Opinion

It's not 'Harry Potter'

Finish your veggies

The happy chronicles

We're still waiting

To Whom It May Concern at SAO,

Career baby steps

I have many students who come into my office with a sense of panic wondering what they are going to do after college and if they are truly expected to know exactly what they want to do for the rest of their lives. While there is not always a definitive answer to these questions, we are here to help guide you through some of those tough questions and help you to understand your skills, personality, values and strengths and how they can translate to success upon graduation from Notre Dame.

Virtual birthdays and gifts seldom given

Birthdays are the quintessential unit of social interaction on Facebook. From the beginning of Facebook time, birthdays have been prominently displayed, and ever since it's practically been law that you respect the birthday and always pay your dues. In a way, it's the most basic form of virtual commerce on the site. Whenever a birthday rolls around, we essentially throw our hands up in the air and think, I don't really know this person, but I appreciate him letting me look at his photos and friends and statuses - essentially peer into the fabric of his social identity - so I should probably wish them a happy birthday so I can keep looking at his photos and friends and statuses for the next year.

Wind Down Wednesday

As fall break appears on the horizon, many of you are probably starting to feel the pressure of upcoming midterms and projects. And as you all know, being stressed out about school work can be detrimental to your health and happiness. Since we're not likely to be able to skip our midterms or projects, PILLARS would like to help you reduce your stress level during these next few challenging weeks.

A salute to campus icons

Over my last four years there have been people whom I have either come to know either by name or from their campus reputations. This is a salute to those special individuals with their awesome personalities, extreme good looks or quirky habits. Thank you for making our campus a unique place.

Here's to you, Mr. Meredith

Legal racial segregation is a concept few Americans can comprehend. The idea of it just seems so unimaginable - so incomprehensible - that even the thought of a law prohibiting a black student from attending a state-funded university seems absurd. Facing rioters of students and segregationists, James Meredith broke this barrier by becoming the first black student to enroll at the University of Mississippi on October 1, 1962. As Ole Miss commemorates the 50th anniversary of this monumental occasion, it is imperative for students at every university to understand Meredith's courageous actions and their application in the world today. We often take for granted the freedoms we are born with - the freedom to vote, to attend a public school, to apply to any university of our choice. For Meredith, these rights were mere dreams. Despite apprehension from family members, hatred from former Mississippi governor Ross Barnett and racially charged signs and expletives shouted at him by fellow students - despite all this, Meredith walked to class. He walked with aide from the Army's military police, United States Border Patrol and Mississippi National Guard. He walked for Ruby Bridges, the Little Rock Nine and the millions more who shared a young Atlanta preacher's dream. Above all, Meredith walked for us - college students of the 21st century who converse, eat and study with peers of all races. Now 79 years old and living happily in Jackson, Miss., how would Meredith react if he visited Our Lady's University? Ole Miss chancellor Dan Jones stated: "On the anniversary of such an important event, it is important to express regret for past injustices, recommit to open doors of opportunity for all, regardless of race or ethnicity, celebrate the progress achieved together and acknowledge that we still live in an imperfect world and must continue to seek to rid ourselves and the world of injustice." On this historic day, remember the cardinal role James Meredith played in the higher education landscape. Celebrate our accomplishments in the quest for equal education - but recognize the long road we still have to travel. Meredith coined his first walk to class at the Oxford magnolia tree-line campus as a "walk against fear." So 50 years later, here's to you, Mr. Meredith. Let us continue this walk in your honor. Contact Adam Llorens at allorens@nd.edu The views expressed in the Inside Column are those of the author and not necessarily those of The Observer.  

