucks, you just want your team to be good,” he said in a Zoom interview. Robinson grew up in a football family in Utah. He will often attend Ute games, but has never been to a Broncos game.

“It really just depends on the person. Also make sure to ask friends for help if you want to get into this type of stuff. Do not be afraid of meeting people at the tailgates and other things,” he said.

Jesse Wier (right) is seen here at a Texas A&M football game with one of his friends. Photo courtesy of Jesse Wier.

Jesse Wier, 21, is transferring from Lonestar College to Texas A&M University in College Station in spring 2022. His favorite teams are the Dallas Cowboys, Houston Texans, Texas A&M Aggies and Oklahoma Boomer Sooners.

Wier discussed in a Zoom interview what he loves most about being a fan. “The ups and downs, because you can’t appreciate the highs without experiencing the lows.”

He is a very passionate fan who loves the game. He explained what he thinks is the most misunderstood thing about being a fan. “I think that it’s got to be passion for sure, when people see someone who’s very passionate usually, they don’t understand it, so I would have to say passion.”

Matthew Hinrichs is a 22-year-old student at Weber State University. Hinrichs supports the Weber State Wildcats and the Denver Broncos.

Matthew Hinrichs is seen on the sideline of the Utah vs. Weber State preseason football game, showing the W for Weber State in front of the Utah Utes logo. Photo courtesy of Matthew Hinrichs.

Hinrichs described what it meant to be a fan. “What’s something that you really care about and that you want to give your heart and soul for, that is what it means to truly be a fan,” he said in a Zoom interview.

He grew up in a football house, always going to Weber State games and Denver Broncos games. “I think the biggest thing for me is having an appreciation of the game, like understanding everything that is involved. It also allows me to have a great connection with my dad,” he said.

But Hinrichs said there are drawbacks to being a fan. “Heartbreak, and how you have to sit there and know there is nothing that you can do to change the outcome.”

He said some people just don’t understand fandom. “It gives you something to live for and show emotion with. You also get an appreciation for something you didn’t know you needed.”

Football teams wouldn’t be as successful without the fans. Fans have always had an impact on the game, no matter how you look at it. But this is a topic that hasn’t been talked about for a long time because some people still don’t understand what it truly means to be a fan.

“Being a fan of a football team,” Matthew Hinrichs said, “is like a romantic Dumpster fire.”

Salt Lake City is determined to take charge of curbing homelessness: Who is putting in the work?

Story and photos by PAIGE NELSON

As the weather warms up, tents are beginning to line the downtown streets of Salt Lake City.

Tents lining streets, garbage in flower beds, needles scattered across public parks. This is the picture that is painted in most individuals’ minds when thinking about homeless people. 

Stripping down any perception of a human living in these conditions, all the public sees is unshaven men sleeping on sidewalks and drug addicts pushing stolen shopping carts full of personal belongings. 

While this stigma surrounds low income Utahns, there is work happening behind the scenes actively trying to help individuals get off the streets and back into the community. 

Kat Kahn, director of development at The Road Home, has had ample experience helping the homeless population of Salt Lake City. 

“Our No. one goal is to move people out of emergency shelter and into housing as quick as possible,” Kahn said in a Zoom interview. “The majority of the people we serve stay under six months.”

The Road Home is one of the oldest homeless centers in Salt Lake City, established in 1923. It has grown to having three emergency shelters across the Salt Lake area, not including overflow shelters used during the winter. 

The Road Home stresses housing first. Each emergency shelter is tailored to the individual in need, and there are three options to choose from:

The Men’s Resource Center in South Salt Lake is located at 3380 S. 1000 West and houses 300 single men. 

In Midvale, another shelter is located at 529 W. 9th Ave.,where 300 beds are provided for families. 

Finally, the Gail Miller Resource Center is located at 242 W. Paramount Ave.and is a 200-bed split shelter for both men and women.

The public perception of the homeless community is one of the most challenging factors that Kahn deals with on a daily basis. Upward of 100 children facing homelessness at a time may have to jump through extra hoops to not feel the embarrassment that comes from lack of housing. School buses in Salt Lake City pick up the children at the shelters first on their way to school, and drop them off last so that their peers don’t see their living conditions. 

The Road Home helps families and individuals pay their first months’ rent so that they can get their feet under them and start providing for themselves again. Kahn explained, however, that for about 13% of homeless people that won’t work. Those who face disabilities, have substance abuse disorders, or who are chronically homeless might not make it out of the shelters in that six-month period. 

Homeless shelters in Salt Lake City work with each other, as well as apartment companies, food banks, and mental health facilities to create a healthy environment for those who come to seek help.

Volunteers of America, Utah, is a nonprofit that works with homeless shelters in the area, including The Road Home.

Andrew Johnston, chief strategy leader at Volunteers of America, said in a Zoom interview, “We’ve been doing street outreach for a number of years … there are a lot of folks who are outside all year round who don’t have housing, and we are just offering basic needs and services to them … and trying to get them housing.”

These basic needs are things like getting homeless people IDs so that they can get medical help and subsidized housing. Volunteers of America also helps people get into detox centers and off substances they might be abusing.

While lots of work is happening out in the city, there is another, smaller, community that is making great strides in helping people experiencing homelessness as well.

The basement of the student union at the University of Utah is in the process of building a new basic needs office to help students facing financial hardship and homelessness.

The University of Utah, home to 25,000 undergraduates, works daily to help find affordable housing for its students. The Student Affairs Division acts as an umbrella to multiple departments and centers on campus, including those focused on student diversity and inclusion.

Kimberly Hall, an associate director of development for Student Development and Inclusion, explained in a Zoom interview that the U helps students facing food scarcity and financial problems, and experiencing homelessness. 

“We want to take that concept and ideally help students learn to negotiate the university system as well as community resources to address their needs,” Hall said.

Student Affairs is creating a new office in the student union basement. It will be located next to the Feed U Pantry with the goal that more students will start to utilize the resources that they are paying for.  

The renovated area will be child friendly for parenting students, and will contain a financial wellness office to help with issues ranging from rent assistance to domestic violence situations. Because of its close proximity to the Feed U Pantry, students will also have access to food if they don’t have the money to cover that extra expense.

All across Salt Lake Valley the community is getting involved and making a difference in curbing homelessness.

Kat Kahn, director of development at the Road Home, is one of those individuals who is working hard every day to help people experiencing homelessness. Kahn believes that, “Anyone that wants to be housed should be able to be housed without it being really problematic.”

Populism’s only certainty is uncertainty: the causes and consequence of populism on a democratic society

Story by OWEN BENSON

Authoritarian governments are sinking their claws into every corner of the globe. Creeping command of complete control in Orban’s Hungary, Erdogan’s Turkey, Maduro’s Venezuela, is ripping their populations asunder. Upending citizens stable lives for pursuit of fleeting power via relentless institutional dismemberment. In the United States, citizens grip to a belief that its institutions are infallible. That its system of governance upholds the bulwark between freedom and tyranny.

Yet tyranny is only ever one generation away from usurping power. In the U.S. many believe that the nation is slowly careening toward this disaster. That a government will be elected that will ignore, or even tear down our safeguards. To prevent this from becoming a reality it is imperative we identify these forces before they overwhelm our governing institutions.

Many point to populism as the root cause of this decline. Populism — an obscure term, one too often applied to disparate concepts in the mind of the American citizenry. Until Jan. 6, 2021, when the concept crashed to the center of American politics during The Capitol Hill Siege. The actions perpetrated that day are often attributed to former President Donald Trump’s speech prior to the riots. This would be an oversimplification, a fundamental confusion of addressing symptoms rather than the underlying disease.

In his speech, Trump highlighted the uncertainty of the election, the political uncertainty of a volatile democratic process, and the uncertainty of a globalized society. Uncertainty makes people susceptible to populism. Politicians who claim they can manifest certainty in an uncertain world apply appeals to the most basic senses of human stability – shelter, food, money.

“Psychologically none of us like the experience of uncertainty,” said Ethan Busby, an assistant professor of political science at Brigham Young University. During a Zoom interview, he emphatically motions toward his head with rolling wrists in an act to mimic the chaos one can feel via these forces in one’s mind.

Ethan Busby is an assistant professor of Political Science at Brigham Young University, specializing in political psychology, extremism, public opinion, racial and ethnic politics, and quantitative methods. Busby studies extremism in democracies, and the factors that encourage and discourage extremism both at the public as well as at the elite levels. Busby’s research relies on lab experiments, quasi-experiments, survey experiments, text-as-data, surveys, artificial intelligence, and big data from Google and Twitter. Photo courtesy of Ethan Busby.

