Monthly Archives: April 2021

Arts and Entertainment, Home Page News Bytes

How NECC students feel about artist Lil Nas X’s new and most controversial project release, “Montero”

and  

On March 29, 2021, famous musician Lil Nas X released a scandalous new song entitled “Montero”, accompanied by a graphic music video and limited-edition pair of “Satan Shoes” created by MSCHF.

Due to the song’s satanic premise and demonic imagery of which has triggered much uproar within the religious community, the project has recently been a popular source of controversy throughout the media and entertainment industry.

After speaking with various NECC students about the matter, some are in full support of the musician’s creative expression, while others are not.

The song “Montero” itself includes many biblical references of which may be considered blasphemous, while the music video depicts Lil Nas X participating in sodomy with the devil. Other settings include his seduction by a serpent in the Garden of Eden and sliding down a stripper pole from heaven to hell. At the end of the video, Lil Nas X murders Satan by breaking his neck and placing Satan’s devil horns on his own head, thus becoming Satan himself. Concerning Lil Nas X’s “Satan Shoes”, only 666 pairs were exclusively created and sold for 1,018$ each—selling out within a minute of its initial release.

The custom design for the Nike Air Max 97’s is red and black, featuring a gold pentagram atop the lace front, the bible verse “Luke 10:18” at the heel, and a single drop of human blood contained inside the sole of the shoe, visible in a clear bubble on the outside.

Isa Grullon, 34, a journalism and communications major from Lawrence, stated that her opinion regarding Lil Nas X’s music is indifferent despite finding the song “Montero” to be catchy.

As she prefers listening to 90s music, “The song is not my preference, but I could see someone else being into it and that would not bother me,” said Grullon.

Regarding his music video, “They did a good job of using imagery to evoke feelings. The use of pastels to portray heaven and the stripper pole for hell was very symbolic and well done. It was also cool how he played every character, showing off his diversity,” said Grullon.

She further explained how, in her opinion, the video was meant to showcase Lil Nas X’s personal journey of being a black, gay man and public figure in modern society. She stated that his portrayal of becoming Satan in the end symbolizes his victory of self-acceptance as an underdog.

Concerning his expensive footwear, Grullon stated that she would rather spend the $1,018 on food.

“I don’t understand the shoes. To me, that’s an over-the-top publicity stunt to get a rise out of people. Plus, where did they get the human blood from? Was it donated?” said Grullon. She further explained how that, in her opinion, there is a fine line between creating art for self-expression and attempting to trigger a reaction from the public.

“It is not our place to tell others how to express themselves—as long as they’re not hurting anyone. No one is forced to see other people’s creations. For me, the sneakers are a bit much, but to each his own,” said Grullon

Serai Bogran, 19, a film major from Haverhill, explained how that as a Christian, she has become more aware of the satanic imagery and subliminal messages of which artists and celebrities may advocate and/or incorporate into their work.

She further stated that over the last few years, the discreetness of Satanism has lessened and is now more openly advertised and promoted throughout entertainment media than ever before. As the religious community totals a large portion of the public’s backlash and hate regarding “Montero”, Bogran stated that it saddens her to witness those who claim to be of the church harassing Lil Nas X for being gay.

“As a Christian, it is not our job to judge others, make them feel bad about themselves, or tell them that they’re going to hell. God doesn’t want us to hate on anyone. Being gay is not going to send you to hell,” said Bogran. She further explained how religious people who discriminate against the gay community are actually tainting God’s image. However, as a Christian, she does still find it unfortunate that Satanism is the way in which Lil Nas X chooses to express himself.

“I do not agree with what he has been posting lately and personally find the drop of blood situation to be very weird and creepy,” said Bogran. “The backlash, however, is not helping things at all, and is in fact only proving his point. If anything, we should be praying for him, loving him, and showing him support. We should be telling him in a respectful manner that what he is doing is not okay.”

Nisaly Gonzalez, 22, a liberal arts major from Haverhill, stated that although she does not listen to Lil Nas X often, she does still appreciate his creativity as an artist. “I thought that the video was pretty interesting, and the setting was cool. The song symbolizes him trying to make a statement about being free in your own skin,” said Gonzalez. Despite her personally liking the design of his “Satan Shoes”, Gonzalez stated that she will not be wearing them.

When asked about her opinions on Lil Nas X’s received media backlash regarding the “Montero” project, Gonzalez stated, “I don’t disagree with it because he is living his life the way that he wants to. I feel that artists should have the freedom to do whatever makes them happy.”

