Think You Got SOUL?

AUDITION

For

ESSENCE OF SOUL

Swarthmore’s sole soul a cappella group

Friday JAN 23rd, Saturday JAN 24th and Sunday JAN 25th

Check the a cappella board in Parrish. SCHEDULE YOUR AUDITION TODAY!

QUESTIONS? Email Sunny Cowell at scowell1

Trash 2 Treasure is looking for new leadership!

The Trash 2 Treasure Sale occurs at the end of the school year, and features items that students leave behind on move out day. Last year we filled the entire field house with futons, fridges, clothing, shoes, bedding, electronics, toys, and furniture AND raised nearly $15,000 for charity! To learn more, go to http://www.swarthmore.edu/x12476.xml

This is an excellent opportunity to become a real leader, while reducing the college’s waste, raising money for local charities, and having fun with your fellow swatties post-finals.

If you are interested, email Juliana (jmacri1) or Marina (misakow1) and attend our information session at 9 PM on Wednesday, January 21 in Kohlberg Coffee Bar. Thanks!

-T2T

Welcome back to (snowy) campus!

If you haven’t heard yet, the Alumni Office is sponsoring a contest for artwork that will be used as a gift for recognition of service to parting members of the Alumni Council. The winner will receive a $40 Visa gift card

For more details visit: http://www.swarthmore.edu/alumni/artcontest.

If you have any questions, please contact Matthew Armstead ’08 at marmste1 or swing by the Alumni Office in Sproul.

It’s not too late to sign up for a Spring PE class. Stop by or drop me an email to inquire about class availability.

We’re offering a new class this quarter, and spots are still available:

Fun Fitness
Spring I
M/W
11:30AM – 12:45PM
Instructor: Jessica Quinn, Athletic Trainer

Course Description:
This course is designed for all fitness levels to encourage an efficient full body workout in a fun, social, non-intimidating environment. A typical class consists of strength, cardio and balance training.

Marian

LISTEN NOW at www.WARNEWSRADIO.org
————————————————————————
This week on War News Radio, we take take a closer look at what it means to be young in Iraq and Afghanistan today.

First, we learn about Scholastic International’s initiative to deliver American children’s books to Iraqi libraries. Anna Shechtman ‘12 reports.

Then, we check in with a program that brings wounded Iraqi children to the United States for medical care. Peter Holm ‘07 reports.

We also hear two Afghan teenagers describe their experiences growing up under the Taliban and the new challenges they face as college students in America. Jess Engebretson ‘09 reports.

Plus, we look into the status of schools in Afghanistan through the eyes of an American elementary school teacher working there. Cyrus Stoller ‘10 reports.

Finally, we hear from an Iraqi cartoonist who educates children about the dangers of living in a war zone. Ben Mendolson ‘08 reports.

These stories this week from War News Radio.

Do you have a project for which you would like summer grant money?

Grants from a variety of college-administered sources are available to support research by students in each of the three divisions during the summer. All continuing students are eligible to apply for summer research support; however priority is generally given to students who are currently completing their junior year. Graduating seniors are not eligible.

For additional information and guidelines:
http://www.swarthmore.edu/x9579.xml.

Any questions, please contact Rose Maio (rmaio1 or x8106).

Dear Friends,

We are glad to share with you the following information on a student run course for Spring ‘09. No pre-requisites. Any questions about course content and procedures should go to the course’s teacher, Crystal Richardson ‘09. For enrollment, please be in touch with the under signed, and/or come to the first class meeting and the minimum paper work can be attended to then. Syllabus for the course can be obtained upon request from the undersigned.