Yet, the United States possesses some of the highest rates of uncertainty in the western world according to FRED Economic Data. This is concerning, especially when one looks at the cultural uncertainty currently facing the U.S. People cite concerns over immigration, high rates of job loss due to globalization, and wealth gaps.

But Busby noted people yearn for certainty in their lives and will pursue it in any way they see fit. The use of populist rhetoric clearly defines and separates the world into tangible right and wrong. Strategic political actors can then exploit this perceived certainty, and through the use of their rhetoric provide their supporters with a feeling of moral righteousness, Busby said.

“I don’t fundamentally believe that extremists are a different kind of people than the rest of us,” Busby said. As a specialist in political psychology, he focuses on the forces that cause individuals to become susceptible to populist rhetoric. The same people you stand in line with at groceries stores, wait behind in traffic, and pass by on the street every day. These are not enigmatic boogeymen, they are our fellow citizens — fathers, aunts, cousins, and neighbors.

Everyone can be susceptible to this form of rhetoric. Populism isn’t an ideology that is reserved for a select group of people, it is an ideology built from the supposed “common people”. Attempting to project an individual — or movement — as the legitimate voice of all the people. Asserting that one person, or a particular group of people, can save the country from the elites and those who wish to dispossess them of the American Dream. Populists point to supposed oppressive forces that keep the American public subjugated, claiming the country can shed these chains and rise into prominence once again by following their vision, Busby said.

In American governance one of the bulwarks to curb this rise of deceptive rhetoric that cements populist power is through freedom of the press. Our Constitution enshrines the right to criticize the government and share ideas openly in the marketplace of ideas. Thus, our media structure has taken the form of being a crucial institution within our democratic society.

For a populist, institutions are synonymous with the ruling elite. This places a large red bullseye on the back of our media establishment for populist politicians. By discrediting the media structure, the populist politician not only scores points with their base by attacking the elites, they can begin to structure the narrative around themselves. With the rise of the digital age the threat of these institutions being worn away rises every day.

The speed at which information and misinformation flows in the digital age is unlike anything that we have seen before in human history. The proliferation and broad acceptance of social media and fake news are fracturing society, increasing uncertainty. For RonNell Anderson Jones, a law professor at S.J. Quinney College of Law at the University of Utah, “It is one of the most significant challenges facing American democracy today.”

RonNell Anderson Jones researches the critical intersection of media, law, and the press. She strives to address press access and transparency, the role of the press as a check on government, newsgathering rights, reporter’s privilege, and the increasingly important and emerging role of social media law. Jones’ scholarly work has been published in a variety of books and journals from across the country including the Northwestern Law Review and Harvard Law Review Forum. Photo courtesy of RonNell Anderson Jones.

Jones specializes in media law, and particularly the newly emergent space of social media law. The rise of fake news within American society is nothing new. We have combatted its rise multiple times throughout the nation’s history, she said in a Zoom interview. However, the nation is not just seeing the rise of another wave of yellow journalism, in which salacious stories were spun by specious salesmen. We are facing something altogether new.

The fake news that proliferates today typically has a severely specific partisan point of view, purposely intended to maximize the interactions that these stories will receive via social media. Intended to inflame passions and prejudices for a precise outcome dictated by those who benefit, and even profit, from these outcomes. Jones said this resurgence of fake news in an online environment is exceedingly dangerous. Through these new avenues Americans are receiving a hyperinflated sense of reality, truly fixed within their echo chambers.

Heightened partisan tensions can only spell inevitable disaster for the United States. Through this degenerative process Americans are beginning to lose the shared common ground between themselves. “All good democracies throughout history have had some shared baseline of objective truth in their society,” Jones said. Sitting up from her chair she leaned toward the camera, emphasizing with her raised eyebrows and meticulous diction the point that we may be straying too far from this ideal.

So, with the degradation of our shared baseline, citizens are more likely to believe charismatic leaders who are professing to be telling their truth, the truth of the average citizen. This places enormous power within the hands of populist politicians since many see them as the arbiters of truth. With instant communication, Jones reiterated, this raises even more concern and speculation from followers about what truth really is. Is truth what your community tells you, what leadership tells you, what you believe, is it objective?

A populist will capitalize on this uncertainty, presenting a truth that appeals to a broad base of people. Yet, lies told big enough and loud enough, with enough uncertainty present, begin to chip away at the foundational tenets of objective truth, Jones said. Dismantling our shared common grounds, destroying our trust in each other, and devouring our relationships. This is where power for the populist snowballs.

The centralization of power within the hands of powerful charismatic leaders is dangerous, since it will perpetuate the forces of populism. A positive feedback loop is obtained through the cycle of certainty constantly being just on the horizon. The populist will strive to maintain this loop. Populism must be addressed prior to gaining any form of traction with our system of governance, for once a populist politician has obtained enough power to begin influencing a democratic process, it may already be too late.

“The populist sees an election not as an exercise of fair competition, but as an expression of the will of the people,” said Kirk Hawkins, a professor of political science at Brigham Young University. He furrowed his brow, eyes closed, accentuating each word so that it hung in the air for just a moment longer.

Kirk Hawkins is a professor of political science at Brigham Young University, specializing in comparative politics with an emphasis in Latin America. Hawkins’ current research focuses on political organizations and populism. This includes being a director of the global scholarly network Team Populism. His current projects include the creation of a global populism dataset, experimental research on populism’s rhetorical mechanisms, and the mitigation of populism’s negative consequences for society. Photo courtesy of Kirk Hawkins.

If a populist has already accumulated enough power to be democratically elected to government, it is hard to oust them from that position. They emphatically believe themselves to be the personification of the will of the people, and thus anything that contradicts this belief cannot be true, Hawkins said. With a degraded perception of the truth already in place this narrative begins to propagate.

The effective implementation of misinformation was witnessed in full by the American public in the final days of Trump’s presidency. Neither Trump, nor fanatical sections of his base, could accept the electoral loss since it violated this perception of the supposed will of the people. The will of the people — or at least a specific segment of the people — was on full display in the form of mob mentality. This was seen in stark reality the day of the riots on Capitol Hill. As Hawkins put it, “Populism is a response to the very things the rhetoric invokes.”

Hawkins is a director of Team Populism — a global project intended to bring together scholars from across the world to share their research on the causes and consequences of populism — of which Busby is also a member. Hawkins’ research focuses on populism’s effect on large systems, such as a democratic society. Through the knowledge he has gained from research Hawkins said assuredly, “Americans are not real cool with populist rhetoric; they think it’s strange and unnecessarily provocative.”

Major news agencies, polling sites, and Americans themselves repeat this sentiment. According to Reuters, The Hill, and Forbes — in addition to others — more than half of Americans believed Trump should not have completed his term following the events that transpired.

This is undoubtedly a hopeful sign for the present, but what about the future? We are only at the beginning of the age of social media, the American people are still fumbling their way through this new medium of interaction. There are a few things that can be done at the governmental and individual level to combat the rise of populist rhetoric in the future, Hawkins said.

Education is the future. Through reinvigorating the spirit of the Enlightenment, whose ideals our government was founded upon, we can combat not only the rise of extremist rhetoric but the proliferation of misinformation. The American public needs to find its passion once again for critical thought and critical literacy, Busby said.

As a society we must repair our degrading shared baseline of ideals, facts, and direction, said Jones, the law professor. By holding each other accountable for the preservation of our way of life we eliminate the driving force of us versus them, and we reenter into a community minded future.

Through the restoration of our shared common ground, we will begin to drive out misinformation, thus eliminating another force that drives populist rhetoric. However, Jones said, none of this manages to address the problem of uncertainty in American society. Arguably the basal source of this issue in the first place.

Life may never be free of uncertainty. But if the American public can begin listening to each other again we can begin taking the first steps in the right direction. The American people need to once again recognize that people who think differently are not inherently bad or immoral people, Busby said. This sentiment destroys the bonds that hold us together.

The American public ought to stop believing that we must dominate each other to profess our particular viewpoint. To value other voices and opinions is the only way to create a more perfect solution to any given problem. No one person can be the will of the people. No individual has every answer to every problem. For Kirk Hawkins, the professor at BYU, “The way you correct prejudice is by helping people get better informed about things they don’t like.”

