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Opinion

Opinion: The real honors experience from trials, to troubles, to triumph

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Considering that I work full time, play in a band, write for the NECC Observer, take care of my elderly mother and take classes at NECC, I really had no business taking on an Honors Project. When Professor Stephen Slaner presented the idea in his American Government & Politics course, not one student responded. Knowing that I was a writing major, he looked my way with a big smile and said, “I bet you could do a great project.”

Just when you start to question your very existence on this planet, someone has to go and give you a huge ego boost. So I agreed to write a proposal for my paper and declared to Slaner that my topic would be way outside the box and non-negotiable. Proposals were due the very next day. Although I had worked after school, I stayed up late writing it and was just about to email my idea for “Fueling the Mosh Pit: Heavy Metal Reflects on the Trauma of War” to Honors Coordinator Ginger Hurajt when hundreds of NECC student’s accounts were accidentally deleted. I just sat at my desk and cried for a few minutes before realizing that the sink was filled with dishes and that I had never washed my husband’s favorite Slayer shirt, as promised.

I would be lying if I didn’t say that I was a bit relieved to have missed the deadline. I thought “Who do I think I am? I don’t have time for extra homework!”

In light of the technical difficulties, Hurajt agreed to accept late entries. I don’t know why I was surprised, she’s pretty flexible when a student’s success is involved.

Inching my way toward graduation, one course at a time since 2011, I often wonder why I’m even in school at the age of 43. Feeling guilty about spending time on homework is something that I struggle with often. Giving up a nine-hour shift because I have a research paper to do has certainly raised some concern at the dinner table.

My husband asked, “Are you getting paid for this project?”

“No.” I said. “But the professor gets $200.”

“What do you get?”

“Well, nothing, except for a notation on my transcript,” I answered sadly.

After careful consideration and accepting four extra shifts at work, I had decided to drop the project. However, before I could inform Slaner of my disappointing news, I received an email from Hurajt, indicating that my project proposal had been accepted and the Honors Committee was looking forward to reading it.

So, once again I found myself basking in the encouragement of my mentors and figured, “I think I can make this work.” But at what cost?

A 10-15 page research paper, an additional essay explaining the process of the researching of the paper, a detailed presentation to the class and a giant poster highlighting your main ideas for the paper. This seems like a lot of work for someone who doesn’t work after school. What was I thinking?

As a professional procrastinator, I’m no stranger to pulling an all-nighter to meet an academic deadline. But things started to get a little too real when I realized that I was cutting hair on three hours of sleep and I told my mother I couldn’t take her Christmas shopping. Talk about feeling like the worst wife and daughter in the world. Surprisingly, with four days to spare, I finally clicked print at 3:00 a.m. and as I was putting the already wrinkled laundry away, I thought to myself, “I can’t believe I wasted 40 hours on this project and it doesn’t even count.”

The alarm went off way too soon and off to class I went. After presenting my project to the class, I dragged my tri-fold poster to the Tech Center for an Honors Poster Session, where the projects are viewed by members of the Honors Committee and other faculty and students. I was overwhelmed by the encouragement and praise offered by all who attended.

Although I am exhausted from the work, the overall experience has left me with a profound sense of accomplishment. I realize that at the end of the day, not all rewards are monetary. Just knowing that people believe in me and support my academic adventure makes it worth my while.

Features

Cramming is bad for your health and worse for your transcripts

 

By Carly Columbo

Correspondent

NECC students are finding themselves under crippling stress during these last few weeks in the semester, which leads them to cram. Cramming is defined by Wikipedia as “a widely used study skill performed in preparation for an examination or assessment. Most common among college-aged students, cramming is used as a means of memorizing large amounts of information in a short amount of time.”

Between finals and end of the term assignments, students have to scramble to finish strong.

“My stress levels tend to go higher around this time of school year,” says NECC student Gabriela Hernandez.

Many students are spending these weeks cramming late at night, drinking more caffeinated beverages, consuming more sugary snacks and doing whatever they can to stay awake to study.