While many find the considered vulgar and satanic themes within the “Montero” project to be inappropriate and offensive, others view Lil Nas X’s creations as a work of art and freedom of expression.

Grullon, Bogran, and Gonzalez all concur that the way in which both the religious community and general public has responded to the artist and his project could have been handled and improved in more positive and uplifting ways.

Home Page News Bytes, News

The new normal: How remote learning is impacting students’ well-being

and  
A year into the coronavirus pandemic many individuals are still facing significant struggles. 
The pandemic has had a huge impact on the way college students learn, forcing them to transition from a traditional in-person learning style to a virtual method of learning through a computer screen with limited interaction.  
This “new normal” is especially difficult for students with disabilities, who rely on outside interactions and structured routines to help with their overall development.  
NECC student, Garrett Henningsen, says that virtual learning comes with positive and negative factors. Henningsen says his routine has remained very structured throughout the pandemic because he is still taking courses. Henningsen explained that he is only taking one course this semester and finds his workload to be less stressful compared to last semester when he was taking three courses and found his workload to be more overwhelming. Even with a manageable workload, he finds it draining to stare at a computer screen all day long. 
Although he can tolerate the virtual learning, he would prefer to be on campus interacting with other students. He is also looking forward to taking advantage of the many amenities on campus including the bookstore and the outdoor running track.  
He is not interacting with friends the same way he often would before the pandemic. The summer before the pandemic he often would meet up with friends to hang out and have fun, something he is looking forward to doing again when it is safe.  
Henningsen struggles with keeping himself motivated throughout the week, often finding it difficult to complete assignments on his computer.  
Despite the many challenges Henningsen is facing, he has a very optimistic outlook about the near future: “We are all going to get through this” and “It will get better soon,” he explains.  
 For Henry Nachamie, this new way of learning has had a negative impact on his mental health in a variety of ways.  
“It’s made me more stressed overall,” he explains.  
For Nachamie, one of the most stressful parts is the lack of overall communication when completing assignments online. In some cases, it can be easier communicating with an instructor about something in person, as opposed to via email where it may be more difficult to ask for clarification.  
Nachamie feels he has limited interaction with classmates while working from a computer screen. However, Nachamie is thankful for the discussion board assignments and Zoom sessions where students and instructors can engage in some conversation.  
In addition, Nachamie expressed that he continuously struggles in terms of keeping himself motivated while working from home because of the many distractions around him. He also feels that using the computer throughout the entire day impacts his productivity, as he often finds himself getting sidetracked by other things on it.  
Despite these challenges, Nachamie offers some great advice for others who may be struggling with the same things, “Make sure to take care of yourself” and “Treat yourself kindly.”  
 
James Keith, says that virtual learning can be stressful at times but also manageable as well. 
Like Henningsen, Keith stated that his routine is very structured because he has meetings twice a week for a work program he participates in, and completes coursework throughout the week for NECC, both virtual of course.  
Like Nachamie and Henningsen, Keith struggles to motivate himself to get assignments done because he is working from home.  
Since Keith is assigned work for both his program and his college course, he can easily become stressed over the amount of work he is responsible for. 
 “Looking ahead at coursework is draining mentally and physically,” he says. 
Although sometimes this can impact his schedule, he is usually able to complete his work while leaving plenty of time for leisure activities like going out with family.  
“Prioritizing your time is very important,” he says. 
Once it became clear the virus was going to be around for some time, he knew the college was going to have to transition to a virtual learning format. Keith was not thrilled about the thought at the time. However, after adjusting to it, he has realized it is not as bad as he first thought.  
He would now be open to a hybrid learning format once the pandemic is over.  
Although he has adjusted well to the “new normal”, he is looking forward to being back on campus and interacting with other students.  
Home Page News Bytes, News

Coping with quarantine: Students try to persevere despite pandemic

and  

The Centers for Disease Control and Prevention (CDC) says, “Many of us are facing challenges that can be stressful, overwhelming, and cause strong emotions in adults and children. Public health actions, such as social distancing, are necessary to reduce the spread of COVID-19, but they can make us feel isolated and lonely and can increase stress and anxiety.”  

This includes NECC students working hard to cope with the stress of the pandemic and online learning. 

Haverhill High School senior and NECC Dual-Enrollment student Chelsea Daigle says, “It’s [the pandemic] brought on lots of stress to the household. I’ve had to take on more responsibilities and trying to take on a parental relationship with my younger brother because my parents are working so hard.”  