Maintaining the connection and sustaining the spirit on University of Utah Greek row in the midst of a global pandemic 

Story by EMMA SELLERS

Dealing with COVID-19 has been no easy feat for institutions and organizations across the globe this past year, and each has experienced hectic changes, including college Greek life. University of Utah’s Greek life is doing its best to smoothly transition to the world of virtual living and social distancing. Though this “new normal” is not ideal, keeping the community alive and strong is a priority for all sororities and fraternities across campus. 

This year has been unlike any that the Office of Fraternity & Sorority Life has encountered before, and many challenges have arisen. The greatest being that all events are required to be virtual, and a large aspect of Greek life is having a connected community. It is hard to create a close-knit community when people never get an opportunity to see one another face to face. 

This challenge has been especially hard on freshmen. Any previous year attending the University of Utah and going through the recruitment process guarantees meeting new people and making new friends. Whereas this year, when the opportunity to hang out with the people in your fraternity or sorority is limited, it is much more difficult to bond. 

Alpha Phi President Katya Benedict enjoys a socially distanced 
and masked bid day event in September 2020. Photo courtesy of Katya Benedict.

Alpha Phi President Katya Benedict said in a Zoom interview that the Panhellenic Council was “worried about the number of women who would attend recruitment this year.” They believed that it would be a very scarce group of women. Yet, this year went better than they could have expected, and more women signed up for recruitment than in any past year at 550 compared to the usual 400.  

Yet, many questioned if joining Greek life and paying the dues was worth it this year, when in-person events were very limited. Matt Economos, the freshman vice president of programming for Sigma Phi Epsilon, said his decision to rush this year was worth it because he now has “a solid group of mentors and a support system to rely on.” 

Recruitment was fully virtual for both fraternities and sororities, according to the University of Utah Greek life homepage. Only very small and limited groups of people can meet together, and events need to be approved by the Panhellenic & Interfraternity Council offices. Although the houses of each chapter are not owned by the university, the members are still required to follow the rules of all students as if they were living in university-owned housing.

Though most events are required to be virtual, certain smaller events are allowed to be in person with many safety guidelines being established. Economos conducts small and safe events, such as pairing together older members with new members in masks and socially distanced. He wants each event to present an environment all parties feel safe in. Also, outdoor activities such as snowboarding and hikes can allow for active members to still engage with one another and remain healthy. 

Matt Economos stands with other members of the Sigma Phi Epsilon executive board as they participate in a philanthropy event. Photo courtesy of Matt Economos.

A big part of Greek life is the concept of traditions. Traditions that have been passed down for decades through each chapter. Benedict, the Alpha Phi president, expressed the difficulty this year because “many of the events are ritual based, so when members cannot be personally involved it feels less special.” 

Despite this difficulty, the executive boards of each chapter are putting in their best effort to keep all members engaged and excited. Benedict believes that “individually the community has stayed strong within each chapter,” but as a greater Greek community she feels they have lost strength. This year everyone was more focused on themselves and figuring out their own plans, rather than supporting all chapters’ endeavors. She believes next year the community as a whole will regain the strength they once possessed. 

Tracey Mai, Panhellenic vice president of membership, says her main responsibility is to “foster and build relationships between chapters and a good environment all around.” She said it is easier to hold certain events virtually, such as the alumni panel, because more people can attend. Yet, the greater challenge is encouraging active members to attend events virtually. 

A main reason that virtual events this year had a low attendance was due to communication and marketing. Mai said in a Zoom interview that she is “learning how important marketing is and taking that into account next year.” Oftentimes members don’t know what is going on until it is too late. 

Benedict said if she could go back and change anything about the past few months, she would “open a greater stream of communication between active members and executive members.” She believes every participant of Greek life deserves to know all the information regarding COVID-19 and be a part of the process of safety measures at every step of the way. 

One of the many images that is posted to encourage Greek life members to practice healthy COVID-19 precautions and safety measures. Photo courtesy of UofUsororities Instagram.

The Instagram pages of the different sororities and fraternities are one of the main forms of marketing that each chapter uses. Not only do they post about upcoming virtual events, they also are very informative about COVID-19 procedures. They each encourage wearing masks and social distancing, and even have “challenges” different weeks where members show on their Instagram page how they are being proactive in staying healthy with COVID-19 precautions. This might entail wearing masks along with wearing chapter letters and taking a photograph. 

Just as this virus has been extremely unpredictable these past months, so has planning for next year. Greek life executive boards have no idea what next fall will hold yet, but they are hoping for the chance to have more in-person events. Regardless, they plan to follow all city and state guidelines. If in-person activities are not possible though, they feel more prepared to better function next semester after having experienced this previous year. 

Greek life has experienced a year like no other, but has pushed through better than anyone had expected. Mai said the main goal continues to be “keeping up morale and safety within the community.”

Utah branch of Decoding Dyslexia helps empower individuals  

Story by THALESE BARNES

Imagine it’s your first day of elementary school. You are feeling nervous because of the unfamiliar surroundings, new classmates, and being away from your trusted mom all day for the first time. Just as you are settling in, the school teacher asks you to read out loud for the class. You look down at your paper, and there is not a single familiar word. You struggle to open your mouth and speak as none of the words, sounds, or letters seem to make sense. Suddenly, you feel as if there is a thick wall standing between the letters on the paper and your eyes.

This scenario is not far-fetched or unique. This story describes the experience of many children due to dyslexia. 

Dyslexia is more common than people think. In fact, The Center for Dyslexia and Creativity found that dyslexia is the most common neurocognitive disorder; 20% of the population is affected by dyslexia.

Many students, parents, and teachers have experienced hearing the words, “you have dyslexia,” “your child has dyslexia,” or “this student has dyslexia.” Unfortunately, despite the frequency of these phrases, very few know the basic meaning of dyslexia, and what resources are available for students and their families. 

Jared Madsen is one of those 20% who has been affected by dyslexia. He said he was diagnosed with dyslexia in first grade by a child psychologist. “The very beginning of school, I remember kids were reading these books, and they were fun and exciting. I wanted to read it, and I couldn’t. I just couldn’t.”

Following first grade, Madsen was frequently pulled out of the standard classroom to attend a resource class. He said this class was a place to stick students who couldn’t get through the school day like the other kids. This class included kids who were disruptive, had physical disabilities, attention deficit hyperactivity, or dyslexia. 

Madsen said in a Zoom interview that he had empathy for his classmates. “I look back on that group of kids in that class with me and know that I was the only one that ended up graduating high school. It was so much easier to drop out.” Madsen said he begged his mom to let him drop out like all the rest of the kids in the resource class, but she wouldn’t let him. 

Jared Madsen owns Madsen Cycles, which are known for their buckets that carry children. Photograph by Travis Richardson, and use is courtesy of Jared Madsen.

He described his experience in the school system as “shattering.” He felt lonely and misunderstood. None of his teachers understood his struggles or provided the tools, resources, or education necessary to succeed after his diagnosis. 

Madsen, now 48, is not the first person to feel shattered by dyslexia and failed by the traditional school system. Despite this adversity, he now has hope for future dyslexic students because of Decoding Dyslexia. Decoding Dyslexia is a network of resources and satellite programs aimed to help young students facing the disorder.

Deborah Lynam is the founder of Decoding Dyslexia, located in New Hampshire. Lynam first became interested in helping those affected with dyslexia when her own son was diagnosed when he was in third grade.  

Concerned by the lack of support and education for those diagnosed, Lynam went to the National Center for Learning Disabilities Conference in October 2011. She left this conference with a group of new friends ready to bring awareness to their children and friends with dyslexia. As Lynam spoke with others at the conference, she said she realized that “this was a diverse group of parents, but they all had the same stories.” 

Every month following this conference, Lynam said in a phone interview, this group of parents would meet at a library in the middle of New Hampshire and discuss plans and ideas to change the face of dyslexia. After many meetings and conversations, Decoding Dyslexia was established.

There are now satellite groups of Decoding Dyslexia in all 50 states. Each state handles its group differently and is in charge of implementing its own Decoding Dyslexia program. All states are at a different stage within the movement, but they all have volunteers working tirelessly to improve resources for their respective communities.

The co-founder of the Utah branch of Decoding Dyslexia is Phoebe Beacham. Beacham was inspired to take part in the movement after watching her father, late husband, and two sons struggle with dyslexia. For the past eight years, she has been on a mission to empower parents, and she regularly presents in front of legislatures with propositions to help dyslexic Utah students succeed in the Utah school system. 

