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Jan

19

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Will they give him one of the top floor classrooms though?

Will they give him one of the top floor classrooms though?

This morning, we received a press release that Jacob “Jack” Lew, the outgoing Secretary of the Treasury, will become a visiting professor at the School of International and Public Affairs (SIPA) next month. While at SIPA, Lew will “lecture, teach graduate students, and work with faculty members at the school and across the University on the subjects of international economics, fiscal and trade policy, and a range of other public policy issues.”

Lew graduated from Harvard College and Georgetown University Law Center, before becoming a legislative aide in Washington. From there, he worked on multiple financial committees, served as the President’s Chief of Staff, then became the Secretary of the Treasury in 2013. As treasury secretary, he “helped lead the U.S. economy to its current foundation of economic growth and declining unemployment.” He also has been a managing director and chief operating officer at Citigroup, and executive vice president and chief operating officer of NYU.

The faculty at SIPA is excited to have Lew join them. Dean Merit Janow said, “At a time when we are all concerned with issues of global economic growth, trade and finance, our federal budget, tax system and the challenge of creating economic opportunity, Jack Lew brings insights borne of years of experience from the academy and the most senior decision making roles in the US and global economy.”

President Bollinger is also enthusiastic about the Treasury Secretary’s new position; he called Lew “an invaluable addition to our faculty, and an asset for our students who will benefit greatly from all that he has to teach them.”

Lew starts at Columbia on February 1.

Read the full press release after the jump

Jan

18

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Braving the cold (and the human interaction) for those sweet, sweet tix

Braving the cold (and the human interaction) for those sweet, sweet tix

This Friday, Columbia’s TIC office will open in Lerner, selling Columbia students discounted tickets to Broadway shows, the Metropolitan Opera, Carnegie Hall, and more. But even these discount tickets are often fairly pricey – a ticket to Aladdin in March, for example, is $59. To help out those of you not quite ready to shell out money at the TIC, Managing Editor (and penniless arts lover) Betsy Ladyzhets has put together a list of places you can get cheap tickets to shows, concerts, and other arts events outside of Columbia.

  • Broadway Week: Two for one tickets are being offered right now with a special promotion that lasts from January 17 to February 5. Speed is of the utmost importance for this opportunity – many shows are already sold out.
  • TKTS: The Theater Development Fund (TDF) has three discount ticket booths in NYC: one in Times Square “under the red steps” in Father Duffy Square at Broadway and 47th Street; one in South Street Seaport, at the corner of Front and John Streets, near the rear of the Resnick/Prudential Building at 199 Water Street; and one in downtown Brooklyn, in 1 MetroTech Center at the corner of Jay Street and Myrtle Avenue Promenade. These booths have same-day tickets to Broadway and off-Broadway musicals, plays, and dance productions between 20% and 50% off regular prices. You can see which tickets are available at any given moment on TKTS live. If you plan on trying TKTS, it’s good to get there at least half an hour before the booth opens to secure a decent spot in line.
  • Playbill: This list has information for rush, lottery, and standing room only policies for all Broadway shows. Playbill has rush and lottery information for many off-Broadway shows as well.
  • TodayTix: This app boasts last-minute Broadway deals and other theater tickets; you can both get tickets at discounted prices and sign up for daily lotteries for many popular shows.
  • Tix4Students: Anyone at least 18 and currently enrolled (part time or full time) in an undergraduate or graduate program at an accredited college or university can create an account on this site, which then gets you access to Broadway and off-Broadway tickets at heavily discounted prices. (The average is $40 per ticket.)

More (non-theater) ticket info after the jump

Dec

21

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When Ann Thornton asks a band alum to donate to the library...

When Ann Thornton asks a band alum to donate to the library…

It’s been eight days since the Marching Band announced that they had been banned from playing Orgo Night in Butler 209 this semester – an edict that originated in the devious mind of Vice Provost and Head Librarian Ann Thornton. Senior Staffer (and Band member) Betsy Ladyzhets tried to get into that very mind by imagining what Ann Thornton’s life must be like, now that Orgo Night is over and most “disruptive” marching band members have migrated off campus.