“At the same time as finals I have to register for classes and apply to schools to transfer too,” says NECC student Tracy Mukami.

“In a typical day I’m piled with homework, studying for finals, doing a final project and looking at or compiling stuff for another college and trying to apply there.”

Luis Mendoza, an NECC student, said “Everything’s so hectic I hardly remember what sleep is anymore.”

The last few weeks before finals can take a toll on a student’s mental health. More students are trying to “cram” all the material in one night or a selection of nights.

Practices associated with cramming — such as losing sleep and consuming more sugary snacks — can not only hurt your mental and physical health, but also make you less able to retain information.

Studying for a couple hours each night with breaks in between is the smartest way to go about working with a lot of material. It is also important to continue practicing self-care, even when more time is needed to devote to school. NECC student Gabriela Hernandez mentioned her study tips for staying focused and on top of assignments towards the end of the semester.

“I found that over-studying can actually make it more difficult to retain information and learn material. So I try taking breaks in between studying. I usually study 30-40 minutes and then take a 10 minute break. I also try to dedicate the weekdays studying and during the weekends forget about school so I can relax mentally.”

It is also important to get plenty of rest. Students should be getting full nights of sleep to keep focused. It is also effective to stay hydrated and eat healthy to avoid long term stress.

Eating sugary foods can interrupt concentration and in the long-term add to stress. Christine Chung, UW-Madison student and UHS communications specialist, listed quick ways to help reduce stress short-term on the university’s health services website. such as watching a funny YouTube video and sharing it with a friend. There are also coping skills such as doing stretches at your desk, going for a short. brisk walk and even practicing breathing exercises, Chung wrote. 

It is important not to let this time get the best of us. Cramming and staying up studying for long hours hurts our health and ruins our ability to retain important information.

Features

A voice of literature, Elle Yarborough

 

Elle Yarborough, who is a full-time professor of the English Department at NECC, didn’t go to college with the mindset of becoming a teacher. While Elle was finishing up her master’s in English and participating in Community Outreach, one of the faculty members came to her with an opportunity.

“I was told one of the teachers quit … and (was asked if) I would be interested in working in her place for the next week or two while the school tried to find a replacement,” Yarborough says.

Because of her decision to work those two weeks, Yarborough was able to find her passion for teaching.

She has now been working as an English Professor at Northern Essex for five years. She teaches English Comp I & II, Art of the Movies and American Literature I & II.

“One thing I love about teaching is seeing a different perspective of others from their writing,” Yarborough says.

In Yarborough’s Art of the Movies course, her sincerity and passion make class discussion on different types of movies brilliantly motivating.

“One of the assignments we had to do was create a short film under 90 seconds on a topic that was found in the movie ‘To Kill a Mockingbird.’ Our group had a hard time trying to contribute to the group, so when we asked Elle what we should do next, she was able to come up with a solution,” says Sarah Smith, a student in Yarborough’s Art of Movies class.

Yarborough has two sons who are under the age of six.  “One of the hardest parts is balancing family, child care and working.

My husband travels which leads me to be a single mom for 2-3 weeks a month,” says Yarborough.  Despite this stress, she manages to come into class each day with a positive attitude.

Ellison Pena, who is also taking a course with Elle, says, “She is always in a good mood, which is something I really enjoy.”

Features

Phi Theta Kappa Community Outreach

 

The feeling of outreach and community in Phi Theta Kappa, or PTK, is drawing more interest from students. PTK is the largest honor society in American higher education.

PTK’s website states that the society traces its beginnings to “a society that originated with six charter members under the name of Kappa Phi Omicron at Stephens College in Columbia, Missouri, in 1910. The name Phi Theta Kappa was chosen, and the Society was incorporated in Missouri as a national organization.”

PTK Faculty Adviser Andrew Morse said, “It offers a variety of scholarships and awards for its members. PTK membership is noted on the NECC transcripts. Many four-year schools in Massachusetts offer PTK members a transfer scholarship when they apply. We also sponsor scholarship forums for all NECC students, so that they can learn how to avoid student loans.”

