Los Angeles Collegian

The student voice of Los Angeles City College since 1929Wednesday April 17, 2013 Volume 169 Number

CollegianLos Angeles

By Marsha Perry

Students are upset that the availability of African American Studies courses and class of-ferings at City College has decreased this spring. While cutbacks at City College do not follow any trend within the district, the online schedule of classes for Valley College, Los Angeles Mission, East Los Angeles College, Los Angeles Harbor, Southwest and Trade Tech all show the same level of offerings in African American studies as those of last spring.

While many LACC students enroll in Afri-can American Studies through the Social Scienc-es Department to earn a certi� cate, other LACC students say that they enroll to learn about the impact and contributions of African Americans to U.S. history.

African American Studies has been a staple of the LACC curriculum since the fall of 1969, according to a source in the admissions of� ce. While other courses within the Social Sciences department at LACC are available to students, the class schedule archives show African Ameri-can Studies class offerings are on the decline.

Psychology major, Christopher Martinez has taken two African American courses to get a bet-

ter understanding about African Americans who made signi� cant contributions in U.S history.

“I took both African American 4 and 7 class-es … to know the real history not what is told [because] some information is left out,” Martinez said. “I feel very disappointed when I heard that the [classes were] being cut, because I took great information that I was never told about African Americans in other history [classes]. I hope that the class will be put back the following semes-ters.”

Several faculty members voiced their con-cerns to the Collegian about recent cuts to their disciplines within the Social Sciences department this semester and the effects that the cuts will have upon the students’ educational and career goals.

Professor Henry Ealy, has taught at City since 1972 and became an adjunct professor af-ter retirement in 2004. Ealy calls the cuts to the African American studies unfair and says that the courses are essential for students who want to pursue the course to earn a certi� cate. Ealy also added that Social Science Department Chair, Wendel Eckford Ph.D., did not give an explana-tion or proper noti� cation of the class cuts be-forehand.

NEWS BRIEFS

Collegian Sponsors Poetry Contest

Students wishing to have their poems published in the campus magazine can send in their work on or before midnight April 20, 2013 at the Chemistry Building, Room 207. The poem must be unpublished and original and touch on the topic of “inspiration.”

The top � ve picks will be published and a � rst place winner will be announced. The � rst place winner will receive dinner and movie tickets for two.

For more information, email [email protected]

UCLA Arranges Transfer Conference

The Student Transfer Outreach & Mentorship Program (STOMP) at UCLA is conducting a conference for students interested in pursuing a higher education at the UC system. Topics will include strategies and resources for a successful transfer.

The conference will be held on April 26 at the Ackerman Grand Ballroom from 8:30 a.m. to 4 p.m.

RSVP online at www.admissions.ucla.edu/stomp/

Scholarship Workshop at Student Union

A scholarship workshop will be held on Thursday April 25,at 10:50 a.m. on the second � oor conference room in the Student Union Building. Students will learn about where to � nd scholarships, how to request letters of recommendation and more!

RSVP no later than April 23rd at 323.953.4000 ext 1253 or email [email protected]

Former Professor becomes Assembly Member

Shirley Nash Weber, a former professor at City College became a Member of the California State Assembly on Dec. 8, 2012 in a ceremony held in San Diego. Weber was elected on Nov. 2012 to represent California’s 79th Assembly District. She is the � rst African American to be elected to be elected to of� ce south of Los Angeles.

Compiled by Diana Nakayenga

Placard Abuse Rates Drop at City in the Wake of Stings

By Matthew Mullins

For the past few years, some students have been using the me-tered parking as their own per-sonal reserved parking, free of tickets and free of charge, but the Department of Transporta-tion (DOT) has gone to great lengths to cut down on the prob-lem. DOT has continued random sting operations as recently as Monday, April 8.

“They [DOT] called to let us know they were here last Monday for a sting. They are de� nitely helping with the problem,” Cadet Flores said.

Using data collected over the past year, the amount of disabled placards sightings has decreased from 45 to around 12 daily. This opens up more of the 55 spaces around City College for legally parked vehicles and truly dis-abled drivers. Legislative changes and a new system are needed to curb the misuse completely.

Donald Shoup is the Distin-guished Professor of Urban Plan-ning at UCLA, he is also Chair of the Department of Urban Plan-ning and Director of the Institute of Transportation Studies. Shoup is considered the authority on all parking issues and offers several ideas to city planners to help stop many types of parking problems.

Shoup’s article, “Ending the Abuse of Disabled Placards,” explains the problem and how it affects city revenue. He writes, “A research team from UCLA ob-served a block with 14 parking meters for a full day, and most of the curb spaces were occupied most of the time by cars with disabled placards. For � ve hours of the day, cars with placards oc-cupied all 14 spaces. The meter rate was $4 an hour, but the me-ters earned an average of only 32 cents an hour. Cars parked free with placards consumed $477 worth of meter time during the day, or 81 percent of the poten-

tial meter revenue on this block.”That data only applies to one

block in Los Angeles.Shoup also looked at ways

that placard abuse was solved in other states. In Virginia, cities like Arlington and Alexandria at-tached “All May Park, All Must Pay” signs to many of their park-ing meters and also added speci� c meters for disabled drivers in eas-ily accessible spaces. There are no price cuts at all. This removes the problem entirely and creates an evenhanded policy that generates far more revenue for the cities.

Shoup goes on to say that the system is � awed and not helpful to handicapped drivers at all.

“Spending the full subsidy to provide paratransit services or taxi vouchers for everyone with disabilities seems much fairer than wasting 90 percent of it to provide free parking for able-bodied placard abusers,” Shoup said.

Some states have � gured out other systems to help prevent placard abuse. Michigan adopted a two-tier system in which driv-ers with severe disabilities are al-lowed to park free at the meters, but parking fees are not waived if your condition is temporary or not debilitating. Census details from Michigan show the DMV had issued 500,000 disabled plac-ards before the new system was in place, allowing all disabled drivers to park for free. After the new system was introduced only 10,000 drivers applied for the placards allowing free parking at meters.

According to the DMV, up to 40 percent of disabled plac-ards are fraudulent in any area under investigation in Los Ange-les. DOT will continue to enforce the metered parking around City College and random sting opera-tions will be set up for an unde-termined amount of time – until a new system or legislative chang-es take place.

After months of intense investigation and sting operations, the Department of Transportation has successfully reduced the amount of misused disabled parking placards in the metered parking around City College, but what can help curb the problem completely?