5:29 pm

Headed home for the night! Time to not think about administrative meetings or official documentation for a few hours, and maybe watch a Netflix documentary.

5:31 pm

Shit, did I remember to send that email to Dean Kromm? I know she so values my opinions about which groups should and shouldn’t be allowed to hold events on the lawns…

5:33 pm

It’s fine, I can send it tomorrow.

5:57 pm

The subway gets more and more disgusting every week. There should be designated different cars – one for people who want to gossip with their friends, one for people who want to loud, ear-damaging music, and one for people who actually want to spend their time in a productive way. I’m going to write a strongly worded letter to the MTA.

6:18 pm

Did someone… poop… on my doorstep?

Did someone poop?!

Dec

8

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Could you rate the correlation between two of your identities with Venn diagrams like this?

Could you rate the correlation between two of your identities with Venn diagrams like this?

Yesterday afternoon, Dr. Bonita London, CU Graduate School of Arts and Sciences ’06 and Associate Professor at Stony Brook University, gave a presentation on barriers and bridges to STEM engagement among women, focusing in particular on undergraduate students. Betsy Ladyzhets, senior staffer (and woman in STEM), describes Dr. London’s talk.

When I arrived in 614 Schermerhorn yesterday, the room was already half-full. Unlike most events I’ve written about for Bwog, this presentation appeared to have an audience primarily consisting of undergraduates – I even recognized a few faces. All of us were the women in STEM typified in the event description, and all of us were hoping that Dr. London could present new insights that would help us look at our majors and possible careers in new ways.

Dr. London began her presentation by stating the general purpose of her psychology research lab at Stony Brook. “The basic, general theme of the work I do in my lab is understanding how social identity affects everything,” she described. “Everything” includes health, mental wellbeing, and academic relationships, and numerous other facets of a person’s life. This type of research is called social health psychology.

She then explained why her research on women going into STEM fields is so important. STEM fields are growing at an incredible rate (80% of the fastest growing careers are in STEM fields), yet these fields have a very high attrition rate. For example, on average, 59% of students interested in computer science will change direction before completing their major or program. And these attrition rates are disproportionately high for women. Dr. London cited that in middle and high school, girls are actually taking part in advanced math and science classes with an increasing interest compared to boys, but this interest drops off some time between entering college and entering the workforce. Her research aimed to look into why this attrition occurs.

Dr. London went on to talk about disparity in STEM fields from a social identity framework. She explained that “STEM departments in particular tend to value natural ability over effort,” thus setting “a standard that many students can’t meet, but is a hallmark of what STEM faculty think is needed to be successful.” This standard is particularly dangerous when combined with the common stereotype that women are not good at the logic problems and rational thinking characteristic of STEM fields.

“This creates an environment that you have to be a genius, and you don’t have what it takes,” Dr. London said.

She described how she and her team more closely examined the challenges women in STEM face using the lens of social identity theory. She defined the terms “STEM identity” (extent to which an individual feels connected to or invested in their STEM field) and “Perceived Identity Compatibility”, or PCI (belief in conflict or compatibility between gender identity and STEM identity). If STEM and gender identities are in conflict, women are most likely to disengage from one of them – and they will usually choose to let go of their STEM identity rather than their gender identity.

In addition, social support can heavily influence how women going into STEM fields deal with the challenges they face. Dr. London explained that networks of support (especially of women) can buffer stressful experiences, such as going to college. The transition to college is particularly stressful, because students’ concerns about abilities, “fitting in”, and potential for success often become exacerbated during this time.

Dr. London and her team did a multifaceted experiment on undergraduate students interested in STEM fields at Stony Brook to examine “how women live the experience of their identity in the college context.” They collected data on 247 first-years who identified as women interested in STEM fields, first by having the students complete structured daily diaries during their first twenty-one days of college, then by having them complete weekly diaries during their second semester. These diaries asked students to rate how they felt they had performed in their STEM classes, how supportive they felt their friends and family were of their majors, how they felt they belonged in their STEM majors, and how likely it was that they might change majors.