SIBC collaborates with Peking University

The SIBC-GVI Global Business Forum, established in summer 2011, is a joint partnership between the Notre Dame Student International Business Council (SIBC) and Peking University Global View Initiative (GVI). Its purpose is to develop a long-term relationship between Notre Dame and top universities in Asia through annual exchange trips where student representatives from both universities work on various business projects for major corporations. This past January, a group of eleven students from Peking University visited Notre Dame as the first stop during their annual trip to top U.S. universities and major corporations. Thirteen SIBC delegates were selected to participate in this three-day Business Forum, where the SIBC and GVI delegates were divided into three groups to work on a consulting project for Dow Chemical. The project focused on analyzing the impacts of the growth of the aging population in the U.S. and the growth of the middle class in China on the hygiene and medical industry, examining similarities and differences between the U.S. and Chinese markets and exploring potential opportunities for a plastics producer like Dow Chemical. The SIBC is now organizing its first trip to Beijing, China during fall break. Twelve students, led by Monica Laidig, the advisor of SIBC, are flying to Beijing for a similar business forum hosted by the Peking University. The program mainly includes a business case competition, which provides Notre Dame students with a precious opportunity to develop a profound understanding of the global business environment and the Chinese business culture. The case that the students will be working on will cover both the U.S. and China market to ensure that students from different backgrounds can bring their knowledge together to present the final case. This time, we will be focusing on the automobile industry in China and its drive for more environmentally-friendly vehicles. Notre Dame students were responsible for analyzing major auto companies, specifically Toyota, GM and BMW. Students researched the overall auto market in Japan, the U.S. and Germany, and then conducted wide range of company-specific analyses. Delegates analyzed overall company performances, how they have been recovering since the financial crisis of 2008, major changes each company is launching, and overall strengths, weaknesses, opportunities and threats each company faces moving forward. After understanding more about the major players in the global auto market, delegates analyzed the new energy vehicle market and the similarities and differences among the U.S., Japan, Germany and China in terms of energy-efficient vehicle strategies. Lastly, Notre Dame students researched the obstacles that stand in the way of America's green car initiative, while Peking University students researched the obstacles in China's own green car development. Delegates analyzed the obstacles from the perspectives of consumers, government regulations and competitors then explored solutions to overcome these problems. Given this comprehensive background research, students will be better prepared to work through the final case question that will be given during the trip to China, while setting students from both universities on a level playing field to work up from. The huge shift in demand and supply of auto parts and vehicles in China offers a wonderful opportunity for Notre Dame students to understand this global shift in a more in-depth and meaningful way. In addition to the case study, the trip consists of various activities including company visits, academic communication and cultural immersion. Students will be traveling to both global companies like BMW and Chinese companies like China International Capital Corporation Limited, whose professionals will give presentations on their operations in the Chinese market as well as share their expertise in the commercial relationship between the U.S. and China. Peking University is recognized for its prestige in academic research as well as internationalization. During the trip there will be at least one lecture on historical and modern China offered by a PKU professor, and the delegates may also be able to audit a few regular classes on PKU campus, where they can get some exposure to the academic life at a top Chinese university and communicate with professors and students in and outside class. The program also includes cultural excursions to China's famous historical sites, such as the Great Wall and the Forbidden City. In addition, GVI will host multiple cultural immersion activities like traditional Chinese food making. Students can learn about Chinese culture and experience the cultural diversity through these events. The SIBC-GVI Global Business Forum is a special opportunity for Notre Dame students to develop a global view of the business world, explore Asian cultures and improve their leadership and communication skills through extensive interactions with Chinese students and companies. Both SIBC and GVI are striving to continue developing and expanding this exchange program year by year. The SIBC is the largest student-run organization on campus with over 400 active members. We seek to promote "Peace through Commerce" by partnering with leading companies across all areas of business and providing international internships for our members. We can be reached at sibc@nd.edu or at sibc.nd.edu The views expressed in this column are those of the author and not necessarily those of The Observer.

The importance of teachers

When I was a freshman in high school, my history teacher shared a story in class about a person who was interviewing for a teaching position. Instead of providing her actual credentials, the interviewee lied and said that she attended Harvard and used her friends to pretend to be Harvard admissions officials and other references. Without hesitation, I blurted out, "Why would you become a teacher if you went to Harvard?" This was a rude comment for many reasons, none more so than the fact that the teacher telling this story went to Yale. Unfortunately, my reaction is one that most Americans share. Our society guides the best and brightest into highly-respected fields like finance, law and medicine, while looking down on those who enter education. Moreover, it is perceived that students who go to top schools are above the teaching profession and that those who become teachers would not be able to succeed anywhere else. As the saying goes, "Those who can, do, those who can't, teach."   Even though teachers may have a low status in society, there is no doubt of their importance. Stanford economist Erik Hanushek, America's most respected education expert, has found that a teacher in the 90th percentile of quality can increase the income of a class of 30 students by roughly $750,000 over a lifetime, relative to a teacher in the 60th percentile of quality. Even though a strong economic case can be made for recruiting more talented people into education, only 23 percent of America's teachers graduate in the top third of their college class, while the best performing countries such as Finland, South Korea and Singapore recruit virtually 100 percent of their teachers from the top third of their college class.     Turning the teaching profession into a highly-respected profession will mean tearing down what former New York City schools chancellor Joel Klein calls the "three pillars of mediocrity." The first pillar is "lock-step pay," where teachers are paid based on the number of years they have taught and the degrees they hold instead of on their performance and the subject they teach. This effectively creates such low pay for entry-level teachers that many are dissuaded from the education profession and also fails to compensate teachers with highly sought-after backgrounds in science and math. The second pillar is "tenure," the rule in American education that makes it logistically impossible to fire a teacher for merit, usually after four years of service. This provision keeps ineffective teachers in classrooms and makes it harder for younger teachers to enter the profession. Tenure eliminates incentives for teachers to maintain high performance and creates professional complacency.    The final pillar is "seniority," the rule that teachers who are the last hired are the first fired, even though research shows seniority is not a factor in teaching effectiveness after five years. As states have been forced to balance their budgets, many young teachers have been laid off without any regard to their effectiveness.    If these three pillars can be replaced with a more flexible labor market that pays high salaries to effective teachers, while working to push out poor and mediocre performers, slowly, the profession will become more respected. It will begin to draw a superior talent pool, allowing American education to evolve from a national disgrace to an institution that can turn around what is seemingly a nation in decline. Many critics of these reforms, known as "traditionalists," usually point to a million factors to improve education rather than teacher effectiveness, most notably poverty. The argument goes: "Eliminate poverty through government aid and education will improve." This is often used as an excuse for the failure of American education. While welfare programs do have an important role in our society, we know that they are more geared towards redistributing wealth than creating it. A quality education, on the other hand, can give people the skills and knowledge necessary so that they are less dependent on government, something both Democrats and Republicans want to see. As the saying goes: "Give a man a fish, and you will feed him for a day. Teach a man to fish, and you will feed him for a lifetime."   There are perhaps few professions more important in our society than teaching. But as long as the three pillars of mediocrity exist, American education will never allow America to live up to its full potential. If we can break the three pillars of mediocrity, eventually high school students won't question why someone would attend Harvard to become a teacher - they will declare openly that they want to go to Harvard so they can become one. Adam Newman is a senior political science major. He can be reached at anewman3@nd.edu The views expressed in this column are those of the author and not necessarily those of The Observer.