Image courtesy of Phoebe Beacham.

“We initially set out to be a resource for parents, and we are, but our niche has been to educate teachers,” Beacham said. The Decoding Dyslexia group in Utah is focused and determined to help Utah teachers understand how they can recognize a student with dyslexia and help them be successful. 

Beacham said that children who are not supported at a young age may go on to experience problems with the law. She explained that 80% of the inmates of our prisons are dyslexic. Beacham asked the important question, “So what is the difference between this millionaire who has dyslexia or this guy that ended up in prison who is dyslexic?” She answered her own question: “When you speak to successful dyslexics, the most common thread that they have — that you can string them all together with — is that they all said that there was someone that believed in them.”

This is why Beacham and the entire Decoding Dyslexia community are coming together to educate our teachers. This will not only decrease prison rates but will also help those diagnosed with dyslexia to become successful and confident readers and students. 

Jared Madsen said he felt shattered by his earlier educational experience. Sadly, many students with dyslexia echo his perspective and feel that their school systems have failed them. 

However, we need to understand that this is not the fault of teachers, as they have not received the proper education to help students with dyslexia succeed. If our teachers knew how to recognize the signs of dyslexia, the resources available, and how to teach techniques to help those affected, Decoding Dyslexia believes that the world would be much different.

Community during COVID: How University of Utah student groups are staying connected

Story by MIRANDA LAMB

Students at the University of Utah, much like the rest of the world, were sent home in March 2020 as the COVID-19 pandemic forced classes and extracurriculars online. In the fall of 2020, students were partially brought back to campus with classes offered in a hybrid-style. This largely consisted of online teaching, and classes that were able to meet in person had spaced-out seating and mandated masks.

A return to in-person academics was made a priority, but the lack of in-person community was a persisting challenge. Campus organizations, which rely on student engagement, have worked hard to stay connected to undergraduates during the past year.

The Panhellenic community, made up of seven sororities, has found success in not only staying connected, but also in growing its community. The Panhellenic President Erin Doyle said in a Zoom interview that rather than decreasing their sisterhood events or weekly chapter meetings, sororities have worked hard to adapt these events to be online.

In August 2020, Panhellenic hosted its yearly recruitment completely virtually (although they were able to have a partially in-person bid day). Despite this unprecedented challenge, it had more women register than in 2019, and several houses saw the largest member classes that they had seen in years.

Part of Delta Gamma’s fall 2020 new member class at their bid day, wrapping up a fully-virtual recruitment. Photo courtesy of Anna Henderson.

In February 2021, several sororities participated in a successful spring recruitment. Notably, Doyle said Delta Gamma was able to welcome a spring member class of 15 women, the first spring member class that it’s had since 2015.

Members of the community miss being in person. However, Doyle said that through social media the “supportive aura of the community has been making everyone feeling more connected.” Doyle also praised the houses for their creativity. Rather than just meeting up in the park for a picnic, women have hosted virtual Jeopardy games and Zoom “speed dating” events for new members of the house to meet everyone.

The LGBT Resource Center is another resource that is “making sure there are still opportunities to be in community,” said Shelby Hearn, the coordinator of education and outreach, in a Zoom interview. Its members had to think more creatively. Similar to the Panhellenic community, one of its biggest challenges has been the loss of its in-person offices and its student lounge.

Hearn said that pre-pandemic, “my door was open and students could come through. I definitely saw a lot more casual conversations — they see a picture of a cat on my desk, and talk about that, then eventually are talking about a coming-out strategy.”

The center has responded to this challenge by offering drop-in hours, Zoom appointments, and a virtual student lounge hosted via Discord. Discord will likely continue as a resource post-pandemic, Hearn said. “It remains really relevant to our students. They can dip their toe into the community while still remaining anonymous.”

Discord also allows students to find a more a relevant community. “Students can sign up for more specific channels, i.e., queer students of color, or a channel just for grad students,” Hearn said.

Although the center has seen a decrease in participation in its one-time events like its movie screenings and panel events, it has still seen consistent participation in some of its other events like its “fab Friday” hangouts (now over Zoom). It has also seen an increase in its one-on-one scheduled meetings along with the successes from the Discord channel.

Another community that has seen successful connection despite the pandemic is the Bennion Center.  BobbiJo Kanter, the associate director of student programs, said in a Zoom interview that several of its programs have had more student involvement than they did pre-pandemic.

A wall in the student union building (where the Bennion Center is located) dedicated to the Public Service Professor Award given by the center. Photo by Miranda Lamb.

The service corner located in the new freshman residence hall, Kahlert Village, has been heavily used by students. She said in an email interview that “students (and anyone from the campus community) have the opportunity to participate in projects that do not require any previous training or a significant time commitment.”

Bryce Williams, the student programs manager at the Bennion Center, said in an email interview that students have taken advantage of “ʻgrab and go’ opportunities” while still being safe. He said that they will “participate in some of our projects while watching a movie in their residence hall rooms or while they’re in a virtual class to keep their hands busy.”

Kanter said in a Zoom interview the center has also involved more students with its Alternative Breaks programs. These used to be offered at various locations across the world. However, due to travel restrictions, it has shifted to “hyper-local breaks” taking place in Salt Lake City. These are offered at no cost, which has allowed them to be accessible to more students. Kanter said this option may remain post-pandemic.

Despite its current success, getting up and moving after the initial shutdown was a challenge for the Bennion Center. Kanter said at first, “everything stopped, there were groups of students who were ready to help, but didn’t know how to.”

The Bennion Center emphasizes serving its community partners, focusing on listening to and serving their needs. Kanter said for those partners, “their priority has to be their community and their staff, so those people take priority then volunteers come after that.” It took some adjustments on both the part of the Bennion Center and its partners to navigate how to allow volunteers to help in the way they want to, but also in a way that is safe for and serves those in need.

The center has had to shift the way that it hosts its larger service projects as well. For example, the Legacy of Lowell service project typically brings in 800 to 1,000 people. However, this year participation was capped closer to 200 people, with volunteers broken into groups of 10 at each site.

Kanter said because of the smaller sizes, “we don’t get that same sense of community. People were still interested, we reached capacity. There is a demand, but for safety, we have to keep things smaller.”

Beyond just pandemic-related changes, Kanter said that the murder of George Floyd and the surrounding protests in May 2020 “mobilized students to show up — whether physically or mentally and internally,” and brought attention to “some of our systemic issues.” She said “this year had brought people together around activism. I’m not really sure we saw that with our students before.”

To serve this increased interest in activism, Kanter said in interviews that every two weeks, the Bennion Center has been virtually hosting monthly “community conversations” with other on-campus partners, namely the American Indian Resource Center, the Black Cultural Center and the Peace and Conflict Studies program in the College of Humanities. They are focusing on dialogues about “about what is happening and what they can do to change it.” She said these talks have been received well by the campus community.

Dean McGovern, the executive director of the Bennion Center, said in an email interview that “the topics vary and sessions have attracted more than 825 faculty, students, staff, and community members over the course of the dialogue series.”

Despite the changes and challenges from the pandemic, these communities were able to stay connected. The creativity and resilience of their members even resulted in solutions that will continue to serve students when in-person life continues. As Kanter said, “This year gave us an opportunity.”

COVID-19 boosted the earnings of a South Korean beauty company, while others faced bankruptcies

Story by YEH-RHYM CHEON

Masks have become essential to survive in this dark world.

It is now impossible to see the bright smiles of children or eat delicious food in crowded restaurants. We cannot even breathe in the fresh air of the coming warm spring at will.

After COVID-19 hit South Korea in 2020, life before the pandemic no longer exists.

Over the past year, the pandemic has changed many aspects of our daily lives. In particular, the high bankruptcy rate of small- and medium-sized enterprises harmed the economy in South Korea.

According to Gyeonggido Business & Science Accelerator, the business situation of companies in South Korea deteriorated in 2020. Particularly, hard-hit were small businesses, companies with less than $1billion in sales, and companies with fewer than 10 employees.    

Countless small- and medium- sized enterprises are suffering from extended social social distancing and lockdown due to the COVID-19. Photo courtesy of Francesco Ridolfi.

For small- and medium-sized enterprises that provide face-to-face service, the mandated social distancing and long-term shutdown systems make it difficult to operate and maintain the business.