Before the diaries started, the researchers did initial surveys that allowed them to attach a PCI ranking to each student. They found that for women with higher PCI rankings remained motivated in their STEM classes even when not doing well, while women with lower PCI rankings became less motivated when they failed. The researchers also found that perceived support buffers women when they’re struggling. They were also able to use PCI rankings calculated from survey data at the beginning of the spring semester to predict students’ end-of-year STEM engagement; students with lower PCI were more worried about others’ perceptions, and had lower GPAs in STEM courses.

Dr. London’s conclusion of her team’s study was that “PCI and social support are important for STEM engagement, particularly when female STEM students are struggling academically during the early transition to college.” However, they also found that, even though a high PCI rating and strong social support act as buffers when women in STEM are feeling less confident about belonging in their majors, on average, many of the women they studied ultimately will contribute to the high attrition rates of women in STEM fields. On average, the researchers saw drops in PCI, perceived support for students’ majors, and sense of belonging in STEM – and increases in expectations of dropping out of those STEM majors.

All of this research seems disheartening. How can we, women hoping to go into STEM fields, combat the entrenched societal pressures that seem to be dead-set against our success? How can we hold onto our confidence and support systems when kids in middle school classrooms told to draw a scientist all draw balding white men?

Dr. London provided a few recommendations at the end of her presentation. The most important ways of helping women succeed in STEM, she said, are exposure to role models, mentors, and reducing gender bias; as a result of her research, Stony Brook is working on applying these ideas directly to courses. Perhaps, someday, Columbia will make similar efforts (and when it’s finally completed, Barnard’s new TLC is supposedly going to promote STEM majors). But for now, all we can do is stick together, mentor each other, and remind ourselves that we belong in our STEM classes, laboratories, and discussions just as much as men do.

Fun with Venn diagrams via Dr. London (photo via Betsy Ladyzhets)

Dec

4

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These doors will never open on a Sunday night again...

These doors will never open on a Sunday night again…

This semester, Barnard’s late night dining moved from Hewitt Dining Hall to Diana Cafe. Many of the students who visit the dining halls between 8:30 and 11pm are the same, but has the very nature of late night become intrinsically different while they were celebrating the new uses of their meal swipes? Senior staffer Betsy Ladyzhets reflects on the changes she’s seen.

Once, in a bygone era (i.e. last year), you could always find me in the same place on Sunday nights: Hewitt late night.

Sundays were often the most stressful days of my week; I would wake up panicked about how much homework I had to do, procrastinate on that homework by taking an extremely long time to eat breakfast, attempt to get through a lot of it (and fail miserably), go to a string of evening club meetings, then find myself exhausted, overwhelmed, and above all else – hungry. That hunger would without fail take me to Hewitt for a late dinner, at which I would tear through three or four pieces of pizza while getting very slightly less behind on reading.

The dining hall, with its trapezoidal trays and piss-colored tables, always seemed to me like an oasis of comfort within a school that was often too much for me to handle. Hewitt has almost a homey atmosphere – maybe it’s the small tables, or maybe it’s the friendly staff, or maybe it’s the vaguely yellowish haze that always seems to hang over the place, like a nostalgic filter in a romantic movie. And if you’re a Barnard student, especially a first-year, there’s a very high chance that you’ll run into someone you know there – especially during late night, when it seems as though everyone wants to delay doing their difficult reading just a little longer.

Delay doing your difficult reading with the rest of this post?

Nov

20

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How much does Columbia spend trying to get you to trek all the way up to 215th Street?

How much does Columbia spend trying to get you to trek all the way up to 215th Street?

Yesterday, the Columbia football team pulled off a surprising (and not particularly notable) win against Brown in the last game of the season. Senior staffer Betsy Ladyzhets reflects upon the past season by examining how much money the CU Athletics department spent on promoting the team – and whether or not that investment was at all worth it – in Bwog’s latest Back of the Envelope calculation.