Standing in Iran's shoes

We are encouraging Iran to obtain nuclear weapons. Of course, we will never hear this from President Obama or Prime Minister Netanyahu, but remember they are politicians whose allegiance is not necessarily to the truth, but to those who elected them. The reality of the situation can best be found by putting ourselves in the shoes of those who actually make the decision. You are now Grand Ayatollah Khamenei, the most powerful person in Iran.

Iran's nuclear program

We are encouraging Iran to obtain nuclear weapons. Of course, we will never hear this from President Obama or Prime Minister Netanyahu, but remember they are politicians whose allegiance is not necessarily to the truth, but to those who elected them. The reality of the situation can best be found by putting ourselves in the shoes of those who actually make the decision. You are now Grand Ayatollah Khamenei, the most powerful person in Iran.

Defining our autobiographies

At a beautiful funeral I attended earlier this week, the eldest son of the woman who had died described her life as a classic, unforgettable book,  filled with great plots, memorable characters, significant themes and details to talk about for years to come, as those who loved her will continue to recall different elements of what made her life "a great read." I have been thinking about his analogy as I return to the ordinariness of my daily life, even as his family continues to mourn and struggle with the loss of this remarkable, faithful lady. For if we pay attention to the "books" which contain each of our autobiographies, certain moments highlight the deep and vast extent to which we must allow our faith to guide and direct our stories. To believe with all our hearts the promise that if we have lived seeking God in our lives, in our deaths God will in turn seek us out and draw us close to him. To trust that our deepest longings can be filled by nothing and no one other than our Lord. This faith gives authentic meaning to the experiences and relationships, which make up both who we are and who we might become. Our belief in God's intimate presence in our lives provides comfort when we fear death or grieve for one who has died. It becomes a compass when we face difficult choices. It provokes and challenges us when we have become complacent or self-satisfied.

Taking time 'off'

I still remember that awful point sometime during the fall of senior year when you start getting the dreaded question: "What are you doing after graduation?" It's the worst thing to hear as you are trying to soak up the last football game, last dive in the fountain, last karaoke at Club 23 (R.I.P.), last SYR and last time getting something sticky all over your shoes at Finnegan's.

Never gets old

Let me why I am certain that Notre Dame will always evoke feelings of happiness, every day, no matter what.

Post-it note rainbows

Chances are you've looked at yourself in a mirror once or twice in your life. When I was younger, I used a mirror all the time. In grade school, I would check the mirror before I went to school, to see (much to the displeasure of my mom) if I had "drooped" my And-1 basketball shorts enough to look cool. In junior high, I would use it to check to see if my gelled hair had come out just right. But, to be quite honest, I worried less in high school. A quick glance in the mirror was more than enough to confirm that I was indeed wearing long pants and a collared shirt, required dress code at my local, all-male, Jesuit high school.

On office hours

The role of the professor in student life has changed dramatically over the years. In his autobiography, Fr. Hesburgh recalls attending a "beer keg party" with members of the Notre Dame Veterans Club. He recorded, "Years later, when I implemented my opposition to keg parties by outlawing them on campus, I could tell students that I spoke from experience."

Two to toga

Dear Sydni,

Democrats support right to choose