Eun Kyoung Kwak, CEO of Norang EAT Academy (노랑EAT학원), has been running an education business located in Siheung, South Korea, for 14 years.

It was her pleasure to run supplementary classes such as art, mathematics, English, and Korean for elementary school students. However, her happiness will no longer exist.

“Because of the COVID-19, numbers of students have left our academy,” Kwak said in Korean over the phone.

To prevent the spread of the COVID-19, the South Korean government continues to extend the social distancing period, including the ban on gatherings of five or more people.

In order to retain students, Kwak has been offering online classes. Nevertheless, it was difficult to guarantee a high quality of teaching due to various limitations such as a lack of internet knowledge and difficulty controlling students online.

Kwak confronted financial difficulties as the number of students declined. There was no other option besides reducing the number of employees.

“I am now exhausted facing these situations caused by the pandemic. I should have dismissed them to maintain my business,” Kwak said. “I just feel sorry for the fired employees.”

According to the Organisation for Economic Co-operation and Development, the unemployment rate in South Korea has surged as many small- and medium-sized enterprises have been going through hardship with the business operation.

Yuna Lee was one of the victims who lost her job due to the COVID-19.

Since 2019, Lee had worked part-time for six months at a mathematics academy located in Seohyeon, South Korea.

At the academy, she could take the first step towards her dream of becoming a teacher.

“Even though it was a part-time job, I worked hard because I love both children and teaching. Also, it was a great opportunity to build my career,” Lee said in Korean in a phone interview.

While she was working hard and doing well as the instructor, the COVID-19 hit South Korea, and the tragedy began.

Like other companies, her academy also suffered financial problems from the COVID-19, and Lee eventually got fired.

“After being fired, I had to find a new job to make a living,” Lee said. “But, the reality did not allow me to do it.”

She said that other companies are not hiring new employees but rather reducing the number of employees.

Lee could take this situation as she knew how COVID-19 affected society, but now she has to handle her financial challenges.

While many people are facing economic difficulties, there is a company that has benefited from the COVID-19.

OTK Corp. is one of the small beauty companies located in Asan, South Korea. Han-Jong Kim, CEO of OTK Corp., started his business in 2010 by selling facial sheet masks.

The facial sheet mask is a beauty product made of non-woven fabric containing essence, moisturizing the facial skin.

When COVID-19 just hit South Korea, there was a limit on the number of masks purchased due to a lack of mask supply.

While everyone lined up to buy the masks, Kim turned this situation into an opportunity.

Kim produced masks out of his company’s sheet mask material. Thanks to the COVID-19, he was able to increase sales. Photo illustration by Pauline Yeh-Hyun Cheon.

“I could manufacture tons of masks with a non-woven fabric, which is a material of our sheet mask,” Kim said in Korean in a phone interview.

As a result, his product diversification strategy, applying the mask supply shortage situation, played a crucial role in increasing sales and income by 70%.

However, Kim was also worried about the situation after the end of COVID-19. He foresees sales and income to decline as the supply of masks increases over time.

Kim said that new problems arise with new social situations all the time. He added, “It is one of my challenges to resolve as a leader in an organization.”

Although Kim could generate more sales from the pandemic, he hopes for an end to COVID-19.

As an entrepreneur, Kim knows how difficult this situation can be for other companies.

He also knows that not only many companies but employees and consumers are struggling with COVID-19.

He believes that the economy of South Korea will recover when the pandemic is over. Hence, everyone will be able to live a better life than we are now.

“Even if it is impossible to take off the mask right now,” Kim said, “we will be able to breathe in the hot summer air that is coming up.”

An inside look at the University of Utah’s baseball program

Story by DANNY BAEZA

Photos by BRAD LAPP

Everyone knows that being a student-athlete is extremely difficult. But, does anyone ever think to ask, “What goes into the day-to-day process of being a Division I baseball player?”

The University of Utah has an outstanding athletic department with nationally ranked teams such as football and gymnastics. However, other sports such as baseball seem to go unnoticed.

One such example is Utah baseball — another outstanding program belonging to the Pac-12 conference in the NCAA.

So, what does go into getting the ball moving on a day-to-day basis, and what does it take to be a baseball player?

“In the fall, it usually starts with a lift in the morning around 7 am. Then, I get some breakfast to refuel after the lift. Next up is class from 10 a.m. to1 pm. From class, I head over to practice which usually starts at 1:30 p.m. Once we finish up there at around 5 p.m., I head up to get some dinner, then head home to get done with all my homework and hopefully in bed by 11 p.m.,” says Justin Kelly, a redshirt junior on the pitching staff.

Justin Kelly gets set to deliver to home plate.

Kelly is the Friday night starter for the Utes, considered by many to be the leader of not only the pitching staff, but also the team itself.

When it comes to what it takes mentally, Christoper Rowan Jr., a redshirt junior on the team says, “It takes a mature mental approach because baseball is a game of failure and if you get down on yourself you can continue to spiral downward.”

Rowan enters his fourth year with the team listed as a catcher/utility player.

Concerning the academic aspect of being a student-athlete, Kelly notes, “If you can put forth the energy to be successful on the field, you’ve got to be putting that same energy in the classroom.”

First-year athletes are expected to complete two hours of study hall a week. Along with the study hall, players are given tutors when needed and are counseled by the athletic academic advisor.

Behind the scenes, Logan Nehls manages all the logistics of getting a Division I baseball program rolling. Recently, he was awarded the position of director of operations for the program after working as an equipment manager within the Utah Athletic Department.

“I’m responsible for a lot of the logistics of the program, whether it’s coordinating meals, buses, or travel accommodations,” Nehls says.

Nehls has had his hands full. As the season gets underway, he not only has to focus on how to travel, feed, and house 35 people, but also do it while juggling COVID-19 precautions.

Athletics come with a toll, especially in a sport as mechanical as baseball. Justin Kelly suffered a torn ulnar collateral ligament in his freshman year, forcing him to sit out for 22 months. “I had never been through any sort of injury before, let alone something as serious as Tommy John Surgery. I leaned heavily on my teammates, friends, family, and training staff to keep my head in a good place while I was getting back to good health,” Kelly says. Tommy John Surgery being the process of repairing a torn ulnar collateral ligament in the elbow.

Christopher Rowan Jr. throws down to second.

Rowan, on the other hand, has had to go under the knife twice to repair an injured shoulder. “The second surgery crushed my spirit,” Rowan says. “I lost my love for the game for a while and if it wasn’t for my little brother pushing me and being there for me when I needed him I would have given up.”

Baseball is a game of failure. A player with a .300 batting average fails 7 out of 10 times, yet he is still considered an all-star. Managing those seven failures thus additionally makes baseball a mental game.

Rowan admits, “It’s inspiring to see little kids who want to be just like you. Kids who look up to you because you have made it this far.” That is what motivates him to keep pushing forward.

For Justin Kelly, his family motivates him. “I want to get to the point where my family is financially taken care of and I can say I’ve gotten to the point where I belong where I should be.”

Remembering to focus on what motivates them is what helps these athletes continue on, and to push through the demanding lifestyle of a student-athlete.

Not only is college baseball a difficult business, but it is another social outlet for these young men.

“I’ve created relationships that will last the rest of my life here. Some I may even consider family, that’s how close we have become,” Rowan says.

When it comes to relationships with coaches, Justin Kelly says, “I consider them sort of father figures where if I’m having any life issues or problems, I know they will take the time to listen to me and help me out the best they can.”

Kelly has advise for the next generation of ballplayers. “Don’t be discouraged when things don’t go your way, just put your head down and get back to work.”

Rowan says, “I would say that if you dream it you can achieve it. But, dreaming is only part of what needs to be done.”

Division I baseball is a difficult lifestyle, but when it comes down to it, it is nothing but young men playing a game they love.

How has remote education affected some University of Utah students?

Story by MATTHEW GRANT

Remote learning and Coronavirus. The two seem to go hand in hand, but what is the actual reality of remote learning and how has it affected some University of Utah students?

As the public works to combat and work around the current state of the world, students across all platforms have begun to adjust to remote learning. Meanwhile, professors have committed to transform their curriculum and course schedules to create a safe and educating way of learning without being physically present in the same classroom as their students. 

This has been made possible by virtual classrooms, and online participation groups or activities. 

Essentially the material would stay the same, but the process in which we learn it would be different in the way that it is virtual and from our own homes. 