For some students like communications major Owen Devlin, the effects of the pandemic can be best described as, “Highs and lows. I do miss seeing people’s faces, I miss the outside interaction,” he says.

Communications major Lauren McCrimmon echoed Devlin’s sentiments, saying, “Not being able to see my friends has definitely had its impact on me emotionally.” 

Pursuing a college degree 100 percent remotely has been a new experience for most. 

“It’s been a challenge,” says Devlin, “I’ve been able to do all of my work and handing my work in, but I really miss the classroom interaction with my peers and professors.” 

 “To have your work environment be your social environment and your de-stress environment can be challenging.” Says Daigle, “It’s draining, it’s tiring for your brain to have to jump into different modes all in one sitting throughout the day.” 

On the other hand, students like McCrimmon have actually found it easier to work from home than from the classroom, stating, “I like that I can get more done by myself. I’m able to focus without distractions.”  

Even with all the stressors of quarantine, these students are still using different coping mechanisms to guide them through these complicated times.  

Daigle offered helpful advice for managing your online workload, including forcing yourself to have breaks, having shorter periods of learning or even just buying a thousand-piece puzzle to focus on in-between assignments. 

Being confined to one space with the same people for so long can strain interpersonal relationships, but only if we allow them to be strained. The key is connecting with one another. “Think about the ones you love. Even if you might not get along, try to connect with them,” says Devlin.  

McCrimmon and Devlin both suggested nature walks, whether it be to walk your dog or to soak up some sunlight. 

No matter what emotional effects of quarantine you might be feeling, it is important to remember you are not alone and help is always available. 

  National Suicide Prevention Lifeline: 1-800-273-TALK (8255) 

National Domestic Violence Hotline: 1-800-799-7233 or text LOVEIS to 22522 

National Child Abuse Hotline: 1-800-4AChild (1-800-422-4453) or text 1-800-422-4453 

National Sexual Assault Hotline: 1-800-656-HOPE (4673) or Online Chat 

Veteran’s Crisis Line: 1-800-273-TALK (8255) or Crisis Chat or text 8388255 

Disaster Distress Helpline: Call or text 1-800-985-5990 

Home Page News Bytes, News

Navigating nursing home woes: How a vulnerable population is affected by the coronavirus pandemic 

and  

Many families with members in nursing homes have been severely impacted by the pandemic.  

“The impact the pandemic has had on residents in the nursing homes that suffer from Alzheimer’s and dementia has been great,” says Laura Tanguay of Lowell, Massachusetts.  

Tanguay worries a lot about the state of her 88-year-old dad that she has not been able to take out of the nursing facility in over a year due to the risk of exposure to the coronavirus.  

“Elderly residents are faced with depression and anxiety because of the lockdown and isolation from family,” says Tanguay. 

Her dad would become angry and upset from not being allowed to have in person visits and socialize with the family and even tried to break out of the nursing facility.  

In the beginning she could go into the nursing facility to see her dad however, she had to wear protective gear. But when many of the staff members started coming down with COVID-19, the nursing facility went into full lockdown. It was very difficult because many of the patients including her dad also had come down with the virus and it was thought that the exposure was coming from the staff. Nevertheless, her dad survived the exposure.  

After months of only being able to communicate by telephone, Tanguay is now able to communicate with her dad through video conferencing three days a week. At first, only allowed to video chat for 15 minutes at a time, later increased to 30 minutes, which made a big difference. 

Even though she couldn’t physically be there with her dad the video conferencing helped to bring much needed comfort and smiles to her dad’s face because he could both see and hear her.    

Mary Drayton of Haverhill, Massachusetts expressed the same sentiments when going to visit a close friend in a nursing facility. She could only waive at the close friend from the window. The close friend had a mild case of Alzheimer’s, but she quickly began to decline because of becoming upset and angry from not understanding why she could only see family and friends from a window.   

The same is also true of Venita Qualls from Haverhill, Massachusetts, a clinician who traveled to Georgia to see her dad who is staying in a nursing facility and who suffers from both Alzheimer’s and dementia.  It was her dad’s birthday, and she could only see him from a window to say hello and wish him a happy birthday. 

Qualls who is a clinician in mental health sees the day to day impact the pandemic has on people mentally.   

They all agree that not being able to touch and hug their family members has caused great deal of stress.  

They hope that things would soon get back to normal but until then everyone must all do their part in adhering to local and government officials in keeping safe.  