SOAN 002 SR
> NATIVE CALIFORNIA, THE WIND IN A JAR
> Fridays 2–5
> Kohlberg 230
>
> Teacher: Crystal Richardson ‘09
> Spnsoring Faculty Members: Ted Fernald(Linguistics)and Steve Piker(Soc/Anthro)
>
> This seminar focuses on the historical evolution of the Native Californian experience, emphasizing the Native’s Perspective. We will study the beginning of time according to the Northwestern tribes, and then address religious practices, culture, and material culture. What we learn about California California Indigenous life ways and world view will be what is used to contextualize and interpret the impact of contact with whites, first settlers, first massacres, and second sovergeignty. The last section of the course will focus on contemporary Native Californian culture. This study will include the state of one Nation under the thumb of another Nation, and how that has led to the development of Post-post=modern American Indian Activists and Activism throughout California Indian Country today.
>
>
> Class Expectations:
>
> Three basic time periods will be covered: Native California pre-contact; California Indians post-contact; and Post-post-modern Indigenous life, life ways, and the current era of activism. The class will involve one three hour session per week, and will require all class members to attend relevant activities on campus. Meaningful discussion shall be heldto determine if the state of Indigenous/Ameircan relations are beneficial or destructive to either party, and members of the class will be expected to think long and hard about how things should/could/would change in the future.
>
>
> Crystal Richardson shares with us something about herself and her people…...
> I have devoted the last four years of my life to weaving baskets, creating regalia, partaking in ceremonies, and pursuing higher proficiency in Karuk (my native tongue). Linguists and anthropologist call this field work, my people call it the war against evil. It is not a way of life I chose, according to my religion to be born Karuk is to volunteer to remake the world the way our people have been volunteering since the time of the spirit beings (pa ikxarêeya).
> Karuk is an endangered California Indigenous language, said to be a relation of the Hokan linguistic family tree, but even within that context Karuk is considered an isolate. Originally a non-written language, everything was passed down from generation-to generation within the context of life/religion, and a strong oral tradition. The natural and proud way of doing things for my people was disrupted around 1852 during the gold rush where 9 out of every 10 natives on the rivers were hunted down by militia men and murdered. Many of these natives were already trilingual because of the close -proximity to neighboring tribes behind the redwood curtain, so intermarriage with other indigenous groups, as well as non-natives fractionalized what was left of the previously Karuk speaking communities right down to immediate family circles. Such intermarriages were unlike previous intertribal relationships because of a focus on self-preservation, as opposed to self-identity (which would have naturally been passed down to ones children under different circumstances, but unfortunately was not possible during these tumultuous times).
> Not long afterwards came the missionaries, school marms, such as Swarthmore’s own Mabel Reed, and later the mandatory boarding schools aimed directly or indirectly at assimilating what remained of the Northern Californian Indians into “mainstream society.”
> So the generation of my grandmother grew up speaking English, and the pool of Karuk speakers dwindled down to 200 first language speakers in the 1970’s. Fortunately linguistic work with my people had already begun. John Peabody Harrington stayed with the Upriver People(Karuks), during the earlier 1900’s and documented much of what he learned (a small portion of which he published in order to appease his funders at the Smithsonian). In addition to his time on the rivers, Mr. Harrington also took Karuk elder and medicine woman, Phoebe Maddox, to Washington D.C. for several months until (like all Karuks gone out in the world), Phoebe proclaimed, “I think- it’s been long enough. Phoebe will go to the rivers now. It’s time, or my peach trees will be missing me.”
> In the early 1950’s, a young Berkley’s linguist and old friend of the family, William Bright, decided to create his doctoral thesis around the Karuk language. Harrington offered him fifty American dollars not to — so he went right ahead and did it anyway. Mr. Bright studied with, among others, the parents and grandparents of my current Karuk native speaker, teacher & friend, Mr. Leland Donahue (aka. Junie [June—bug for short]). I met Junie through my paternal Aunt, Nancy Richardson Steel. Nancy has been a language activist for the past 25 years and wrote “Now you’re speaking Karuk, the first practical chitchat-oriented book created around a native language (a pocket dictionary with current as well as cultural relevancy). Nancy also co-wrote How to keep Your Language Alive” with world renowned linguist, Leanne Hinton. Many of the teachings from this book come from the founding of a new school of teaching endangered languages, the master/apprentice model. Junie was Nancy’s Karuk language master, and as she has since become a fluent second language speaker and spends much of her time traveling around the world to speak on behalf of the ACILS program, I have inherited much of the field work left to do at home.
> About three years ago, ACILS granted Junie and I funding to create another Karuk master apprentice team. Since then I’ve also taken on a second master, Karuk as a second language speaker, elder and scholar Mr. Julian Lang (author of Arrãra Pikvas: The Peoples Stories) who is a student of his grandmother and the Berkley archives. Currently there is no one who understands Karuk grammar or how to teach it in quite the same way.
> So (as previously mentioned), for the past four years I have been working on improving my own language proficiency with the hope that someday I may teach it to those future Karuk children of the community who will need language, like myself. I have helped to add a number of words to the new edition of the Karuk dictionary by Bill Bright and Susan Ghere which came out January first. I have found there are many inside jokes and phrases that have not yet been recorded due to a lack of asking the right questions, certain social dynamics, or simple cultural competency on behalf of even native linguists. It is my greatest hope that I will someday help to bridge that gap
> Because of previous accomplishment, the Advocates for California Indigenous Language Survival gave me an equipment grant two summers ago, at which point I took a year off from school in order to continue my work. Upon my return to the rivers in mid-May after my freshman year, I began doing more extensive “field work,” gathering recordings and creating curriculum with this equipment. I have since created elaborate grammar & everyday speech lessons with my younger master, Mr. Julian Lang. We plan to have a fully functional individual web site up and running by the end of the year. Funding for a community class which will be based on the curriculum developed by Lang and myself has recently become available, and the class is scheduled to begin Spring of ‘07. Another thing I’ve been working on has to do with the transferring of previously written/recorded field work from analogue to digital mediums. In the past I did what was necessary in order to safeguard my own cultural and linguistic identity; it is my hope that the materials I’ve helped to create will ensure future Karuks the option of embracing or denying their tribal identities as they see fit.
> Over the past few years I have spoken on language panels at big university conferences, and I will continue to do so. It’s gotten through the native grape vine that I’ve even inspired a few new local conferences, which have worked to bring our Northern California language restoration communities together. Although our talks are different, our goals remain the same: we’re all just working to try and thrive again. Our elders are hanging on, and hanging on. The least us young folk can do is give them a reason to keep on hanging on. Our successes are their pride, and their hope. In addition to local work, I’ve also become a trainer for the Master/Apprentice model of teaching language. I’ve worked with tribes in the United States and Canada on the development of their own programs. We are the people with the audacity not to assimilate. We are equipped with cultures that push us from the past into the future, but at the same time our cultures will never allow us to partake wholly in “mainstream society.” It is a strange road that we walk.
> I was at a training session in Fresno in November without either of my masters but with Vina Pepper-Smith (another Native speaker). She is a friend of my late Grandmother. I’m a friend of her grandkids. We get along swell. For the first time we got along in Karuk. Everything from breakfast small talk, common memories to tribal politics, gossip, new songs and boy troubles. Leanne Hinton conducted my ACILS “growth in language assessment” and, after video taping our conversation for 30 minutes of straight Karuk, she stated with confidence that (a) we were done, and (b) I will someday make one heck of a master speaker.
> I took a year off to work on my Karuk fluency; I’m still working and working hard. Ultimately my calling is to become a medicine woman. What does this have to do with digital language documentation or with Swarthmore? Nothing, and everything. You see, I have been raised to take the scenic route because life is too short not to. I enjoy work and I enjoy the work I’m doing, whatever that may be at the time. Being a jack of all trades, I hope to someday be a master of some. I also happen to be an artist and a film maker. I’ve currently saved my earnings from language work in order to purchase a digital camcorder for language documentation as well as animation purposes (mixing what I love, and what I love). I’ve left my equipment at home with various natives throughout California in order to continue with their cultural revitalization work while I am away because that is how indian community works. We now have all the tools to gather professional quality sound, as well as editing software, and all the training to be able to animate stories in language for tribal schools & purposes. In fact using a borrowed camera without the proper settings, Julian and I already created a Karuk language cartoon meant for the Tribal Preschool where it has since been put to good use. This was before we started working together in a master/apprentice capacity, and before my time at Swat. It was amazing and amazingly helpful towards sparking seeds of interest in a lot of Upriver babies. This is a piece of my history.