Jack Geil, from Reno, Nevada, is currently a senior at the U studying finance. 

Geil studied in Sydney, Australia, in spring 2020 as part of the Eccles Global Learning Abroad program. [https://eccles.utah.edu/students/global/] Geil described his time in Australia as nothing short of exceptional.

Geil’s time abroad was cut short and forced him to travel home six weeks early because of the Coronavirus pandemic. Geil was required to finish the semester 100% online. 

“After leaving Australia I was already in quite the funk and disappointment, and on top of that we were required to learn and adapt to a completely new type of learning. It really took the fun out of it,” Geil said in a FaceTime interview. 

Geil, who typically takes five courses a semester, said he acknowledged his past struggles with remote learning and opted to take a lesser schedule during the fall of 2020. Geil noted that he almost deferred the semester as a whole, before recognizing that he was only a semester away from graduation and he thought it would be best to push through. 

Geil described his current semester as a time of growth. “I’ve learned to be comfortable from working in my own home. I have always needed the library, a classroom, or a place null of distractions to properly address my school work — not anymore,” Geil said in an email interview.

Among other things, Geil said it has allowed him more time to address other things in his life, such as the gym, golf, and friends, which he says is all necessary for himself to succeed in school. 

Another student was Sofie Arrivillaga. She graduated from Park City High School and is currently a communication major. 

Arrivillaga said in a FaceTime interview she has typically taken up to one online course a semester and enjoys them as “an escape from campus.” 

However, Arrivillaga explained how this semester was different from her online classes in the past. Citing her contemporary dislike of the current circumstances, she said it seems as if the classes she is now taking online were not designed to be taught that way. The transition has been less than easy, Arrivillaga said. 

She said she believes her focus has mostly remained the same, though admits she has at times floundered due to the lack of in person and scheduled engagement. Arrivillaga said specific classes in particular have caused this. She said “quantitative research and studio classes have been most difficult” for her this year. 

Arrivillaga compared the quality of her online education to in-person instruction. 

“I don’t think my education has reached the same level as previous semesters because I felt that a lot of my curriculum is all essentially busy work and not necessarily work that is expanding my knowledge,” Arrivillaga said. 

Arrivillaga said her online courses lack student responses and live debates, and instead focus primarily on lectures and note taking to prepare for a specific test rather than actually educating and understanding the curriculum.

Levi Pompoco is a senior studying business at the U and aviation at Cornerstone Aviation in Salt Lake City.

Pompoco, who is typically consumed between school, flying, and work, has said he has found peace and availability with remote learning. It offers him a more flexible and relaxed course schedule while being able to fly more than any past semesters. 

“Remote learning allows me to do everything from home and gives me more time to fly and work,” Pompoco said in a FaceTime interview. 

Jakob D. Jensen is the associate dean for research in the College of Humanities and a professor in the Department of Communication.

Due to his administrative role, Jensen typically only teaches one course a semester. Jensen, who has also never offered an online class before, said in an email he “decided to add COMM 3580 because I wanted to create a new, and fun, experience for students during the pandemic.” COMM 3580 during the fall of 2020 was an online based lecture class that showed how marketing campaigns differentiated during a pandemic.

Jensen said that the lack of live student response can cause teaching to feel very static. Noting that he typically reacts to students and enjoys being shaped by their thoughts, he wrote, “That is [harder] to simulate in online education.”

He added, “Staying focused while listening to lectures. Staying on track,” are some of the effects of online instruction.

Jensen said that though it is different, he believes it is best to keep moving forward.  He said he would continue going to school if he were in a similar position. “In the short run, I think online education can get the job done. In the long run, I don’t think it is the same experience. I really think smaller courses are hurt by it.”

“I think it is easier to replicate the experience of a large lecture class,” Jensen added. “I also think you have to adapt. I really felt like the fall semester started to click.”

How US public schools are lacking with the teaching of history regarding race

Story by MADISON KULEDGE

Why is it that students can recite the 45 presidents of the United States yet when asked to name important events of the Civil Rights Movement that becomes a challenging task?

History teaches us about our past, why things are the way they are today and most importantly it helps us shape our future by learning from our mistakes. 

“I think history is one of the most important subjects our kids can learn about,” said Michelle Bias, the parent of two Utah high school students, in a phone interview. “We wouldn’t be where we are today if it wasn’t for our past.”

All across America in May 2020 following the death of George Floyd and continuing protests and riots, the public got a rude awakening to how little it truly knows about America’s history regarding race. 

George Floyd memorial in downtown Minneapolis. Photo by Abbey Dibble.

Slavery, reconstruction, Jim Crow and the Civil Rights Movement are all vital moments in our country’s racial history. Yet, many have only ever heard of these things. Teachers think that most high school students do not have an adequate understanding of America’s racial history. 

And why is that? Why is our knowledge lacking?

Currently, across the U.S. there is no unified standard for U.S. history curriculum. Each state sets its own standards. However, there is a set standard for what types of things should be studied generally, according to the National Curriculum Standards for Social Studies

And several states don’t mention the Civil Rights Movement, slavery or other related matters. In a recent analysis by CBS, the network found that “seven states do not directly mention slavery in their state standards and eight states do not mention the civil rights movement. Only two states mention white supremacy, while 16 states list states’ rights as a cause of the Civil War.”

Per the Utah Core State Standards for Social Studies for grades seven through 12, there are only two standards in the curriculum regarding race:

“Students will use case studies involving African American civil rights leaders and events to compare, contrast and evaluate the effectiveness of various methods used to achieve reform, such as civil disobedience, legal strategies and political organizing. … Students will identify the civil rights objectives held by various groups, assess the strategies used, and evaluate the success of the various civil rights movements in reaching their objectives, paying specific attention to American Indian, women and other racial and ethnic minorities.”

Megan Spencer, who is currently a student at the University of Utah who attended Alta High School in Sandy, Utah, said that she believes that her history education was lacking. 

“The ongoing events in our society have made me aware of so many issues regarding race that I have never learned before,” Spencer said in a Zoom interview. “I wish I would have learned this while I was in high school but now, I am left to take classes in college to learn about these important issues.”

To gain knowledge on these issues students are left to do their own learning and research or take additional classes where information is highly specific to a certain topic. 

The U offers classes regarding the history of race in the U.S. Some of these courses offered include American Slavery, American Revolution and Race, and Gender and Incarceration.

What can we do better as a society and how can we fill in this gap of knowledge? One place to start is with how the curriculum is written. 

“Cheap politics should not write our curriculum,” said Dave Harper, a Utah high school history teacher, in a phone interview. “Curriculum is and ought to be constructed by a number of groups such as parents, political leaders, teachers, and yes, student input, but not agenda-driven proponents. And such proposals must be based in accurate evidence.”

Within the history curriculum, there needs to be as much emphasis on subjects such as slavery, the Civil War and treatment of American Indians, as there is on the founding fathers and the U.S. Constitution. 

And it’s never too early to begin this teaching. Andrew Platt, an AP U.S. history teacher, said, “Children are raised in a country that is already inundated with messages about race both explicit and implicit. Children are already learning about race whether we like it or not.” Schools are a place where we can shape this teaching and inform children so they are well educated. 

Teachers are hopeful the events in the months following the death of George Floyd have taught the public and Congress that there need to be changes made with our public-school history curriculum. 

Platt said in a Zoom interview that he recently read “Caste: The Origins of our Discontents” by Isabel Wilkerson to better inform himself on issues regarding race. “I think this is the best way to understand America’s history with race. I think that we should teach the history of America’s racial caste system.”

Clearly, there is more work to be done. However, over the last 10 to 15 years, the United States has made improvements. TV host John Oliver said in a segment regarding the U.S. public education system, “History, when taught well, shows us how to improve the world, but history, when taught poorly, falsely claims there is nothing to improve. So we have to teach it well and continue to learn it.”

Dave Harper, the high school history teacher, said, “No school is ‘good’ the way things are and we strive to improve. Teachers constantly read and study the latest developments in their field, especially in U.S. history.”

How teachers are handling the Coronavirus pandemic

Story by DARIENNE DEBRULE

The emotional and physical health of students has been at the forefront of the discussion surrounding the reopening of Utah schools during the coronavirus pandemic. Teachers across the state are also struggling to adapt to the changes caused by the pandemic. 