Concerned LACC students and faculty members say that classes inAfrican-American studies are being cut for no reason in spite of student demand.

AFRICAN AMERICAN

STUDIESFade to Black?

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Opinion & EditorialCampus Life

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See African American Studies Page 6

Man Exposes Himself in Campus Parking LotBy Regine Simmonds

A man allegedly exposed himself to a student at campus Parking Lot One last Monday at 4:11 p.m.

The student in question was resting in her car after class waiting for traf� c to slow down before driving home, when she noticed a male with a black and red Nike shirt and tattooed arms walking near her car.

“I thought maybe he was just resting or some-thing. I thought that it was a normal pedestrian passing by,” she said.

A few moments later, when she looked over to check her surroundings, she saw that the man was still there and was now looking at her while aroused. She says he then exposed himself to her.

“He signaled with his hands to call for my at-

tention. This happened repeatedly. It was [the] third time in which he told me ‘I want to talk to you,’ while trying to open my door … he was showing me that he was aroused,” she said.

At that point she picked up her smartphone to record him in what she says was an attempt to scare him away.

In the video, the man is seen posing and display-ing his covered erection. She says he tried to open the door to her car.

“I wasn’t afraid of him,” she said. “If he came any closer to me, something would have happened to him.”

After the man tried opening her car door, she stopped recording.

See Man Exposes Page 6

Scan with your smartphone to watch a broadcast piece on the Theatre Bootcamp over spring break.

STUDENTS ASK, Theatre Academy Responds: ‘A Raisin in the Sun’ Arrives

Photo by Jorge Ponce-Illustration by Beatrice Alcala/Collegian

Photo by Giles Spencer/Collegian

Suspect caught on camera after allegedly exposing himself to a student in campus Parking Lot One last Monday at 4:11 p.m.

Opinion & EditorialWednesday April 17, 2013 Los Angeles | COLLEGIAN

Have an Opinion?Write a Letter to the EditorCONTACT [email protected] may be edited for brevity.(323) 953-4000, ext. 2831

Collegian

Collegian

Los Angeles

2EDITORIAL

Editor-in-ChiefRichard Martinez

Managing EditorMatthew Mullins

Production ManagerByron Umana Bermudez

Opinion/Editorials Rocio Flores Huaringa

Diana Nakayenga

Arts & EntertainmentJonathan Filipko

Regine Simmonds

Sports Yolany Guzman

Photo Editor Kat Ayala

Graphics Designer Beatrice Alcala

Rocio Flores Huaringa

IllustratorsJose Tobar

Juliius RochesDavid Stamp

PhotographersGiles Spencer George Ponce Abel Zarate Jr.

Inae Bloom

Reporters Matthew Mullins

Hoon KimJake Carlisi

Amanda ScurlockDavid Stamp

Olga TatarenkovaSvetlana Yurash

Eric CisnerosSarah Weiss

Josefina NunezDavid StampJessa Puch

Clinton Cameron

MultimediaDavid Martin

Advertising StaffJosue Hernandez

Beatrice AlcalaDavid Martin

Newsroom AssistantMarsha Perry

AdviserRhonda Guess

Deadline ScheduleNEXT ISSUE:May 1, 2013

Editorial deadline:April 28, 2013

For all submissions includingletters to the editor and publicity

releases send materials to Collegian office:Chemistry 207

[email protected]

For all insertion orders and advertising questions.

Email: [email protected]

The college newspaper is published as a learning experi-ence, offered under the college

journalism instructional program. The editorial and advertising materials published herein,

including any opinions expressed, are the responsibility of the student

newspaper staff.

Under appropriate state and federal court decisions, these materials are free from prior restraint by virtue of the First

Amendment to the United States Constitution.

Accordingly, materials published herein, including any opinions

expressed, should not be interpreted as the position of the Los Angeles Community College

District,Los Angeles City College, or any

officer or employee thereof.

Collegian © 2013. No materialmay be reprinted without the

express written permission of the Collegian.

During the spring break, mid-dle school students had the oppor-tunity to “attend classes” at LACC. These students benefitted from the facilities and faculty that we enjoy each week here at City College.

Students at LACC also took part in the education of these vis-iting scholars, showing them how to operate cameras and computer software. The appearance of middle school kids on our campus begs the question, ‘Would we benefit from greater integration across grade levels in LACC classrooms?’

A system, which allowed for pre-enrollment for younger stu-dents interested in subjects here at LACC, could open the door to fresh viewpoints and unique opportuni-ties for both college-age students and grade school students. This sort of integrated classroom would give our college-age students a chance to learn and gain mentoring experi-ence at the same time.

We could have an acad-emy where older students mentor younger students and younger stu-dents provide imaginative takes on different subjects. Youngsters many times come to the table with a fresh intelligence that unfortunately is often hammered out of them by the time they reach the academic free-dom of college.

The creativity of grade-school students can be culled by what is known as ‘teaching to the test,’ a practice in which teachers over-em-phasize preparation for standard-ized testing, because the amount of federal and state funding that schools receive is based on these standardized test scores.

Coming to a rich academic en-vironment like the LACC campus as a young child, can have a signifi-cant impact on scholarly develop-ment.

“When I was 11 years old,

my mom, who at the time came to LACC to earn her A.A. degree, en-rolled me in the community servic-es programs,” said Byron Umana, a Collegian staff member at LACC. “I took several classes such as art, English, soccer and tennis. Not only did these classes give me the best memories as a child, they also helped me develop my social and educational skills. If anything, the reason why I come to City is be-cause I attended those classes. City is my home.”

This early exposure to a col-lege campus can encourage young students to think of practical appli-cations for the things they are being taught.

Sure, some younger students can be immature, disruptive and hard-headed, but, so can many stu-dents of college age. The thought is, if a grade-level student is volun-tarily enrolling for college classes, they have the thirst for knowledge required to be attentive, responsive and respectful in the classroom.

Realistically, we don’t current-ly have enough resources to accom-modate the college-age students already enrolled. But, ideally, if individuals and the government that represents them were excited to experiment with and invest more in our education systems, this could be a dynamic model for learning.

Currently, only around 2 per-cent of the federal budget goes to education, and experimental ap-proaches to teaching are typically viewed with a certain amount of anxiety and trepidation.

The future however has end-less avenues and opportunities for change. Hopefully conversations will be held on this and other mod-els, which seek to shift and improve the way we approach challenges such as childhood education and collegiate academics.

LACC Opens Classrooms to Future

By Michelle Berry

I was always certain I would graduate high school. Yet, by defi-nition, I am a high school dropout.