Spots still open for hosting Parlor Parties this spring. Students can host on their own or as part of an organization. Contact kwilcox1 for more information.

Lost green wallet with cat-like appendages. If found, please contact me immediately (8189836322 or skim19@swarthmore.edu).

Contact: Simon Nin Zhu (sbc@swarthmore.edu)

Pay:$8.50

Hours: 4 per week

When: Spring Semeter

Where: Clothier 213

~4 hours/week, one semester term, three positions available

Assistant Managers aid in the administration and regulation of the SAA by attending SBC office hours, filing, recording, and helping people access funds that have been allocated. Job provides excellent training in office management and experience. Will also oversee SBC development projects at the direction of the Manager, including working with various campus groups and administrators. Potential for advancement to Manager. No prior experience necessary. Underclasspersons are encouraged to apply.

To apply, please reply to this email with a short resume and description of why you are interested in the position. Applications are due November 29th by 9:00pm. For more information about the position, please contact our current Assistant Managers, Adriana Popa, Tuan Dung Mai, Haichao Wu, or myself Simon Nin Zhu (sbc@swarthmore.edu).

Contact: Ali Placido (aplacid1@swarthmore.edu)

Penn Medicine needs a Dutch speaker for a patient who is hospitalized. Email me to discuss further details.

Contact: joyce tompkins (jtompki1@swarthmore.edu)

Pay:$8.60

Hours: vary

When: begin Jan '10

Where: campus

Applications are invited for the position of Interfaith intern for spring/fall semesters 2010. the interfaith interns:
* work together to initiate interfaith programs;
*plan and implement Religion and Spirituality on Campus Week (first week of Feburary);
*plan and implement the spring interfaith dinner;
*build communication between different student religious and spiritual groups on campus;
*help to raise the profile of religious life on campus through activities, publicity, web site updates;
*meet regularly with Joyce Tompkins, Interfaith Coordinator;
*other activities according to the interests of the particular interns.

To apply for one of these positions, please write a one-page essay outlining the reasons for your interest, your experience with religious/spiritual/interfaith life at Swarthmore, and ideas you might have for improving programs and communication between groups.

Applications should be sent to Joyce Tompkins at jtompki1 by December 5.

Contact: Caroline (caroline.sacko@gmail.com)

Pay:$150/week ($50/day)

Hours: 3:30pm-6:30pm

When: Monday, Tueday, Thursday

Where: Park Stree

I am currently a nanny for a family in the ville (on Park Street 5 minutes from the train station). I am looking for someone to take over Monday, Tuesday and Thursday (Tuesday and Thursday are negotiable). In a normal day you pick the kids up from the bus stop, make an after school snack, put in a load of laundry, prepare dinner and help with homework. No car necessary.

Contact: Julie Warech (jwarech1@swarthmore.edu)

I am looking for someone interested in giving guitar lessons (probably once a week). Someone who is a good teacher, preferably someone who can teach chord theory. Pay can be worked out. Contact me by email if interested.