This semester, PTK has been raising money for the Salem Animal Rescue League. On Monday, Dec. 14, PTK had a bake sale to benefit the organization. A student donated a few dollars and instantly asked about becoming apart of the honors society because of the fundraiser.

“We don’t sit around and talk about how smart we are because we are honors students, we talk about organizations and local community related topics that we can help with,” said Samson Racioppi, PTK Member. Racioppi is also involved in Student Senate, Cultural Affairs, and other clubs on campus.

According to the society’s website, Phi Theta Kappa’s mission is two-fold. “Recognize and encourage the academic achievement of two-year college students and, and to provide opportunities for individual growth and development through participation in honors, leadership, service and fellowship programming.”

Racioppi said, “I enjoy working with people, and being in PTK has given me an opportunity to interact with students that I wouldn’t normally be able to.”

PTK gives students a chance to volunteer, but they also have a Facebook Page, where PTK members can join a cohort and gain more knowledge about leadership skills and communication in everyday life. PTKs next Leadership Development Study Group on Facebook begins Jan. 28.

Racioppi said, “PTK also helps out with scholarships and looks great on your transcript. PTK and other clubs like it put emphasis on volunteering and service. I have never officially volunteered prior to this semester, and now I’m going out of my way to volunteer.”

Features

PACE Hosts Aquarium Field Trip

 

On Dec. 3, PACE traveled to downtown Boston for an educational trip to the New England Aquarium. Normally, PACE takes field trips to four-year colleges and universities.

“They provide students with an opportunity to visit area colleges in person, take campus tours, attend information sessions, and meet with university staff to review their transfer credits,” says Kristen Arnold, PACE coordinator.

On these trips, PACE students often have “Mentor Meet-Ups”, where PACE alumni meet up with the group to talk about their transfer process and share their transfer words of wisdom.

PACE also takes cultural trips, like the trip to the New England Aquarium. “The purpose of the cultural trips is to provide an opportunity for our students to learn about and enjoy our local sites of interest,” says Arnold.

The transportation and costs of going to these places can get expensive, so students have the chance through PACE to take trips that normally wouldn’t be available to them.

The Aquarium has a central tank with all different types of fish, sharks, turtles and other sea creatures. As you walk the spiral walkway, each floor leads to a different exhibit.

By the time you reach the top, divers are in the tank, cleaning, feeding or getting live action feed for the television screens on the outer walls of the Aquarium.

The spot to be is the stingray petting pond. Two aquarium employees explain how to let the stingrays come to you, instructing you to lay your hands flat. The baby stingrays surprisingly knew exactly how to sit in place and let you pet them.

A new addition to the aquarium is the virtual turtle hospital, accompanied by jellyfish displays. These two floors in conjunction infatuate children while being incredibly educational. Individuals learn how to feed a turtle, what the turtle’s heartbeat sounds like in cold and warm temperatures, and observe jellyfish along the way. 21-year-old Stephanie Deleon, Communications major, says, “My favorite part is definitely the massive turtle and the sea lions. I really want to hug one, they were so cute.”

New technology is present as you walk up each floor for every creature. Sound stations with headphones are set up for people to listen to the sounds of the deep, like humpback whales, hammerheads or surface dwellers like emperor penguins, for example.

The top of the tank is open-faced, with touch screens full of information for each creature.

“I learned that a horseshoe crab sheds their shell several times during its first year, and then like once a year after its third or fourth year,” says Deleon.

The electric eel had a sensor where you could tell if the eel was tracking, killing or eating its prey. Some of Arnold’s favorite trips with PACE include the Paranormal Tour in Salem, visiting WBZ Studios in Boston, and lobster boating in Maine.

“We’re so lucky to live in this area, because history and culture is all around us. PACE provides an opportunity for our students to get out there and experience it,” says Arnold.

Campus Life

Seasonal celebration a success

 

The annual Seasonal Celebration was held on the Haverhill campus on Wednesday, Dec. 9.