My goal has always been to be a journalist, specializing in music writing. I assumed a high school diploma was necessary for a ca-reer with such an academic foun-dation. As adolescents we are told that high school is one of the most important times for our education. Yet, it was my high school princi-pal who was determined to change this opinion.

Two weeks shy of my 18th birthday, I went to London for a one-month vacation, with a quiet dream of landing a journalism in-ternship while there. At the time, I was attending an online high school. I worked day in and day out to stay ahead, but found the prospect of exploring the streets of London all too tantalizing. I was still a year and a half shy of gradu-ating. I found myself torn between chasing my journalism aspirations and completing my high school education.

I sought out the advice of my

high school principal. Being an on-line high school, students had little one on one interaction with faculty. I had never spoken to my principal and cannot even recall her name. Still, when I emailed her about my dilemma, she immediately pro-vided me with her personal phone number.

We spoke at length about my education and the joys of being in London. She let me know that since I had just turned eighteen, it was no longer necessary to attend high school.

“No one will ever judge you based on your lowest form of ed-ucation, only your highest,” she said. “Drop out, enjoy London, and go to community college when you return to America.”

I asked many questions, but she quickly had me convinced. “Go to the Tate Museum, drink shandies, walk along the Thames,” she said excitedly. “This is a once in a lifetime opportunity. Do ev-erything.”

It was not long before I for-mally dropped out. My pursuit of an internship immediately began and I was quickly successful. I se-cured a one-week internship with a music magazine specializing in music of the 1960s and the 1970s, deemed “the best selling music magazine in the world.”

This serendipitous opportu-nity led me to extend my trip with an open-ended ticket. What was in-

tended to be a one-week internship became a year of employment.

I interviewed artists I had long admired, I heard mesmerizing al-bums months before they were released, and I gained invaluable experience. My colleagues were much older and I shared an office with just one other woman. They were outspoken, equipped with experience, and brimming with stories. I gleamed all that I could from them.

I came and went from Lon-don, with my visas only permitted me to stay six months at a time. I returned to America and later spent a few months in Paris working as an au pair. Still I found myself returning to London constantly, if only for a weekend. I would always return the office I had for-merly called my workplace. I was always greeted warmly and given something to do. Yet after a year of jaunting between Los Angeles, London, Paris, and various other cities in Europe, I couldn’t shake the advice my principal had given me.

She certainly had encouraged me to enjoy London but attending community college was an integral part of her advice. I was appre-hensive of what I saw as settling down. I had come to find Los An-geles boring and couldn’t see my-self staying long enough to finish a semester. I took assessment tests and the results were encouraging,

but I wasn’t yet convinced.I attempted to register for

classes, yet each class was full. I was discouraged and yearned for another trip to London. I finally gathered my resources and re-turned once more. I worked for the magazine by day and took care of children by night to get by finan-cially. The family I was caring for invited me to vacation with them in their home country of Austria. Upon returning to London, my worst fear was realized.

United Kingdom Border Con-trol is famously difficult, this I knew. I had been extensively inter-rogated each time I passed through their borders. Upon returning from Austria, I faced the usual twenty questions. Yet this time my answers did not suffice. They detained me and after an intense interview process, I was “refused and removed”. I was sent to Linz, far from the south Austrian city of Klagenfurt I had flown from. From Linz I took a train to Munich, spending my first and only night in Germany. The following day I re-turned to Los Angeles and believed for the first time I was meant to go back to school.

I faced similar problems when attempting to register for the fall semester, but have finally found success this spring at L.A. City College. It seems like a long time since I’ve been in school, so I am admittedly a bit daunted. More

so, I feel courageous and accom-plished to keep the promise I made my high school principal over two years ago: I have returned to com-plete my education.

I am grateful to my princi-pal for encouraging me to fulfill my dreams and chase adventure. I experienced so many things in London and beyond, that I could have never even entertained. Her encouragement led me to be a pub-lished writer before I was even a high school graduate. The adven-tures I faced helped to shape me as a person.

I have encountered naysayers who feel I am taking a step back-ward by returning to school. Why not continue my career as a free-lance writer, they wonder. What I rarely shared with people was that without a high school diploma, I never quite felt my achievements were quite real. I felt I hadn’t re-ally paid my dues completely. My life felt temporary because I didn’t think anyone would take me on as an invaluable staff member with-out a diploma.

I finally feel that my life is not temporary and that I deserve everything I have. I do not need a high school diploma to feel this way or to accomplish the things I have. Being a writer makes me a better student and being a student will make me a better writer. My experiences have taught me that what I really need is an education.

No Diploma, No Problem

Photo by Abel Zarate Jr.Jumping on the stage of life.

Opinion & EditorialLos Angeles | COLLEGIANWednesday

April 17, 2013 3

By Byron Umana Bermudez

I’m not Carrie Bradshaw with sto-ries of Sex in the City. I’m not Elena Gil-bert trying to figure out which vampire to love. Nor am I Anne Frank trying to give myself hope in a time of obscurity. I’m simply a boy trying to live my life among a city of stars.

Los Angeles has been my home since birth. My upbringing and location is stretched out from the beaches of Santa Monica, the rolling hills of San Gabriel, the stars of Hollywood and the attractions of Anaheim.

My family, composed of a single mother and a somewhat absent father, taught me values, struggles and perse-verance. My most profound memory as a child came from one of the few times I shared with my father. I remember de-scribing to my father the idea of becom-ing president, a passion I had for about a week in my youthful life.

The words that came from my fa-ther‘s mouth were like a serpent attacking a mouse, “You will never be President.”

I was merely nine years old and my father had already defined my life. Each and every word that came after felt like a knife stabbing away at my dream. The idea that in my father’s eyes I was an insignificant person followed me in my educational career.

After going from school to school, I finally settled down at St. Vincent de Paul Elementary. Although I was not at the educational level of my peers, I was still able to “catch up” and become an average student.

In the 8th grade, a lot of the students, including me, applied to various private high schools. My ambition called out to me and told me to apply to Loyola High School.

“You’ll never get in” were the words that were embedded in my mind as I asked my English teacher at the time for her opinion. “You’re not smart enough,” she said. Again a person had shattered my dreams. She recommended schools like Salesian and Cantwell where the accep-tance rates were “understanding” of my education level and social standing.

I took her advice and applied to Cantwell and Salesian, but my mother in-spired me to apply to Don Bosco Tech and Cathedral. My mother’s inspiration still couldn’t make me overcome the words of my teacher when looking at the applica-tion for Loyola. I did not apply; it simply would never happen for me.