In the summer the Utah State Board of Education did not require school districts to create protocols for responding to the virus. Each district was expected to create its own plan, which resulted in Salt Lake City School District moving to online classes completely, 16 districts moving to a split schedule and 25 other districts allowing students to attend in-person as normal, according to AP News.

Corner Canyon High School with an empty parking lot as the school transitioned to online learning for multiple weeks in the semester. Photo by Darienne DeBrule.

The coronavirus pandemic and lack of instruction by the districts made it so individual schools were expected to provide training to teachers regarding online instruction. However, the amount of instruction actually given was dependent on school administration and teacher coaches, said Amber Rogers, Corner Canyon High School government and history teacher, who teaches both online and in-person sections.

Teachers had to change the way they prepared for the upcoming school year since many districts opted for hybrid learning. So they had to get ready for in-person classes and were also expected to become well-versed in online instruction seemingly overnight. 

“A lot of teachers were on the verge of a breakdown,” Rogers said during a Zoom interview.

Many teachers, including Karen Millenbach at Indian Hills Middle School, frantically tried to convert their lessons onto Canvas in the allotted time before the school year. 

The front of Indian Hills Middle School with signs posted to differentiate between student, teacher, and parent entrances. Photo by Darienne DeBrule.

“It’s exhausting, even for the most experienced tech people,” Millenbach said in an email interview. 

Teachers have also been limited in their interactions with students. This has led to many educators feeling disappointed because they are unable to give their students the same quality of instruction and support as before.

The quality of online instruction has been questioned as many believe it is subpar to in-person instruction and that there is no substitute for in-person learning, according to “Pros and Cons of Online Education” by Dhirenda Kumar.

Middle school student Trinity Trimiar does research for her upcoming math project that she will submit online. Photo by Darienne DeBrule.

Rogers said over Zoom that in-person learning allows for teachers to teach a lesson and have students ask clarifying questions throughout the lesson. However, if online instruction does not take place through that platform, teachers are expected to just upload online lectures. This does not allow for students to ask real-time questions.

“Every day I have office hours during my class time, but it’s optional and only a few kids come online for content,” Rogers said. “Learning is on them right now.”

Rogers said she believes the lack of engagement from her high school students is the hardest part about teaching in this new normal. She became a teacher to help kids connect the pieces together that make them excited and passionate. But she wants to keep them safe so she will do whatever needs to be done. 

Rogers was the Canyons School District’s Teacher of the Year recipient in 2018 and she is doing everything she can to help her students be successful in this unprecedented time. 

Teachers are finding different ways to keep themselves safe inside the classroom, but some of their precautions can be hard for them emotionally.

“Teaching from my desk can be a very sad and frustrating thing,” said Millenbach, the teacher at Indian Hills Middle School.

Due to the size of her classroom, students can only be placed 3 feet apart. After having a student test positive for COVID-19 and other students rotating in and out of quarantine, she decided to teach from her desk to avoid circulating around the classroom to prevent the possible spread of the virus. 

Karen Millenbach in front of her home with a sign acknowledging her teaching efforts during the pandemic. Photo courtesy of Lauren Millenbach.

While online teachers are not faced with the same in-person pressures of avoiding a COVID-19 classroom outbreak, they are still struggling to create relationships with their students via online platforms. 

Natalie Culine, an online elementary student teacher, said in a Zoom interview, “It is hard to be so far from my students, know they are struggling and not be able to offer as much support as I would like.” 

In addition to the hardships online teaching has created, teachers have also been subject to the mental and emotional stress caused by the pandemic. 

Student teacher Natalie Culine poses in front of Liberty Elementary School pre-COVID, smiling about her classroom experience. Photo courtesy of Natalie Culine.

A few weeks after schools first closed, the Yale Center for Emotional Intelligence reported that many teachers were experiencing overwhelming feelings of stress, anxiety, and confusion — the same feelings that many are currently having. 

“When our school days are over I feel emotionally exhausted and worn down,” Culine said in a FaceTime interview.

She misses the in-person interactions with colleagues and students, but said she would not feel safe if she was teaching in person. 

In-person teachers also have to deal with the emotional stress caused by being at a high risk for exposure to the virus. 

Rogers said she has not been able to visit her parents since the start of the pandemic because they have underlying health conditions and she is exposed in the classroom. 

Amber Rogers, far left, visiting her mom with her siblings before the start of the pandemic. Photo courtesy of Amber Rogers.

Political leaders and community members have debated whether it is the federal government’s, the state’s, the district’s, or individuals’ responsibility to keep teachers safe. 

Rogers, the social science teacher, drew on her knowledge of government to reflect on the debate and said, “It’s a constitutional gray area because there is no precedent for it.” 

Teachers across the state will continue to follow the guidelines set in place by the health department, school districts, and administration as the United States enters flu season. 

How three Salt Lake City women are fighting modern day gender inequalities with their social media platform, Fluence

Story by KATYA BENEDICT

A Salt Lake City-based company is combating gender inequalities with empowering social media posts. Nicole Wawro, Alba Fonseca, and Sinclaire Pierce are the three women behind the social media platform known as Fluence

In a technologically driven world, Fluence is discovering innovative approaches for practical solutions geared toward women.

The idea of women being at a disadvantage in society is a concept that many consider to be antiquated. But for Wawro, Fonseca, and Pierce, this was one of their founding principles — to educate and advocate for women who always felt as though they were falling behind, but couldn’t figure out why. So, after sitting down together and coming to the same realization, they decided to start a company designed specifically for women. 

Nicole Wawro sits in the Fluence podcast studio. Photo courtesy of Fluence.

The three shared similar experiences of gender-based workplace discrimination. This was a huge factor in what drove them into their research. “They fired all the women in my firm who were eligible to take maternity leave because they didn’t want to pay it out,” Wawro said in a FaceTime interview. This was what ignited her desire to stand up for women in the workplace. 

Fonseca shared instances in which she would bring up good ideas that were instantly dismissed. In later meetings a man would bring up the same idea and it would be labeled as “genius” and “perfect.” 

Pierce had always struggled with being interrupted, and it wasn’t until their research was conducted that she realized maybe there was a gender piece to it. “I always thought people interrupted because they were mean, not because the person talking was a woman,” Pierce said in a FaceTime interview. 

These new realizations led to a shared understanding — that until they made people recognize there is a problem, they couldn’t begin to solve it.

The company experienced immediate growth, quickly gaining the attention of thousands of people. “Part of it was timing, and part of it was strategic,” Pierce said. “We saw an opportunity with TikTok and we jumped on it.” They attribute a large majority of the growth to the fact that the stories they were sharing resonated with so many women, and TikTok was becoming an incredibly popular app for young women.

Fluence’s TikTok account has more than 308,000 followers.

The inequalities women face tend to remain swept under the rug, and for Fluence this seemed controversial. The entire purpose of the brand is to achieve more influence and affluence for women, which is why these inequalities are publicly recognized. “We believe that when women have more influence the world becomes a better place,” Wawro said.

Upon obtaining more recognition, Fluence received an overwhelming amount of responses from women who didn’t even understand that these were real issues. And since they didn’t understand they were real issues, they didn’t understand there were real solutions. 

Emma Watson, the actor and feminist advocate, said in her 2014 speech to the United Nations that what many young women fail to realize is that they are living in a society that for hundreds of years has been working against them.

This ideology has become a huge focal point for Fluence. “A lot of people don’t even know where to find information. Being a platform that challenges a perspective to see things differently is something so powerful,” Fonseca said.

The company produces content across Instagram, TikTok, and even music streaming services such as Spotify and Apple Music. A recent video addressed a hand signal used to signify domestic violence in the home.

A main goal of the company is to create refreshing and accessible content that can reach a diverse group of people. Its success is based upon how many people Fluence is able to reach in terms of followers and views.

“Our audience is global — the U.S., Canada, Germany, the UK, Australia,” Pierce said when asked about its demographic. It strives to appeal and market itself toward young women. “If you can catch a 13-year-old before she experiences these horrible things … before she decides, ‘I’m not going into STEM’ — that’s so powerful,” Pierce said.

Fluence targets high school women, educating them on topics such as building confidence and fighting the stigma. From lower left: Katya Benedict, Isela Ayala, Jackie Helbert, and Karen Bruce.

Ultimately, the goal for this company is to change the world, and these three founders believe it has the power to do so. When women are lifted, when women become more active in their homes, communities, and businesses, the result is better for everyone, Pierce said. 