  • Facebook posts and the people Athletics pays to develop them: $50 per game
  • Promoting tweets and Facebook posts: $50 per game
  • “Pump-up music”: $10 per song x 24 songs per game = $240 per game
  • Free T-shirts: ($15 per shirt x 12 per game) + ($25 per T-shirt cannon x 2 per game) = $230 per game
  • Free beer (at “Beer O’clock”): $1.50 per beer x 2 beers per person x 150 people per game = $450 per game
  • Gift cards to local restaurants: $15 per gift card x 3 gift cards per game = $45 per game
  • Complimentary tickets (for football players, cheerleaders, band members, etc.): $10 per tickets x 40 comp tickets per game = $40
  • Roaree’s slick dance moves: Roaree is paid $20 per hour x 4 hours per game = $80 per game

All of the above costs are spent each home game; this brings the total home game cost to $50 + $50 + $240 + $230 + $450 + $45 + $40 + $80 = $1,185. There were five home games this semester, so the cost of all home games is $1,185 x 5 = $5,925.

But wait – there’s more…

Nov

4

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Is there a hidden goat in this picture?

Is there a hidden goat in this picture?

You may be familiar with the recently established campus organization Columbia Satanic Students. You may have seen their posters around campus, or their strange goat photos on Instagram. But what you probably didn’t know is that Columbia Satanic Students … doesn’t really exist. Their website, Instagram, and posters are, in fact, all part of a publicity stunt to raise money for “East Hell”: a horror comedy short film about Satanism written, directed, and produced by Columbia MFA students. Senior Staffer Betsy Ladyzhets sat down with Callum Smith, the film’s writer and director (and the man behind the Columbia Satanic Students Instagram) to learn more about this unique project.

Bwog: Can you explain the real purpose of the Columbia Satanic Students society, for people who might not be aware?

Callum Smith: I’m a film student in the Columbia MFA program, and my degree is in directing and screenwriting. To graduate from that, as a director, you make two thesis films. One of mine is a comedy that I’m fundraising for right now. And we wanted to try some different stuff with the fundraising – one way to do that was to start this Columbia Satanic Students society, and put flyers up, and do the Instagram account, and do the website, and all that jazz, and see if it got any attention. Because realistically, a lot of student Kickstarters just get money from other students. So anything that makes it stand out a little bit when every other film student is trying to raise money at exactly the same time helps.

Bwog: Would you say that it’s been successful?

CS: I would say that on the scale of film student fundraisers, yes. Because, frankly, the fact that even a few people noticed it … is very pleasing. It will probably get us only a small portion of fundraising, but it cost me very little to put up flyers and do the Instagram account. And I think that kind of stuff is funny.

Bwog: What’s the movie about? Can you give a brief synopsis?

CS: It’s about two teenage goths living in rural upstate New York who try to summon a demon using a ritual they found on Reddit. And one of them has a devoutly religious little brother who tries to stop them with hilarious consequences. It’s a ten-minute horror short.

More on the film, Satanism, and goats after the jump

Oct

30

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At the late night double feature (Rocky Horror) Picture Show...

At the late night double feature (Rocky Horror) Picture Show…

Last night marked CMTS’ fourth annual shadowcast production of “The Rocky Horror Picture Show.” Senior Staffer Betsy Ladyzhets was in attendance, and writes about the show in conjunction with details of its process that she learned in an interview with its director and producer.

Last night at 8pm, the Diana Event Oval was packed. The room was full of students, many decked out in dazzling costumes, and all chattering excitedly as they waited for the show to begin. Members of the cast and crew darted back and forth, thanking their friends for coming and promoting the Participation Packets sold on the side of the room. To an outsider, this event may have looked like a gathering of some kind of strange, Halloween-related cult. That wouldn’t be far from the truth – it was, in fact, CMTS’ production of “The Rocky Horror Picture Show.”

“The Rocky Horror Picture Show” is a 1975 musical comedy/horror film based on a musical of the same name that focuses on Brad and Janet, a young, naive couple who become trapped in the mansion of Dr. Frank-n-Furter, an alien transvestite mad scientist. The movie gained popularity in the late seventies as a “midnight movie”; audience members returned to theaters for many midnight showings of Rocky Horror, often dressing up as the characters and calling out at the screen. Soon, performance groups were formed that put on “shadowcast productions”, with actors mimicking the actions and lip-syncing the lines of the characters. CMTS brought this tradition to Columbia three years ago, and its annual performances have only been getting more popular since.