I was accepted to Don Bosco Tech and even won a small scholarship. In high school, my drive diminished even fur-ther. Through the words of my father and teacher, I felt that my life was meant for mediocrity.

At that point of my life, I thought I

was going to be in the shadows of great-ness. I embraced the idea of being a wall-flower, only to observe others and be a monk. It was easy for me to be invisible.

After speeding two years in high school as a wallflower, my spirit and true nature awakened. In Catholic school, you don’t really grow accustomed to friendly teachers, but Jose Lucero was the first teacher who was loud and friendly. He was an odd person and after a couple of classes, he encouraged me to be a “Big Brother.”

It crossed my mind to join the “Big Brother” program, so I could put it on my college application. I joined. After a couple of meetings, I was able to confess my deepest fear, the fear of being no one of substance.

During my “confessions” I never felt judged, it was as if someone was finally listening. I wasn’t invisible or an insig-nificant person. In a weird and “Dawson Creek” kind of way, I felt valuable. This kindness had awakened a person who ac-tually did reflect the person in the mirror. This was and is the true me.

Years had gone by and after high school I slowly had forgotten this person. Losing myself in the world caused me to become depressed.

“You’re a nobody” is what a “friend” told me, “You’re not someone important or anything like that. You were depressed and I’m not anybody’s cheerleader. As a true friend, I’m honest.” I had only known this friend for a brief period of my life, and yet he defined me by those words.

I went through the statement back and forth. I blamed myself for causing such harsh criticism. Then I thought why would anyone, no matter if in anger, re-sentment or jealousy tell a person they are nothing. Why would a person feel that it was in their birthright to pass judgment on another person?

I soon realized that my identity is that I am the nobody. Every person of importance must have been a nobody at one point in their life. Here at City, people like Morgan Freeman, Albert Hughes, Bernard C. Parks and many more spent their days of being nobodies to become essential in their line of work.

Why does being a nobody have to be a negative thing? Maybe the world needs a nobody to talk for everybody. With the inspiration of my mother and the knowl-edge I gained from my teacher, Father Lu-cero, I soon realized I wasn’t the useless person my dad thought of, the average or mediocre student that my English teacher declared, nor the unimportant human be-ing that my “friend” called me.

No. I’m the nobody that will get an education; who will go on changing and growing; the nobody that will provide the voice for other nobodies. I am the nobody that will be the somebody they used to know.

CHRONICLES OF A

Part One in A Series: AwakeningIllustration by Jose Tobar

NOBODY

Illustration by Julius Roches

By Jake Carlisi

Recently, I came across something interesting scattered among the heap of nonsense that I find most often on the web. It was a picture of a women holding up a piece of paper to her face. On it she had written, “I need feminism because my university teaches ‘How to avoid getting raped’ instead of ‘Don’t rape’ at freshman orientation.” This was obviously part of a larger feminist movement, but it brought me back to the rape seminar that occurred during the freshman year I spent at a four-year university.

It wasn’t so much of a seminar, as it was an odd combination of improvisational comedy and life lessons that resulted in one too many forced laughs. What should have been a five-minute long lecture was instead an hour-long show. It was all covered, from how to avoid rape to how to prevent and define rape.

I say this presentation should have been cut to five minutes not because the subject matter is less important. Certainly the importance of any idea doesn’t corre-late to the time it takes to explain it.

In the case of rape, it is pretty simple. Any act of nonconsensual or forced sex is rape. Rape is a crime. And if you commit rape, you are a criminal who will be se-verely punished.

What else do we need to know? Is it really necessary to act out multiple situ-ations in which rape can occur? Ignoring the odd aura of lightheartedness that en-compassed this whole freshman seminar, there was something off about the whole thing. Maybe it goes back to the idea from the photo; that we are somehow living in a “rape culture” that promotes an acceptance of rape. Maybe it was the fact that the uni-versity felt that they needed an entire hour to discuss in detail these ideas with students

whom they had accepted into their school.I don’t seem to recall the hour that

they dedicated to the avoidance and pre-vention of getting mugged by your fellow classmates.

Rape and the concept of “rape cul-ture” seem to have become more and more prevalent ever since the time of that semi-nar, and they seem to always be linked to students.

It was a concept that was most re-cently brought to the attention of a national audience when two high school football players were accused and ultimately found guilty of raping a drunken 16-year-old girl in Steubenville Ohio.

The acts that these two boys commit-ted were absolutely deplorable, yet I im-plore anyone who is interested to go online and find the video of the Steubenville trial verdict. Watch as Ma’lik Richmond breaks down into tears in the courtroom and try not to feel sympathetic. No matter how de-plorable you feel his actions were, watch-ing 16 year old Richmond fall into another man’s arms is difficult, and not because his punishment was in any way too severe.

In that moment as he started to fall apart, it felt as if you were watching a child who genuinely didn’t understand the se-verity of his actions until it was too late. This is not about defending his actions, but about understanding that an otherwise good kid is capable of horrific crimes that he may have not even perceived to be bad.

When professional football player Mi-chael Vick was found guilty of illegal dog fighting, PETA was as quick as anyone to spew venom in the direction of Vick. No matter how many people disapprove of the extreme and often time absurd actions that PETA takes, a defense of Michael Vick’s actions was almost nonexistent. It is be-cause dog fighting is wrong, we know this and we accept this. However, the same cannot be said about rape.

For whatever reason, rape is not al-ways seen in the same light as other equally egregious acts. Many look for gray areas, or see it as a crime with different levels of consequence. (For what it’s worth, nothing Michael Vick could have done to a dog is as bad as raping a human being.)

Rape cannot be thrown into a slew of feminist gripes that include the pros and cons of shaving one’s legs. Rape cannot be justified based on the outfit and attitude of a victim. Rape simply can’t be viewed as anything other than what it is, which is an intolerable and unjustifiable act of callous-ness.

When extremist groups target an issue, it certainly doesn’t help bring credence to the cause. Usually it has an opposite af-fect. No matter which way you lean politi-cally, or how you feel about the most vocal groups about this issue, it is crucial to un-derstand the severity of this crime.

The feelings of many were made very clear in the wake and aftermath of the Steu-benville trial. There were those looking to defend the boy’s actions, those looking to blame the victim and those looking to un-dermine the entire incident. Even if it was a minority, the amount of men and women who felt this way was alarming.

I don’t know if we are living in a “rape culture.” I do believe that most people un-derstand the severity of rape, but I also be-lieve that there is a staggering minority that does not.