News, Slider

Does it hurt? A local pharmacist’s vaccine experience

and  

“The shot itself doesn’t hurt,” Hunter Gouldthorpe said. “What’ll really knock you out is what comes after.”  

Gouldthorpe has been working as a pharmacist at the Salisbury, Mass. branch of CVS pharmacy for two years.  

Though the high paced work environment is often a source of stress, his position came with an unexpected perk this past week: he was able to get his doses of the vaccine early.  

“I got a call from one of my co-workers who works at a clinic in Newburyport and she said, ‘How fast can you get here?’ She told me she had extra doses of the vaccine she could give to my co-worker Justine and I.”  

Justine Curley, also a pharmacist at CVS, said, “shots generally make me woozy”, but regardless, she was excited. 

The two vaccines currently being distributed by the FDA are from Pfizer and Moderna, both of which are two dose vaccines.  

The vaccine appointments, usually scheduled via the mass.gov website, are typically scheduled in tandem. However, in Gouldthorpe and Curley’s spontaneous situation, the second dose would be scheduled upon their departure from the clinic.  

Gouldthorpe and Curley said that, upon arrival, even though they had each worn a mask to the clinic, they were asked to change into blue surgical masks provided by the staff for addition protection. In addition to this, they were asked to fill out a “proof of vaccination” card that would later be timestamped for safety purposes and used as verification for the second dose. After this, they waited in line and entered a large room with “roughly a hundred people in it.” Curley said.  

Despite the seeming intimidation of the whole ordeal, Gouldthorpe remarked that the whole affair was quite casual. “The nurses were chatty and super friendly, people in line were laughing and talking…” So casual, in fact, that Gouldthorpe didn’t even notice the impact of the needle entering his arm. “It was like…Poof! ‘Alright, you’re done, go over there’” 

This was the point, Curley noted, at which your vaccination card gets timestamped. “They need to know when you got the shot so they can monitor you for about fifteen minutes after immunization” she said. This precaution is taken to ensure that patients don’t have an adverse response to the vaccine. After waiting out that period, both feeling fine, aside from slight wooziness and a little soreness in their arms, Gouldthorpe and Curley handed over their cards to the staff, scheduled their second appointments, and were free to go. 

Gouldthorpe noted that the day after he received first dose, the side-effects he experienced were quite mild. “My arm was a bit sore. I had a slight headache and I was a bit fatigued, but other than that, it wasn’t too bad.”  

After the second dose, however, Gouldthorpe had a much different experience. The day after he received the second shot, he said he took a precautionary Tylenol first thing in the morning, fully anticipating he’d start to feel like he’d been “hit by a truck” soon enough.  

Much like the previous experience, he was fatigued, but this time he broke a fever and went into a cold sweat. His face and his ears got noticeably hot and his head really started to hurt. After this, he began to feel increasingly ache-y.  

He took a second dose of Tylenol that night, a few hours before bed, in hopes of subsiding the fever to help him sleep. Unfortunately, it didn’t make much of a difference, as he says he rolled around much of that night “feverish and ache-y”. 

Luckily, the second day after getting the second dose, his fever “completely broke” and he felt “much better”. 

 All in all, was it pleasant? “Not totally,” he laughed.  

Was it worth it? “Absolutely,” he said. 

News, Slider

COVID curveball: The pros and cons of learning online

and  

Life changed abruptly for students and faculty members when the Covid-19 pandemic hit last March.  

With cases rising around the country, this prompted the precautionary decision for all schools, from kindergarten to college, to go virtual. By mid-March, most school campuses were closed and had transitioned to online classes full time to help slow the spread of Covid-19.  

 “I felt uneasy since this was not something I experienced before,” said Callin MacDonald, 20, of Haverhill. 

“I didn’t even get to say goodbye to my friends,” said UMass Lowell student Emily Henrick, 20, of Haverhill.  

Online learning consists of regular zoom meetings and visits to online educational platforms such as Blackboard. It offers more flexibility than in-person courses. Students can wake up later than previously necessary to attend classes.  

“I have the freedom to create my own schedule,” said MacDonald.  

This newfound freedom has presented another challenge: staying focused. Attending class from home as opposed to in classrooms, opens students to an abundance of distractions that may make staying on task difficult.  

As Henrick put it, “Discipline is required and so is motivation. Instead of a library or classroom, I’m in my bed with my phone next to me”.  

UMass Amherst student, Carson Beviliacqua, 20, of Haverhill, was frustrated when schools first shifted online due to his inexperience with online courses.