On Tuesday, I spoke to Izzy Hellman, CC ‘19 and Nick Hermesman, CC ‘19, the director and producer of this year’s production, respectively. I asked them what the process of putting on a shadowcast production looks like. How is it different from rehearsing a traditional show? How did they cast the main actors?

More on shadowcasting and audience participation after the jump

Oct

7

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image

So on page 157 line 136 word 5 letter 666 I found it interesting that…

We’re back at it again with the Core Archetypes.  Senior Staffer Betsy Ladyzhets brings us up-close and personal with the person who has committed to memory the placement of every bracket in Sappho’s fragments.

You get to class early, but they are already there.

They sit at the precise opposite end of the table from the door (where your professor usually sits), scribbling something down in a Moleskin notebook. Out in front of them are a thermos patterned with the face of who you think is Edgar Allen Poe, and a copy of the text you were supposed to read – with little colored sticky notes poking out of what seems like every other page.

You take out your own copy. It’s much blanker, and the position of your bookmark makes it painfully obvious that you’ve only read to page twenty-five. You open it and try to skim the next twenty pages as fast as you can, but the person on the other side of the room makes it hard for you to focus. Something about their expression seems to convey that they’re judging you, and finding you sadder than an empty plastic bag crumpled on the sidewalk at 2am.

When class starts, your position doesn’t improve.  They dominate the discussion, raising their hand whenever the professor asks a question, and referring back to their (apparently encyclopedic) annotations to find a quotation to support each statement. At one point, they even pull a quote from page 157 – only a couple of pages before the tail end of your reading assignment. You didn’t even know people did the full reading assignment for classes like this! What did this person do, not sleep last night just so that they could show up everyone else?

You can tell you’re not the only one feeling frustrated…

Oct

6

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Starting from the bottom - construction of Butler's basement, spring 1932

Starting from the bottom – construction of Butler’s basement, spring 1932

Yesterday, the famous New York Public Library Rose Room re-opened after two long years of repairs and $12 million dollars, required to repair the damage caused when a 16-inch plaster rosette crashed down from the room’s ceiling. This beautiful reading room was the architectural inspiration for another reading room that looms much larger on our campus: Butler 209. Senior Staffer Betsy Ladyzhets takes this timely opportunity to explore the somewhat thorny history behind Butler.

The inception of Butler took place in August of 1927, when Charles Williamson, the director of Low Library, wrote to President Nicholas Murray Butler that Low just wasn’t working out any more. Its public spaces were cramped, there were too many books in the Rotunda for anybody to actually have space to look at them – basically, Columbia’s books needed what all high-school sweethearts tell their significant others they need over Thanksgiving break: space.

The stacks coming to life - November 10, 1932

The stacks coming to life – November 10, 1932

Williamson’s proposed solution was to complete the then-under-construction University Hall (now buried in the foundations of the Business School) and merge it with Low Library. But James Rogers, the architect President Butler hired to construct a new library, had other ideas. University Hall, while more spacious than Low, still didn’t have enough room for all of Columbia’s books – plus, the already-existing parts of University Hall included a gymnasium and a swimming pool, which would make building stacks a major engineering challenge. The eventual solution that Rogers and Williamson found was to build on South Field, the stretch of land next to 114th Street that now constitutes Lower Campus.

Still, Butler (or, as it was then called, South Hall) had a long way to go before it could open its doors. Rogers’ proposed designs received criticism from all corners: the main donor refused to fund the building unless its cost was significantly reduced, Williamson wanted room for more books, and other architects thought the building was too antiquated for the modern era. One student at Yale published an article calling a library Rogers had designed for that campus a “monument of lifelessness and decadence.” But Rogers and Williamson persisted, until they eventually finalized a design that incorporated both Rogers’ neoclassical aesthetics and Williamson’s desire for a workable library that would be able to expand with the university’s growing collection. 209, the main reading room inspired by the NYPL Rose Room, was one of the design’s highlights.

Complete and ready for student suffering - summer 1934

Complete and ready for student suffering – summer 1934

When South Hall opened in 1934, it was an impressive feat of modern technology for the time: it boasted pneumatic tubes, conveyor belts, air-conditioned stacks, and non-glare lighting. Many of these features are now obsolete, but the reading rooms remain as beautiful as they were in the 1930s – even though 209 now gets flack for being the “most imperialist” room on campus. But whether or not you’re a fan of 209, the newly remastered Rose Room is worth a trip down to 42nd Street. And who knows, maybe you’ll even be able to snag a good study spot there.