All I know is that a large number of the students attending LACC are prepar-ing to advance into four-year institutions, many of which are female. These girls are going to have to worry about something that shouldn’t be of concern.

No woman should have to worry about being raped at a secluded college party amongst her peers, at least no more than she should have to worry about being stabbed or mugged.

LIVING IN A RAPE CULTURE?

Compiled by Rocio Flores Huaringa and Marsha A. PerryPhotos by Dave Martin

City Views

In the Boston marathon bombing, people reacted by recording the mayhem, instead of running away. Do you think your technological devices are distracting your environmental awareness?

Da-Nitra Ross Business Administration

“I notice people are sitting in hallways looking at their phones or with earplugs in [their ears] blasting to music and they don’t know what is going on around here. I am usually very aware of my surroundings. I occasionally pull out my phone or send a quick text. But in a classroom or as I am walking by, I am usually attentive to everything, not really digging on through it.”

Victoria Chediak - Technical Entertainment

“This is something that somebody else said, ‘I am an app away for never having to call another person.’ That is kind of where we are today. We are losing touch with human inter-action through our phones and our technology. Although I do try to be aware of what is going on around me and not just be on my phone, I believe I am just an app away to never having to contact anybody.”

Valerie Barkhordar - Radiology Technology

“When you are stuck in your technology and you’re not re-ally in tune with what is going around you, you wouldn’t even know a bomb went off or if something happened around you. Especially in the times we are living now, anything can happen anywhere. We have to be vigilant. Everybody has to keep his or her eyes open around packages, and people too.”

Sarah Chatham - Arts and Political Sciences

“I always have my phone out. It is almost like a nervous tick to check my phone even if there is nothing there, just to check it. It is very distracting. If I don’t have it or I forget it some-where, I can’t stop thinking about it. In a situation like the Boston bombing, I would run away. I won’t be trying to dig for my phone; but otherwise if it is just calm like this, I would always be on my phone.”

Campus LifeWednesday April 17, 2013 Los Angeles | COLLEGIAN4

Students fi nd two days of heaven, totally immersed in technical and artistic training at L.A. City College

(CHARACTERS FROM LEFT TO RIGHT) Raymond Romero, “Trinculo.” Nicole Yim, “Antonio.” Mohammed Islam, “Gon-salo.” Ian Pack, “Sebastian.” Marlon Rivera, “Ferdinand.” Hyeonjin Kim, “Harpie.” Hyeonjin Kim, “Ariel.” Carmen Mota, “Miranda.” Younci Sim, Jazmin Rivera, Karla Castillo, (The Sailors.) Younci Sim, Jazmin Rivera, Karla Castillo, (The Faeries.) Mark Mendez, “Prospero.” Jeorzsees Ang, “King Alonso.” Kenneth Matute, “Stephano.” Joshua Valdivieso, “Caliban.” Surmier Cunningham, Valerie Saravia, Carlos Machic (Pirates/musician.) Vilma Campos, “Goddess.” Kiah Jackson, “Goddess.” Celeste Sosa, “Goddess.” Karla Lico, “Goddess.” Eunice Choi, “Goddess.”

(FROM LEFT TO RIGHT)Johanna McKay welcomes students and mentors to the two-day Boot Camp. Natalie Shahinayan, Kathy Escobar and Samantha Ruybal select the cos-tumes for each character. Shadow puppeteers open the fi rst scene of the play.Sharmaine Nunag, Anahi Mendez and Jeizl Jett are the master puppeteers.Johanna Mckay instruct the actors step by step. Harpies attack the nobles.Professor Doug Dutton introduced students to stage sound.Dr. Linda Beal and cinema crew in-struct students on the use of camera equipment.

Campus LifeCampus LifeCampus Life

FACULTY, MENTORS WELCOME SHAKESPEAREBOOT CAMP

By Josefi na Nunez Photos by Luca Loffredo

Energy from a group of middle school students gal-vanized the LACC Camino Theatre during spring break as the curtain rose on Shakespeare’s “The Tempest.” About 50 students from Sal Castro Middle School, Young Oak Kim Academy and New Open World Acad-emy fi led onto campus from Parking Lot 4, talking and laughing, seemingly excited about the two days they would spend at L.A. City College.

The Spring Boot Camp program consisted of in-struction in acting, dancing, the art of lighting, pho-tography, music, art and costume design. The pro-ducer and narrator of the entire production, Johanna McKay, divided the 7th and 8th graders into several groups with the help of LACC faculty, staff and stu-dents mentors.

“The idea is to inspire these kids and expose them to different opportunities in the arts,” McKay said. “There is a group called “Gear Up L.A,” who helps monitor them and get them prepared to go to college. You could have a job in the arts doing what you love and many people don’t even realize that jobs exist in the fi elds that they like. We have divided the kids into different groups and they are working toward this fi nal project of ‘The Tempest.’”

Many critics believe that “The Tempest” is the last play that Shakespeare wrote alone. The middle school students were faithful to Shakespeare’s vision, setting the play on a remote island, where “Prospero,” the rightful Duke of Milan, plots to restore his daugh-ter, Miranda to her place, using illusion and skillful manipulation.

“Prospero” conjures up a storm, the tempest, to lure his brother “Antonio” and the complicit “King Alon-so” of Naples to the island.

“Prospero is powerful and I like that, I like that he has a sword which makes me feel like I am the boss of everything,” said Mark M. who played “Prospero.” “It is so fun, I like acting and spending time with my friends. These two days have been amazing for me.”

Acting was not the only subject that was center stage at Spring Boot Camp; students received instruc-tion from the music, art and dance department.

“Since I was 6 years old I have been dancing,” said Kiah Jackson, an 8th grader who danced in the play. “I was in ballet lessons when I was younger and now I am following my dreams to become a profes-sional dancer.”

Professor Douglas Dutton guided his group as they provided background music for the production, which included drums, tambourine, triangle and harp.

“I have always wanted to play the piano or the gui-

tar,” said Surmier Cunninghan an 8th grader who was in the music group. “I just haven’t been taught profes-sionally, so the fact that I have a mentor for these two days is great. I am enjoying it.”

For one student mentor, music is everything, and she was excited to work with the middle school visi-tors. She and LACC faculty helped the kids refi ne the theatrical score for “The Tempest.”

“I was very young when I became aware that music was everything for me,” said Ramya Mukund, a music major and a mentor for the program. “I lived in India all my life and as part of our culture, you would naturally dance and sing, however, when I came to this country I found myself turning to music as a relief and it became my best friend. These young kids have the same pas-sion I have and as a mentor, it’s my job, not only to show them how to play an instrument but rather fall in love with it.”