The Seasonal Celebration is a get-together to commemorate the different holidays that happen in the month of December such as Christmas, Hanukkah and Kwanzaa. The festivities are enjoyed by many of the faculty, staff, students and their children.

Many volunteers helped out at the event from the baseball team, the Student Senate and faculty from the Student Engagement Center. The baseball team helped out with decorating cookies and the senate helped out with some of the crafts.

Nate Miller, a theater major, worked with the kids making the “snowman soup.” Snowman soup is hot chocolate made into a kit. The children take a scoop of hot chocolate mix and a few marshmallows along with a candy cane for stirring.

Miller said, “I enjoyed helping the kids creating a hot chocolate kit and calling it snowman soup.”

The children at the event were a big fan of Miller, as he was wearing a onesie pajama set that featured Christmas decorations all over it. He wore the pajamas to entertain the kids as he was playing Santa’s elf “Dandy Cane.”

Another project that the children enjoyed taking part in was creating reindeer food for Santa’s reindeer on Christmas Eve. The children added a third of a cup of oats to three teaspoons of red and green glitter. The children then had to whisper a wish into the bag before they sealed it with a ribbon and directions on how to feed the reindeer.

Grant Bellino, a Philosophy major, helped with the reindeer food. “I love the way the kids get to whisper their wish into the reindeer food before they sealed it up,” he said.

Bellino also had children loving him because of his ugly Christmas sweater. They seemed to flock to his project to see what it was all about. One of the parents commented that his was the best outfit, very festive and the nicest ugly Christmas sweater she has seen.

The decorating of gingerbread cookies was a big hit with the children. They got to choose between different frostings and decorations. One student had the idea of turning the gingerbread man upside down and turning it into Rudolph cookies.

A big surprise for the kids was Santa Claus being there and passing out small gift bags and taking free pictures with Santa made it a point to tell the children “to remember he is watching them all year long and they need to behave.”

The food was a big hit with the adults as they served roast pork, mashed potatoes and gravy, along with other snacks such as pastelitos and chips and dip. They served eggnog and sherbet punch to drink, which initially made Ari Chicklis, the assistant coordinator of the student engagement center, a little anxious.

Chicklis said, “I was nervous we would have a left over abundance of eggnog, but it was a hit and was all gone.”

Stay tuned for the many events that will be happening in the upcoming semester put on by the Student Engagement Center.

Arts and Entertainment

Viewers connect to Brian Alves “Alternate States of Being”

 

By Courtney Hanson

Correspondent

At 3:30 p.m. on Tuesday, Dec. 1, Rhode Island artist Brian Alves presented his show, titled “Alternate States of Being.” The art exhibit reception was held in the Linda Hummel-Shea ArtSpace Gallery in the Harold Bentley Library on the Haverhill campus.

For students who missed the reception, or are interested in viewing the show, the exhibit will be on display through Dec. 19.

With students, friends of the artist and art enthusiasts alike, a gathering of viewers began exploring the show while awaiting Alves’s introduction, which began around 4 p.m.

The exhibit consisted of six separate works, spread out and arranged throughout the ArtSpace.

In an informal Q&A type of introduction to his works, Alves described his art, his background as an artist, the themes and elements which encompassed the show, and what inspired him to create. All the while, Alves encouraged the audience to participate, to ask questions, and share their thoughts on his work.

“I admire your honesty in answering questions,” said viewer Linnea Olson to Alves. “I don’t know if that’s always common with artists, so I really appreciate that.”

While Alves’s work revolved largely around the theme of identity, and integrated multiple layers such as culture and diversity, he encouraged the viewers to contemplate their individual take on the art.

“I hadn’t fully understood this piece until it was up on the wall, but somebody came through and started talking to me about it and they were looking at it in a very formal way.

He asked ‘What does this mean?’, and I said, ‘Well, what do you think it means?’, and that’s the best question, I think, an artist can ask because that’s what we want the audience to do… not just to admire but to have questions about it and to think about it,” said Alves.