“I found it hard to find motivation to work when I’m in the same place I relax in,” he said. 

There is promise for a better semester this upcoming fall. The Covid-19 vaccine rollouts have begun, and new cases are decreasing. 

“I hope to return to in person learning for the fall now that I’m vaccinated and so is my family, which makes me comfortable being around other students,” said by Henrick, expressing her optimism for the fall semester.  

MacDonald seems indifferent, “Learning remotely isn’t ideal, but I’ve gotten used to it by now. I would rather learn online if going on campus puts my own health at risk.”  

Meanwhile, Bevilacqua is “crossing his fingers” for a return to campus.  

The transition to remote learning has affected everyone differently. Numerous people enjoy the extra flexibility, while others struggle to focus with virtual assignments.  

The experience has shown most students and faculty members were not prepared for prolonged remote learning but have adapted very well since last spring. 

News, Slider, Uncategorized

COVID-19 has torn apart the fabric of trade schools, where online learning fails as a substitute

and  
The teachers and students at trade and technical high schools have been suffering over the past year due to COVID-19 and the implementation of online learning.  
Trade schools like Whittier Technical High School and Essex Agricultural High School have been at the tail end of the changes brought on by COVID-19.  (Editor’s note: This story reflects experiences at the vocational schools before they bgean to phase in an in-person schedule in mid-March..)
Students have lost a large part of their education with the absence of hands-on learning, a fundamental part of learning a trade.  
Many things have been left behind as they move forward in school. Learning solely from a book via a computer does not provide these students with the tools and skills they need to be successful in their trades once they leave high school.  
 Danielle Young is a student at Essex Agricultural High School, studying sustainable horticulture.  
She has found learning to maintain plants over a computer to be unsuccessful and upsetting. Young says that with online learning “you lose the tactile part of education and the rest doesn’t stick well. It’s extremely draining to sit there looking at a screen all day, to the point that you don’t want to do anything.”  
Learning the techniques over the computer does nothing for students if they don’t have the ability to apply it in person with the teacher’s assistance. And motivation to get up and sit on a computer all day is lacking. They are no longer excited for school with the repetitive nature of computer work, day in and day out.  
Nicky Haginicolas, a cosmetology teacher at Whittier Tech. has had a really hard time teaching her students how to do hair and makeup over the computer.  
She has been forced to only teach the basics of the class, focusing on rudimentary and broad ideas.  
She explains that “looking at a screen lacks the one on one contact needed to teach students body mechanics and hair artistry. Because it is a hands-on creative expression, in order to teach the finer elements, such as body and hand placement mechanics, in order to teach that, you have to view the student replicating it.” 
She can teach the ideas and explain the steps over the computer but the ability to apply it to a real human being has been lost.   
It has taken a lot of time and effort for these teachers to adjust to teaching a trade in a remote learning setting. They have had to modify their teaching styles and come up with ways to educate their students as best as possible.  
Haginicolas has settled on creating videos of herself practicing on a mannequin to show her students what to do but that has come with its own set of challenges.  
The lack of one on one contact with her students has deeply affected their learning.  
“My students have lost the quality time they need to utilize the information they’ve been given,” says Haginicolas.  
One of Haginicolas’s students, Emilia Carducci agrees, stating, “it’s not easy doing hair by yourself.”   
The stress on these students and teachers has only increased as time has gone on and there is no way of knowing when things will go back to normal. 
 It is extremely hard for the students to stay focused and do all their work at home. Carducci bluntly says that “when I’m home, I want to be home. It’s stressful to do everything in your bedroom but you just have to keep going I guess.”  
Hands-on classwork is a principle of trade schools and without it, these students are losing the very education they came to these schools for. They are not learning what they need and even though school is continuing, their education has stagnated.  
Haginicolas’s final statement perfectly sums up the effect COVID-19 has had on these trade schools, “I just want this year to be over.”  
Home Page News Bytes

April accessibility resources and services events

and  

April 2021 Accessibility Resources and Services Events

Sponsored by: The Learning Accommodations Center, including Deaf and Hard of Hearing Services

Additional funding from the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) Grant

 

CLICK HERE TO REGISTER

Unless otherwise noted – Students, Faculty, Staff and Guests are welcome to attend events!

*PLEASE NOTE: Some events are for Faculty/Staff ONLY and are noted below.

Thursday, April 8, 11:00 to 12:00 How Can Accommodations Make Learning Accessible?