Shadow puppeteers opened the one-act, 45-min-ute play that was modifi ed for the young actors. Once on campus, the students designed clouds and bats from cardboard to provide a background for their pro-duction. Painted faces helped set the scene for “god-desses” who graced the stage during the engagement of “Ferdinand” and “Miranda.”

“For me personally, I gotta say face painting is the best group here,” said Youna Sim, a 7th grader who enjoyed her self tremendously as she got her face painted. “My favorite color is blue and black so I am going to get those colors. I am excited to see how it looks.”

The girls were very specifi c on how much color they wanted and which designs they would prefer for their unique faces. As they waited in line they sang, danced and gossiped about everything while getting dolled up by mentor Carmen Macdonald.

“When I got laid off from my teaching job a cou-ple years ago, I was very depressed and dark,” said MacDonald, who has been painting for more than fi ve years. “I did not know what to do, I needed to make ends meet so I turned to painting. It brought out the spirit in me and ever since then, I have done this as a job and as my passion.”

Students described the two days as amusing, in-teresting and fascinating. LACC professors from the Cinema Department, Art Department, Theater Acad-emy, Media Arts and the Music Department all pitched in to create a memorable experience for the campus visitors.

“We had some terrifi c students who joined us to learn some of the skills of technical theatre,” said The-atre Academy Chair Kevin Morrissey. “They probably learned a million things, but they will leave here learn-ing how to do something they really love.”

(FROM LEFT TO RIGHT)Scene one of “The Tempest” opens with special effects. Performing artists are ready to take the stage.Goddesses dancing for the engagement of Miranda and Ferdinand. The scene depicts the past of Prospero and Miranda.The fairies offer food and libations to the nobles.

The entire cast and crew including students from Sal Castro Middle School, Young Oak Kim Academy and New Open World Academy salute the audience after the one-act production of Shakespeare’s “The Tempest.” Faculty and stu-dent mentors join the young performers on stage, as the audience captures every minutes of the event on their digital gadgets.

Campus LifeLos Angeles | COLLEGIANWednesday

April 17, 2013 5

NewsWednesday April 17, 2013 Los Angeles | COLLEGIAN6

“Unfortunately, the chair made a decision this spring to deviate from the past practices,” Ealy said. “And by that I mean usually whatever was offered in the fall was also offered in the spring. This semester classes that were offered in the fall were reduced … I was noti! ed after the fact. I was noti! ed by him, ver-bally in passing one day, that he wasn’t going to of-fer Afro American Studies 7, but was going to offer courses such as 20 [African American Literature I].”

Although Ealy says that courses such as African American 20, has an unbelievable value because it gives students an opportunity to look at the literary works and the legacy of Black literature from a dif-ferent perspective. He also adds that not only is this course good for African American students, but it is bene! cial for other students to be introduced to the literary works made by African Americans.

Ealy has hopes that students will be able to have access each semester to the African American courses that are necessary to obtain a certi! cate. He also describes the importance of the availability of classes and the variety of courses as well as the col-lege’s obligation of such to its student body.

“They [the courses] are essential, because what they do is help a student if he or she wishes to pur-sue a certi! cate in Afro American studies … Com-munity colleges were designed to help students who wanted to go in areas where they could get a certi! -cate,” Ealy said.

Emeritus part-time professor Ronald Pelton, of the Social Sciences department was successful in get-ting a class he taught back on schedule this spring. His advice to students that are affected by cuts to the African American studies discipline is to address their complaints to the dean. Pelton says that the de-partment cuts are quite disheartening for the staff as well.

“It’s not just professor Ealy, it’s about ! ve or six professors in the Social Science department … I had classes that were attempted to be cut,” Pelton said. “I am on the seniority list of both history and politi-cal science. The class that was cut was a political sci-ence class. The dean rescheduled them, because the cuts were in violation of the contract.”

Eckford is responsible for seven disciplines within the Social Sciences department, these are: African American Studies, Chicano Studies, Politi-cal Science, Anthropology, Sociology, History and Economics. Eckford told the Collegian that many classes on campus have been cut, and that the reduc-tion of African American classes at City College this spring is not a news story.

Eckford would not elaborate about what appears to be a drastic cut in the African American Studies courses offered compared to last spring, however, he did disclose that classes in African American Studies will be restored next semester.

The LACC archive of courses posted online lists a total of ! ve courses offered within the African American Studies curriculum including, African-American Studies 004, History I; African-American Studies 005, History II; African-American Studies 007, Black Americans and the Political System; Af-rican-American Studies 020, Literature I; African-American Music 060.

During spring 2012, all ! ve courses were avail-able, however, this spring, the course loads were nearly cut in half. Only African American Studies 004 and 060 were offered.

“African American Literature Studies 20, Af-rican American Studies Music 60, which we offer in conjunction with the music department, they es-sentially schedule that one and there will be an Afro studies 004 and I believe an Afro studies 005, so es-sentially all the classes are all back in place,” Eckford said.

Dean of Academic Affairs, Todd Scott, told the Collegian that African American studies are not go-ing anywhere and that there are no efforts to reduce the courses. However, he did say students who may encounter dif! culty reaching individualized goals when classes are not offered, should contact the re-spective department chair.

”Because we had a reduction in our funding, the department chairs were asked to react accord-ingly based on their knowledge of disciplines in their department, which are in most demand, which are most important for students to complete … There’s not really a campus wide effort or any effort to re-duce African American studies or Chicano studies or any of the ethnic studies. It’s a decision by depart-ment chairs based on the data they have,” Scott said.

Chicano Studies will be offered this summer. A comparison between Spring 2012 and Spring 2013 show classes have not been reduced.

Ealy is adamant that the student enrollment de-mand this spring and last spring for African Ameri-can Studies are “equal,” and that all courses should be available for LACC students.

Sandra Sherrod is studying to be a social worker and says she is quite saddened by the news that the courses in African American studies have been cut.

She also questions the fact that Eckford cut Af-rican American history classes because she feels that they are vitally needed for a sense of “identity.”

“I can’t even express how sad I feel that some-one would take on this decision to just let go of the culture and everything that means so much for me as a black person,” Sherrod said. “It’s not fair … I was really, really saddened … How could you hide our history? I think that students should have had a survey and should have had a part in deciding if this is important to us and not just one chairperson … We do need to know the impact of blackness around us.”