Alba Fonseca wears the Women’s Empowerment Pullover, which features the names Harriet Tubman, Maya Angelou, Serena Williams, and Aretha Franklin. Photo courtesy of Fluence.

Fluence understands that to reach a global market, it has to keep in mind how differently women live in different parts of the globe. But the first step begins with education in order to help women feel more independent, valuable, and capable, no matter their situation.

“I want to empower women to do something about these issues. I want to enable them with very specific tools and resources and practical solutions to then make changes,” Pierce said. Fluence is a community, and the more people it is able to reach, the stronger this community can become. 

Alba Fonseca, left, and Sinclaire Pierce working behind the scenes for a TikTok video. Photo courtesy of Nicole Wawro.

The company does not define itself as the stereotypical feminists people most often picture. The image the owners want to portray does not include feelings of anger or distaste, but rather optimism. The brand intends to be fun, sarcastic, and lighthearted but based on high quality information.

“This company helps people feel validated and understood,” Fonseca said. Fluence centers around being a positive light for women everywhere, no matter what inequalities they might have experienced. So whether it be an informative Instagram story based on well-detailed research, or a goofy TikTok video mocking sexism in the workplace, Fluence is changing the lives of women everywhere.

The University of Utah and COVID-19

Story by CHANDLER HOLT 

The University of Utah had to change many things about the 2020-21 school year to account for the COVID-19 pandemic just like thousands of other colleges around the United States. Whether it was cancelling the majority of in-person classes or changing hours for many spots on campus where students can shop or eat, the student experience had to be altered coming into the school year to make sure that all students could attend college without contracting the virus and putting others at risk. 

COVID-19 made itself prevalent at the beginning of 2020 and has turned into a worldwide pandemic with over 225,000 fatalities in the United States alone. Some colleges such as University of Colorado Boulder and the University of North Carolina did not put enough restrictions in effect and had to add additional more-intense precautions after the schools had large COVID-19 outbreaks. 

The University of Utah emailed all students in September 2020 letting them know that the college had only a 0.5% positivity rate through the first month on campus. This translates to only 16 positive cases with over 3,000 people living on campus for the year. This number was one of the lowest in the U.S. among other Division 1 colleges. Despite a spike of positive COVID-19 cases in the Salt Lake Valley in November, the U has altered procedures as necessary and kept cases on campus as low as possible. 

Craig Caldwell, a professor in the Department of Film and Media Arts, said he had never seen anything like the COVID-19 pandemic in his 40 years of teaching. He said in a Zoom interview that many smaller disasters had occurred but nothing to the level where “students can’t interact.” Caldwell said he felt the U had done a tremendous job handling COVID-19 and he would give them a grade of “one thousand percent.”  

Cameron Vakilian, an academic advisor in the Department of Communication, shared a similar answer to Caldwell and agreed that he had never seen a calamity on this level where drastic changes had to be made to ensure the safety of every student on campus. Vakilian added in a Zoom interview that the only disaster in recent memory that brought a similar amount of distress was the murder of Lauren McCluskey that occurred on campus. McCluskey was a student athlete who was majoring in communication, which adds to the devastation that Vakilian as well as so many others felt after her death. 

Vakilian said the U has done a tremendous job handling the COVID-19 pandemic and said the university has taken the situation very seriously. He added that it is very hard to lock down a campus and a lot goes into it, but the U did it for the safety of everyone on campus. The U also has an effect on the rest of the Salt Lake Valley based on its response to COVID-19 just due its proximity. With this being said, it can be inferred that all the surrounding cities benefitted from the U handling COVID-19 so well. 

Hayley Kievman, a graduate student who also teaches an anthropology course, compared the distress from COVID-19 to the distress a hurricane would bring to a small island. Despite it being her first year teaching a course, Kievman said in a Zoom interview that she definitely noticed a difference in how professors/teachers can interact with students. She described continuous virtual meetings and classes as “awkward.” She has experience teaching younger students so that is what she based this observation on. Kievman was also quick to point out that she has seen a large dip in student participation and student focus as well. 

All three individuals said the biggest change to their work life brought on by COVID-19 was the majority of work being moved online. They also agreed it was more convenient to talk with students, but it wasn’t as personable and maybe not as effective in terms of building, or establishing, rapport.  

Caldwell brought up that body language is a very key part of communication and it’s very hard to read body language over the internet or through a webcam. Caldwell, an all-online professor even before the COVID-19 pandemic, explained that he saw way more changes in his job than he expected despite being strictly online. 

In conclusion, the U rose above the criticism and put in a large variety of rules to combat COVID-19. These rules promote social distancing and being educated on how to avoid contracting the virus. The U should be admired and studied by other colleges in the U.S. on how to deal with the pandemic. All rules that were changed in response to COVID-19 will be re-evaluated at the end of the semester to see if any changes can be moved back or slightly altered for the students’ sake. 

A glimpse into online college learning at the University of Utah

Story and photos by REEDE NASSER

Instead of facing hundreds of students or a few professors, students and staff at the University of Utah have been experiencing our new normal this 2020-21 school year due to the pandemic and limiting university events to 20 people. The majority of classes at the U have gone virtual, whether through Canvas Instructure or virtual lectures through Zoom. Education has never been so different. 

The University of Utah’s coronavirus testing center, easily accessible to all students. 

Though online learning is nothing new in this day and age, the ability to sufficiently learn through a screen has become a major point of strife for the U’s students. Students have noted a few issues when it comes to solely Canvas-based classes.

“It feels even harder now, there’s no professor or teaching assistant that can reiterate the information or answer questions quickly. It takes me hours to fully understand the information presented,” said junior Shyann Brown in a Zoom interview. She is currently majoring in accounting.

Another student indicated the lack of seeing their professor in a classroom or joining class virtually takes away from the structure they are used to. Freshman Noah Martin, who is studying engineering, said without a set time to learn and see a professor, classes don’t feel as important. 

Freshman Noah Martin following residence halls guidelines and keeping his mask on while studying.

“The classes where we have to virtually come in, I’m more likely to focus on because there’s more accountability, the professor knows we’re there but when it’s a lesson I lead myself, I will push it off to the last second,” Martin said.  

On the other hand, when students are learning, some worry that they aren’t retaining any information, simply just memorizing. 

“I don’t know anyone in my classes, I have no one to talk to about what I’ve been learning,” said Matt Idlestrom, who is majoring in business. “When I was in a classroom, a lot of information I understood much more after having a conversation with my peers. It was nice to be able to review while we were learning. By the time the exam comes I don’t remember half of the unit because after the lesson I don’t have to focus on it as much.” 

Sophomore Matt Idlestrom adhering to school guidelines by studying in a room alone and keeping his mask on. 

However, the students aren’t the only people struggling with this new form of education. Educators at the U said they too are struggling to navigate this new internet-based way of learning. They have had to restructure lessons, grading policies, learn how to use Zoom and Canvas sufficiently to instruct a class solely on those platforms, and find new ways to keep students accountable and engaged. 

Professors have mentioned multiple frustrations when it comes to this new teaching. They have observed their students keep their cameras off during class, submit assignments late, or be confused about prompts or assignment details that had not been an issue in the past. However, it seems that most instructors are frustrated when it comes to cameras being turned off. 

“[I]t’s hard to see students, it’s hard to read body language, and you know students don’t turn on their camera a lot which I find really frustrating and kind of weird,” said assistant professor, Michael Dichio in a Zoom interview. 

Instructors said they are worried that students are simply just not engaged with at-home learning. Are they really paying attention? Would they reach out if they had a question? Are they comfortable enough on a lesson before their class moves on? To answer their own questions, instructors have been creating and providing more resources than before for their students. Discussion boards, longer office hours, or midterm check-ins. Many of which their students are not utilizing to the best of their ability. 

Once filled with excited students on game day, the university’s stadium is now home to the COVID-19 virus testing center. 

Based on the interviews, there seems to be a major disconnect when it comes to the U’s students and teachers. Both groups are frustrated and confused, just trying to navigate our new normal. Students need to start looking into more active participation when it comes to their classes; participating in class or using the other resources given, turning on their camera, and proactive learning. Instructors could look at starting a weekly discussion where students can interact with each other and their teachers. 

However, the positivity of the situation should be noted as well. Educators and students alike are thankful to be able to learn in times like these. “Logging on to Zoom or Canvas adds a sense of routine and normalcy to my day, something I was struggling to get before classes had started,” said senior Kate Culkin, who is majoring in political science.