Wonder if you qualify for accommodations?  What are the rights of students with disabilities? How do you apply for accommodations? What are possible accommodations?

  • Presenters: Katie Garcia, Deborah Regan, and Susan Martin of the Learning Accommodations Center.

Week of April 12 – 16, 2021

Thursday, April 15, 2:00 to 3:00 Applying for a job with a Disability: Should you disclose?

When applying for a job with a disability, how to decide whether to disclose that you have a disability and when, and requesting accommodations on the job.

  • Presenters: Deborah Regan, Learning Accommodations Center and Noreen Fantasia, Career Services

Week of April 19 – 23, 2021

Tuesday, April 20, 11:00 to 12:00 Deaf Culture and Technology

Acquire a basic understanding of Deaf Culture and the technology used inside and outside of the classroom.

  • Presenter: Deb McKinney, Deaf and Hard of Hearing Services

*FACULTY/STAFF – Tuesday, April 20, 3:00 to 4:30 WEBINAR, by the Association on Higher Education and Disability (AHEAD): Fostering Better Teaching and Learning for Students with Disabilities

Innovative ways that colleges can support faculty in their work with students who have disabilities.

  • Webinar presented by: Wendy Harbor, AHEAD; Live captioning and ASL interpreters provided by AHEAD

Wednesday, April 21, 11:00 to 12:00 ADHD: Misconception Correction

Join this information packed, myth-busting presentation and panel on living with ADHD!

  • Presenter: Cheryl Wilson, Learning Accommodations Center and a panel of NECC students

Wednesday, April 21, 1:00 to 2:00 Technology that Works for you:  Apps for Learning Success

This workshop will help students identify apps for mobile devices and computers for use in the classroom and beyond, and offer strategies on using technologies to success as a college student.

  • Presenter: Katie Garcia, Pam LaBella, Learning Accommodations Center

*FACULTY/STAFF – Thursday, April 22, 10:00 to 11:00 College Students with Autism: An Expanding Frontier

Presented by Guest Dr. Jane Thierfeld Brown, Director of College Autism Spectrum

Students with Autism add richness and diversity to our college communities. Are college campuses informed of the needs of the Autistic community? Are we celebrating neurodiversity and differing perspectives? We will discuss this unique perspective and the impact that COVID has had in creating positive outcomes for students.

Presenter:  Dr. Jane Thierfeld Brown, Director of College Autism Spectrum, former Assistant Clinical Professor at Yale Child Study, Yale Medical School and  former Director of Student  Services at the University of Connecticut School of Law

*FACULTY/STAFF – Thursday, April 22, 3:00 – 4:30 WEBINAR, by the Association on Higher Education and Disability (AHEAD): Full and Flexible Participation of Students with Psychological Disabilities

In this webinar, we will discuss the characteristics often associated with psychological conditions that may warrant participation modification, accommodation decision-making, and the balance between reasonable accommodation and fundamental alteration.

  • Presenters: Jane M. Castillon, and Jennifer Lofthus, J.D., University of California at Santa Barbara; Live captioning and ASL interpreters provided by AHEAD.

 

April 2021 Accessibility Resources and Services Events

Sponsored by: The Learning Accommodations Center, including Deaf and Hard of Hearing Services

Additional funding from the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) Grant

 

CLICK HERE TO REGISTER

Unless otherwise noted – Students, Faculty, Staff and Guests are welcome to attend events!

*PLEASE NOTE: Some events are for Faculty/Staff ONLY and are noted below

 

Week of April 26 – 30, 2021

*FACULTY/STAFF – Tuesday, April 27, 11:00 to 12:00 Guest Lance Hidy and Professor Kristen Sparrow

Creative Fun with UDL – Harnessing the Power of Images in Your Communications!

Presenters will have some fun with participants and teach general Visual Communication guidelines that are usable across applications, including Blackboard, and Word etc.

  • This workshop is a preview of the ideas and concepts that will be offered during the hands-on Universal Design Faculty and Staff Stipends coming later this spring!

*FACULTY/STAFF – Wednesday, April 28, 12:30 to 1:30

How to Mitigate Common Student and Instructor Challenges Using Universal Design

In this workshop, we will focus on universal design strategies that support both faculty and student challenges. A short intro on universal design theory and practical strategies and tips to support learning.

  • Presenters: Isabelle Gagne – Psychology Professor and Coordinator and Susan Martin, Director LA Center

 

Thursday, April 29, 11:00 to 12:00 State Agency Resources for Students with Disabilities

Learn about services you may be eligible for as a person with a disability.