Donald Levier, also a social science major at LACC, thought it was a good idea to learn more about African American history and has enrolled in two African American Studies classes. He says they changed his life. He also wants others to know that he is upset about the class cuts.

“It’s important for me to do well and be a role model … Those classes are important to restoring our identity of who we are … I think that it’s just devastating to the African American community,” Levier said. “We put in 400 years. Civil rights, slav-ery and everything to get those classes and for them to just take it away like that is just wrong.”

Mattie Moon, a current emeritus adjunct pro-fessor and former LACC social science department chair from 1998 until four years ago, is well aware that there is a decrease in the African American studies courses offered to students this semester and questions why they are no longer offered. Moon says that African American courses are as important as any other social science course that is offered to LACC students and she has never seen cuts like this before.

Moon says African American courses were in demand when she was department chair and that during her employment, the African American Studies courses were offered based on the needs of students.

“I think that looking at the data and looking at the demand should be the basis for whether these classes are offered or not offered,” Moon said. “And there’s lots of data there ... I would hope that the administration when they went over that schedule for the spring and for the summer that they would have basically made the decision to offer the cours-es that students need and that they did not do.”

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From Page 1 Black Studies

From Page 1 Man Exposes

By Enver Messano

LifeStream hosted a blood drive at City Col-lege on Monday morning in the hopes of recruit-ing 60 students. Each participant received an extra incentive in the form of a $5 gift card to In-n-Out and a T-shirt.

The non-pro! t organization normally tries to reach a target of 40 pints of blood per day. Their usual donation amount is around 40 pints on aver-age, but this time they were hoping for 60 donors. The blood collected will go to local hospitals to be used in transplants, for surgery and for trauma vic-tims.

Area Representative Glenn Bautista explained that the process takes about an hour per person.

“All equipment is brand new, so you can be sure it is safe,” Bautista said.

It takes ! ve to seven minutes to retrieve one pint of blood from a donor. After that patients are taken to the canteen for a 15-minute recovery. Wa-ter, juice, and cookies were available.

“This is a good way to ! nd out what blood type you are,” Bautista said.

Joel Yardly and Elaine Chan, members of the Nursing Club, were on the scene to encourage do-nations. The club also organized the event and co-ordinated planning with LifeStream.

“There’s nothing to be scared about,” said a previous donor. He cautioned students to eat and drink plenty of water before donating to lessen the risk of fainting.

“I learned that the hard way,” he said.There are several requirements that must be

met by those wishing to donate blood. Donors can-not have received a tattoo or piercing recently, must weigh 110 pounds, and ! ll out a questionnaire.

Blood is thoroughly tested before being used in medical applications. If any unusable blood is found, it is transported to a disposal facility.

The blood removed will be naturally replen-ished within 24 hours and donors are free to donate again within three to six days.

Students can visit www.lstrea.org for more in-formation.

LifeStream is visiting many schools in the area, and they plan to come back to LACC one more time before the end of the semester.

Blood Donors Enticed with Food, Gifts

“I’m not afraid of anyone,” she said. “I want to bring awareness to other women on campus. Be aware of your surroundings.”

She said that she was in the parking lot for about an hour and half and she did not see police anywhere in sight.

On Friday morning, a male student told a fe-male campus police cadet, that he witnessed a man of a similar description masturbating outside the Child Development Center.

After the story hit the L.A. Weekly Blog, the video recorded by the student went viral and was picked up by local news. The video has been viewed more than 13,000 times. Following the largely pub-licized story, an anonymous tip was given to help lead campus police to the man in the video.

LACC of! cials did not notify students using mass email or posters on campus until last Friday, when faculty and staff received an email regarding the incident.

The Collegian turned over video of the inci-dent over to Dean of Student Life, Earic Peters last Thursday, who said he would work together with the Coalition for Abuse Resistance Education (C.A.R.E.) and the Collegian to raise awareness on these types of incidents.

The case falls under the jurisdiction of the Los Angeles County Sheriff ’s Department, which over-

sees campus police.When campus police were approached last

Wednesday, a cadet had another story involving lewd act in the locker room.

“I am a victim too,” said John Morales a cadet in training in the Sheriffs of! ce.

Last semester, Morales was in the men’s locker room changing his clothes after an exercise class. He says he noticed a tall African American male walking around in the locker room, which at ! rst seemed harmless to him.

“He kept looking at me and circling around me,” Morales said.

There were other students in the locker room during that time. After a while the locker room got quiet.

“I was preparing to leave and I noticed the man standing there,” Morales said. “He whips out his … and starts masturbating right in front of me. I mean right in front of me. I said dude what the f*ck.”

Peters says that the college will work towards assuring student’s safety on campus.

“We will work with the sheriffs to follow up on a police level,” Peters said. We need to help protect students who are here at night from any possible sexual assault or threat.”

To contact Campus Police, call (323) 662-5276 or, dial #3 on any campus phone.

(Matthew Mullins contributed to this story)

the Quad on April 15.

Photo by Jorge Ponce/Collegian

I can’t even express how sad I feel that someone would take on this decision to just let go of the culture and everything that means so much for me as a black person”,

Sandra Sherrod

A & ELos Angeles | COLLEGIANWednesday

April 17, 2013 7

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THE THEATRE ACADEMY presents

A RAISIN IN THE SUN by Lorraine Hansberry

Directed by Louie Piday

scenic design Kevin Morrissey lighting design James Moody costume design Roxanne De Ment sound design Vern Yonemura production stage manager Alysha Bermudez

Tuesday April 23 @ 7:15 PM - Preview Wednesday April 24 @ 7:15 PM - Open Thursday April 25 @ 3:00 PM & 7:15 PM Friday April 26 @ 8:00 PM Saturday April 27 @ 2:00 PM & 8:00 PM

THE CAMINITO THEATRE INFORMATION AND TICKETS: 323-953-4000, x: 2990 $12 General, $8 Students/Seniors/Veterans

THE THEATRE ACADEMY presents

THE SHADOW BOX by Michael Cristofer

Directed by Al Rossi

scenic design Eddie Bledsoe lighting design James Moody costume design Natalie Shahinyan

sound design Vern Yonemura production stage manager Carol Solis

Tuesday May 14 @ 7:15 PM - Preview Wednesday May 15 @ 7:15 PM - Open Thursday May 16 @ 3:00 PM & 7:15 PM Friday May 17 @ 8:00 PM Saturday May 18 @ 2:00 PM & 8:00 PM

THE CAMINO THEATRE INFORMATION AND TICKETS: 323-953-4000, x: 2990 $12 General, $8 Students/Seniors/Veterans

Family Comes into Focus in

‘Raisin in the Sun’By Amanda Scurlock

Love, dreams and family are all on display in the The-atre Academy’s production of Lorraine Hansberry’s “Rai-sin in the Sun,” from April 23 - 27 at the Caminito Theatre.