Many viewers felt connections to Alves’s work but for a myriad of reasons.

Some simply appreciated the aesthetic of the work, some identified with the work because of its emotional expression, and some could relate to the societal and cultural implications which were felt.

For business major Erica Ariza, the aspects of society and racial separation were most prominently represented in Alves’s work.

“He’s mixing current events with what happened in the past,” said Ariza, describing her take on the work titled “Disconnected.”

“I bring to the table when I work in my studio these ideas that I’m carrying or observing in society and culture – the disconnect,” said Alves, describing the piece.

“In this, I was sort of projecting a disparity between black and white neighborhood. There was clear separation in terms of minority and the white population, and it’s disconcerting to me that this happens.”

Because of the “varied emotional aspects” which were expressed, Art and Psychology major Helen Shiepe felt strongly connected to several different pieces in the exhibit, particularly

a work titled “Bipolar.” This mixed-media piece included various depictions of the faces of wolves.

During his introduction, Alves described how the meaning of his work could be found both through his implications as well as the viewer’s own interpretations.

“I think about certain parts of my work as being more of poetry and that there’s meaning that I’m trying to convey but some of the underlying stuff that my viewer gets out of it is really what they bring to it — the connections they try to draw from it,” he said.

For individuals interested in connecting to or trying to interpret Alves’s work for themselves, the ArtSpace gallery is open Monday through Thursday from 2 to 9 p.m., Fridays from 2 to 4 p.m. and Saturdays from 9 to 1 p.m. The exhibit will be on display through Dec. 19.

Arts and Entertainment

Fair held to showcase student artwork

 

By Alyssa Torres

Correspondent

Students in the Sculpture I elective course displayed their art in the Spurk lobby Thursday, Dec. 10 from noon to 5 p.m. Students were there to engage with others and describe the art they created this semester.

Student J. Saul Joubert said he enjoyed the class because it gave him the opportunity to display his artistic and creative side. “It challenged us to use three materials in one.”

Professor Dianne Pappas centered the course on the materials plaster, wood and metal. These materials could be mixed for some of the projects and limited for others.

The diverse sculptures at the fair featured three themes: multiples, legacy and failure.

Another member of the class, Natasha Sorenson, displayed her “legacy” sculpture that took quite a bit of time to create. She made a large turtle out of plaster, crafting the shell out of wooden shingles that were cut and pieced together.

“The first project was really hard because we couldn’t use glue,” Sorenson said.

The concept of the projects and the nature of the materials was a challenge for the students. This struggle forced the students to really think and make choices that would further their creativity.

This is the first semester this course was offered at NECC. Sculpture I is a second level course in three-dimensional foundations also taught by Pappas.

Arts and Entertainment

NECC Jazz/Rock Ensemble performs

 

Five music students make up the NECC Jazz/Rock Ensemble. Directed by music professor Mike Lecuyer, the Ensemble performed a concert on Thursday, Dec. 10 in the auditorium of the Hartleb Technology Center.

“This is the best group I’ve ever worked with,” said Lecuyer to the two dozen or so audience members. “I’ve never seen a group work harder and practice more and really embrace the spirit that is jazz music.”

Self-taught musician Ab Torres has been playing the piano since 2011. He favored classical music for most of that time, but is glad that he was invited into the jazz ensemble by the other musicians. He plays both the piano and the keyboards with the band and has really embraced the experience.

The group played nine jazz standards and the concert lasted about an hour. The group’s final song of the evening was “The Christmas Song” by Bob Wells and Mel Torme, arranged by Torres himself for the occasion, which the audience thoroughly enjoyed.

Sean Lavigne is a music major who has been playing the electric guitar for about seven years, but he got his start playing the baritone horn in his high school’s marching band. “It’s kind of like a mix between a trumpet and a tuba,” said Lavigne.

Drummer and percussionist Dominic Marraffa said that he always had a drum kit since he was a kid, but lacked the motivation to really learn how to play at first. After a life changing event, he decided it was time to make some goals and started taking lessons about a year ago.