Join a panel of representatives from state agencies such as the Massachusetts Rehabilitation Commission (MRC), Department of Mental Health (DMH), and the Arc of Greater Haverhill-Newburyport, Department of Developmental Services (DDS)

  • Moderator: Jillian Knox, Learning Accommodations Center

 

Thursday, April 29, 1:00 to 2:00 pm Building Happiness

Join the NECC Counseling Services staff to learn more about positive psychology and how we can build up our personal happiness by using our strengths to overcome daily challenges. Together we can support each other!

  • Presenters: Gabriel Garcia and Carlena Reagan, NECC Counseling Services.

 

 

We welcome requests for ASL sign language interpreting and other access requests (i.e.  Computer Aided Real Time (CART).  Please Note:  Events with ASL Interpreters or live captioned already scheduled and provided, are indicated above.  Please contact the host of the event The Learning Accommodations Center, 978-556-3654 or lacenter@necc.mass.edu  for requests, questions or event information.

Campus Life, News, Slider

Survey shows students coping with a year of isolation, loneliness

and  

The pandemic has caused a mass amount of change in a small amount of time. Some people may refer to the pandemic as unprecedented. The group that the pandemic has had the largest effect on is students. Kids went from seeing their teacher and friends everyday face to face to seeing people from their computer screen. That radical change isn’t good for kids and has affected them in many ways.  I put out a survey to my fellow peers at NECC, asking about how the pandemic has affected them personally.

The major effect of the pandemic on kids were the end of friendships, it’s not the same communicating with people virtually.

When asked on how they keep in touch with their friends virtually student Shaun Hood had this to say “I text my friends and we play video games together often. I also have Zoom meetings with teachers from my high school who I keep in touch with occasionally.”

During this pandemic the video game market has been booming. It’s a positive thing because it allows people to connect in a safe virtual way. When the other sources where asked they gave a similar answer saying either social media, text or call.

Not only has the pandemic influenced some people’s social life’s it also has changed people. It’s made people grow up and address the harsh reality of the world.  When asked on how the pandemic has changed them student Jocelyn Avila-Frias said this “I feel like the pandemic made me stronger in a way since I had to deal with a lot of loss, but it also made me find hope in other places to keep pushing forward.”

People aren’t going to be the same after this. The amount of stress and loss will defiantly make people stronger, but it will also have a huge negative effect on their mental health.

Besides the threat of imminent death due to the COVID- 19 virus, there is an unspoken threat, our own mental health. Isolation is scary and can feel hopeless. Not to mention how hard it is when going out, knowing that any of these people around you could have the virus.

When asked about the pandemic’s effect on their mental health student Faith Barret said “Yes, it has affected my mental health because the isolation really took a toll on me.”

As a follow up she was asked if she was taking any steps to fix her mental health she said “yes I am journaling and trying to limit my time on social media and sitting around”

Social media is a double edged sword during this time, because on one hand it allows people to stay in touch but on the other it furthers the sense of loneliness

Things aren’t too dim though. With the roll out of vaccines and more and more people becoming eligible for it.  because of that we will slowly be able to return to a new normal.

One of the things students are looking forward to is the potential reopening of NECC. When asked on what they thought about the potential reopening of school, student Katherine Townsend had this to say. “I prefer classes in person, but I’ve gotten so used to online that I’m kind of indifferent about it!”

A lot of people have been able to make the adjustment to working from home. Some people though prefer the classroom due to the sense of structure. Such as student Rachel who said “I work better in a classroom setting I would prefer classes.”

Things may seem bad right now, but the future looks bright. More and more people will be able to get the vaccine as the year goes on. If people wear the masks and follow the proper procedures, we will be out of this in no time. Currently if you are struggling with anything be it mental health or school work there are resources at NECC.

Feel free to look at their student services page at the following link. https://www.necc.mass.edu/succeed/student-support-services/

 

 

 

 

 

Opinion

The problems of Critical Race Theory

and  

In the lead up to the 2020 election more specially during the first presidential debate., Fox News correspondent Chris Wallace asked former President Trump about why he banned  Critical Race Theory in government programs.

His response was that it created hatred and division among one another with the caveat of it being “anti American.”

According to Encyclopedia Britannica the definition of Critical Race Theory is “the view that the law and legal institutions are inherently racist and that race itself, instead of being biologically grounded and natural, is a socially constructed concept that is used by white people to further their economic and political interests at the expense of people of color.”