The title of the play was a phrase in Langston Hughes’ “Harlem,” a curious poem inquiring what happens when a person’s dream is put on hold. The play answers that ques-tion as the “Younger” family waits on the late patriarch’s insurance check. The adults of the family hope that the $10,000 check will free them from the urban poverty of Southside Chicago in the late 1950s.

The play will consist of an all-African American cast for the � rst time in many years. The department is excited about the play and African American students say they are happy to play roles they can relate to.

Students requested the play. Faculty members chose the play because they felt the themes and casting aligned with the talent and physicality of the advanced actors.

“It’s refreshing to play a character that looks like you,” said Teddra Nixon, a third year student in the The-atre Academy. “I’ve always wanted the role.”

Nixon will be playing “Ruth Younger,” the supportive, yet submissive wife of “Walter Younger.” She auditioned for the role because she says it contradicts her personality. She saw the role as a test of her acting skill.

“I want to fully challenge myself, and this a chal-lenge,” Nixon said. “’Raisin in the Sun’ is Mecca for Black theatre.”

Hansberry’s literary work is a milestone in African American history and its signi� cance transcends genera-tions. While performing, the actors are working hard to uphold the honor of this literary masterpiece.

“My mom is expecting so much from me,” said Iesha

Coston, a second year Theatre Academy major who plays ‘Lena Younger,’ the matriarch of the family. “She was around when this play was on Broadway.”

Coston has a strong personal connection to “Raisin in the Sun.” She related to the plight of the Younger family when she was growing up in her hometown, which is also Chicago.

“It really gave me life experience,” she said. “I saw what words kept them con� dent and focused on family.”

Throughout the play, there are issues that relate to Af-rican American culture, and there are universal issues that affect all communities.

“It’s really female driven,” Nixon said. “For once there’s this amazing play and this amazing story that just so happens to have an all African American cast.”

“Raisin in the Sun” was groundbreaking when it � rst premiered on Broadway, during a time where blatant rac-ism was the norm in society.

“The play was being performed on Broadway in a world where black concert pianists weren’t allowed to per-form on stage,” said Louie Piday, director of the play. She considers Hansberry a writer of high quality and talent for her time.

“It’s an incredibly well written, solid, passionate, beautiful play about family,” Piday said.

“Raisin in the Sun” is a story about overcoming ob-stacles, which can relate to college students, according to Jasaun Hart, a communications major at City.“It’s a good family story,” he said.The actors hope to do justice to the legacy of the play and leave the crowd feeling hopeful and empowered.“Not everybody knows how [life] was back in the 1960s in Chicago,” Coston said. “I want the audience to be able to say they experienced a different life.”

Scan with your smartphone to keep in touch of all the latest campus

news, or visit collegianwired.tumblr.com

John Christopher as “Walter Lee Younger” and Keenan Carter as his pal “Bobo” during a run-through of “A Raisin in the Sun” at El Caminito Theatre last Saturday.

Photo by Inae Bloom/Collegian

SportsWednesday April 17, 2013 Los Angeles | COLLEGIAN8

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Complied by Eric Cisneros, Photos by Jorge Ponce/COLLEGIAN

By Jake Carlisi

Associated Student Government (ASG) member Nico Nava is looking to bring fi tness to City College with a “Healthy Living Series” on campus.

A Zumba class offered in mid-March in the Student Union Building on the third fl oor attracted a health-

conscious crowd. Zumba is a fi tness program that uses both dance and aerobic elements.

Student reaction suggests that the Zumba course could become the most popular in the new series.

“[‘The] Healthy Living Series’ [was] created as a series of programs that focuses on many aspect of health,” Nava said. “Social, mental, physical and emo-

tional health … which are all important to be balanced by students.”

Many other events are planned for the semester as part of the series, including at least one more Zumba course.

“Having Zumba in LACC rooted from the idea of a fun, hip, relatable and yet health-driven, repeat-

able, motivating … possible jumpstart for continuous healthy activity,” Nava said.

For more information on the “Healthy Living Se-ries,” visit the ASG Facebook page at www.facebook.com/LACCASG.

Photo by Jorge Ponce/COLLEGIAN

Zumba Shakes Up Interest in New Fitness Series

These Offers Valid During SPRING SEMESTER 2013!

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SIDELINE PRESS

Brady MazumanComputer Science

“It’s upsetting, it seems ridiculous. We need to empower woman, help them speak up, protect themselves, and demonize the men who are doing this.”

Lineker Gomez, Architecture

“There’s no reason why a woman should be treated like that. It makes me think of my mother and I defi nitely wouldn’t like it, if someone was doing that to her.”

Mayra Preciado,Nursing

“There are certain sports that are very tough, but if I were in that situation, I would make it clear to the offender to back off. Women need to respect themselves and know when to speak up.”

Sharmaine Cerezo, Psychology

“I think instead of telling women to pro-tect themselves, men should be taught how to be more respectful. There’s a lot of injustice going on in sports. It’s so saddening.”

How do you feel about athletes being accused of taking advantage of women?

By Svetlana Yurash

It is so sad that such a big college doesn’t offer competi-tive sports. As a result we don’t have the team spirit

found in many other educational in-stitutions.

Students in other colleges watch their teams compete. They cheer, scream, and support their

team. At the end of it all, they celebrate the team’s victory or feel for their defeat. They revel in school spirit.

Some colleges have volley-ball teams, some have basket-ball, soccer or baseball. We have nothing at all. When I visited the University of California, Santa Barbara, I watched a volleyball game and witnessed how the stu-dents were so supportive and so into it, that everybody could feel the team spirit.

We can have a great team too and in any kind of sport.

I wish we had a little ice rink. How nice would it be for everybody who dreamed to play hockey or to learn fi gure skating? Our college would be unique. I remember when I fi rst learned to skate, growing up in Siberia. It was an unforgettable experience.

We could rent the ice-rink out on weekends to generate revenue for the campus. It would be an ex-cellent experience for college stu-dents. Whatever we do, any way to bring athletics back to City College would be an admirable step in the right direction.

Build Skating Rink, Create Campus PrideSPORTS BIN

Los Angeles Collegian

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