“I knew I needed goals and something to drive towards so I started taking lessons and it changed my life entirely,” Marraffa said. “I practice for hours every day.” Unfortunately, he admits, he had to rent a storage unit to practice in.

“This is my first semester actually taking lessons,” said bass guitarist Richard Wildes, despite his experience playing the bass and electric guitar and dabbling with other instruments for about five years. He thinks the music department is really good and is surprised by how much he is getting out of it.

“Especially when you get to play with a bunch of nice young lads like these,” he joked.

The second drummer/percussionist in the group is Micah Puello, who said that he’s dabbled with drums, guitar and the piano but was mostly self-taught until coming to NECC.

“I’ve been playing with these guys and I’ve learned a substantial amount more,” he said, “and I’ve been turned on to the genre of jazz, which I’m really happy about, because it’s some great music.”

Lavigne said that his favorite part about being in the music department is meeting great musicians. “I’m in a band now with these guys, and that would have never happened if it wasn’t for this jazz ensemble.”

“One of the best ways to learn, I’ve found, is to surround yourself with people that are better than you. So I’ve accomplished that,” Wildes laughed, “and it has helped me significantly.”

News

Open forum allows for conversation

 

About 50 students, faculty and staff attended the “Academy Meet and Greet” on Dec. 2 in the Hartleb Technology Center. The event was held in response to questions and concerns raised regarding the appropriateness of the training activities recently taking place on campus, especially since the addition of the Essex County Sheriff’s Department. A casual lunch of pizza and bottled water from 11:30 – noon gave attendees a chance to meet and interact with each other outside of the usual structured setting.

After a brief introduction by NECC President Lane Glenn, a speech was given by NECC Police Academy Director Tommy Fleming, followed by a speech from Mike McAuliffe, the director of the Essex County Sheriff’s Department Academy. A current student officer and a recent graduate of the Academy, Claudia Maldonado, also spoke about her experiences.

“I couldn’t be more blessed,” she said about her time in training.

At the conclusion of the speeches, the audience asked several questions that covered a range of topics from racial tolerance and affirmative action to the role that the academies would play in the event of a campus emergency to specific questions regarding the curriculum and exam process.

With regards to student and faculty concerns about the Academy causing possible disruptions on the campus, Glenn said that prior incidents, such as the “finger gun” drill on the C lobby stairwell, were a learning experience and part of the adjustment period.

“Those things won’t happen again,” he said.

The academy directors concluded by declaring their commitment to transparency. Interested students are invited to sit in on classes or discuss the curriculum with the directors and McAuliffe expressed his willingness to arrange a tour of the Middleton jail for anyone who would like to go and even offered to arrange transportation.

Glenn’s speech centered around the logic of using community college campuses for the training of police officers. He said that he was contacted by the Methuen chief of police regarding the lack of space available in which to train police officers in Massachusetts, and a plan was created to bring in the first class of student officers last year. This relationship opened the door for another agreement to be reached with the Essex County Sheriff’s Department this semester.

Post 9/11, said Glenn, the increase in desired security led to the addition of many more options in the field of criminal justice which Glenn would like to see offered at NECC. Currently, in Massachusetts, police officers are not required to have a college degree. The requirements include a high school diploma, academy training and sometimes a civil service exam.

But according to Glenn, student officers who have access to higher education are more likely to take advantage of it which would, by definition, lead to better trained officers in the field. Glenn discussed a proposal for a future plan that involves building a 100,000 square foot structure in Lawrence to house future classes of the NECC Training Academies and public safety training. The building would be shared with the Lawrence Police Department, but the project needs $70 million project in funding and is in the early stages of planning.

Students and faculty expressed varied reactions to the Meet and Greet. Some felt that the school had addressed most of their concerns, while others still felt that there were questions left unanswered.

“I think, in general, I feel a little better about it,” said student Katie Formosi. “From a club president point of view, I wish they’d given a heads up about taking over Lecture Hall A. On the other hand, they did say they were learning from complaints.”