Their argument that they are pushing is that for hundreds of years laws  only benefited for white people both poor and rich.

However overtime the US has made improvements against these racist laws like giving Black people their rights and expanding protections among other marginalized communities like the LGBTQ and Hispanic community.

Critical Race Theory gained prominence during the summer of 2020 following the death of George Floyd in police custody.

The theory unfortunately pushes thinly veiled White Supremacy under the guise of “Anti-Racism” training. The theory also pushes that Jewish and Asian people are “White” and “privileged” because they cheated due to them being more successful and havingmore advantages in their life. That belief is a form of left wing Anti Semitism and Anti Asian racism since it portrays the Jews as people who control the banks and they use the stereotype of portraying Asians as good at everything. Some these beliefs that they push or believe in are identical to what Neo-Nazis, White Nationalists and other members of the far right believe in which are racist conspiracy theories.

There are many critics who call out the racism of this theory but there are two prominent people who speak out against it like author Christopher Rufo and journalist James Lindsey who both documented the stories that come out of these Critical Race theory trainings. On Rufo’s own website he has documented the programs which goes in great detail on how CRT breeched the most secured places in America some of which helped designed nuclear weapons like Sandia national laboratories which is a government agency. According to whistleblowers they held a three day camp for males who are white to “deconstruct their male culture” which ended with them being forced to write apology letters to women and people of color. The Sandia investigation and its details were shocking to most people. This event alone could be considered a violated Title IX of the Civil Rights Act of 1964 according to the federal law which forbids people to be discriminated based on their race.

One of these pushers is author and professor Robin DiAngelo who published a racist book titled “White Fragility” in which she admits she is racist he book itself pushes racist ideas.

The idea of “White Fragility” in which she coined herself. the term itself is a kafaka trap in which someone doesn’t admit they are racist it proves they are racist and if they do it proves the person’s point. A couple examples of DiAngelo’s racism shows in her manifesto like on page 51 of White Fragility she stated the following “The forces of racism were shaping me before I took my first breath.”

On page 53 she described an event that she went to an outdoor dinner party where she felt uncomfortable around Black people who attended the party. The last example happened on page 69 of the manifesto she openly admits she was raised as a White Supremacist. DiAngelo was subjected to major controversies one of them being back in November 2020 she got paid more than a Black person at a speaking event and the pay out for her was over $70,000.

This theory is being countered by people speaking up who have witnessed such trainings like with Smith College in Northampton Massachusetts and its former staffer turned whistleblower Jodi Shaw.

Shaw went on Tucker Carlson’s late night show and later on former Vice journalist Tim Pool’s IRL podcast. In both interviews she gave she the exact same story on how she was discriminated based on the color of her skin and not on her character.

As the story progress she felt humiliated and demoralized about these trainings and when she left the school wanted to settle the whole thing in which she said no too. She filed complaint in which she was verbally attacked by people who she considered her colleagues and friends. The attacks never ended for her until she left the college and this incident was reported by former New York Times reporter Bari Weiss who broke the story on her Substack page and it went viral from there.

There are other examples of people speaking out against CRT like several parents in Virginia who spoke out against it which lead to a teachers group on Facebook to dox and threat them the head of the school board coming out and defending the actions of the teachers.

The incident broke over Virginia news station WSET. Some however have gone so far as to outlaw the theory from public schools like with Florida governor Ron DeSantis who issued a statement about saying that the theory has no place in the classroom following this other states followed this by banning it like Iowa and currently having hearings on it like in New Hampshire over HB 544 and similar legislation in Rhode Island that is being debated over. T

he House bills in both states were being reported on by local news reports from with in their states. In New Hampshire’s case it was broke over the internet from the people who attended the hearing like Karlyn Borensenko who is another critic of Critical Race Theory. There are other states through out the union who are enacting similar legislation to ban the theory in schools and local.

The rise of Critical Race Theory could be seen as some as clear and present danger to the national and domestic security of the United States like the previously mentioned Sandia case.

This is a battle of ideologies one that is racist who want to up end the civil rights and one not racist who want to preserve the dream and it has no end in sight. Critical Race Theory is dangerous and a toxic ideology that should be stop in its tracks and the people who either push this theory need to be called out.

The followers who believe in the theory need to be talked out of what they believe in. This theory will only more division and create more racists in the country which will lead to more hate crimes. I think  this theory is discriminatory since it is going to have the opposite effect on people in which they try not to be racist but instead it will create more racists.