 

Early Butler via CU Library Archives

Sep

24

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Construction of the tokamak (that might kill us all!)

Construction of the tokamak (that might kill us all!)

In some very specific conditions, electrons (you know, those tiny negatively charged subatomic particles) can run away. But how does this happen? Where do they go? Are they dangerous? We sent Senior Staffer Betsy Ladyzhets to the Plasma Physics Colloquium yesterday afternoon to find some answers.

Shortly before 1pm yesterday, I ventured into the depths of Mudd to find my way to room 214 – a small lecture hall in the physics department, full of old wooden chairs and pictures of people whose accomplishments I would need at least two more physics classes to understand. The room was about half-full, mostly with students in the physics department, a couple of other professors, and alumni.

After a brief skirmish with the projector, physics professor Allen Boozer (the presenter and a well-known theorist in the field of particle physics) launched immediately into his presentation. He described ITER, an international project to build the world’s largest tokamak, a magnetic fusion device that theoretically may be able to prove that fusion can be used as a large-scale energy source. 35 nations and thousands of scientists are involved in ITER, and it is the most expensive scientific device ever built.

But, as Prof. Boozer explained and as over 150 papers in the past twenty years have examined, this enormous project has an enormous potential flaw. Tokamaks (such as the one built in ITER) require a plasma current to produce energy. If the electrons in this plasma current are transformed into relativistic electron carriers which can escape the current – and, essentially, “run away.” These relativistic electrons can be dumped into the wall of the device, creating what Prof. Boozer called a “very unpleasant situation.”

Where does this relativity come from? Where does it go?

Sep

20

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You get food from them. You talk to them. You wonder whether that that extra helping of rice was because they were flirting or just being nice. But have you ever considered that the halal carts around Columbia have personalities?

Sep

11

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The pantry gets a mirror, but the students don't

The pantry gets a mirror, but the students don’t

So we’re back from summer and settling into our primitively furnished, university-provided dwellings, right? Well, turns out we can’t even rely on Columbia or Barnard to even meet the primitive room necessities which we actually kinda require. In her latest investigation, Internal Editor Betsy Ladyzhets peers into the murky pool of Barnard’s facilities—but she sees no reflection.

When I walked into my new Plimpton double, one of the first things I noticed was not the raised beds, the full-sized wardrobes, or the window looking out onto Amsterdam. I noticed an absence in my room – the absence of an object that I’d come to expect from any dorm room I’d have at Barnard. My room was missing a crucial object, a staple item, something almost as necessary for day-to-day my existence as bagels from Absolute Bagel. My room doesn’t have a mirror.

Now, don’t get me wrong—I’m not particularly vain or self-centered. I don’t need to stare at my reflection for an hour every morning. I have no intentions of recreating the story of Narcissus. But I do like to check that my clothes aren’t inside out before I leave for class in the morning. And I don’t consider it unreasonable to expect at least one mirror to be present in a room shared between two people.

My bafflement only grew when I ventured out into the rest of the suite, then opened the door at the end of the hallway to discover that the pantry has a mirror. That’s right—the pantry. Apparently, discount bags of tortilla chips and extra rolls of paper towels have more reason to gaze at their reflections than I do.

But it doesn’t end there…

Sep

8

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More livable than a Brooks quad?

More livable than a Brooks quad?

It’s impossible not to notice that the space where Lehman Library once stood is now a gaping pit – complete with piles of sand, rusty construction equipment, and sharp pieces of uncovered rock. As one student pointed out in Overheard @ Barnard last week, this pit is eerily similar to the pit from ‘Parks and Recreation‘. Inspired by that post (and that pit), writer Betsy Ladyzhets has penned a parody of a song from the show: ‘The Pit’, by fictional band Mouse Rat.

Pit
D-Spar was in the pit
Hinkson was in the pit
We all were in the pit

The pit
Campus is in the pit
The green turned to the pit
Maggie fell to the pit

The pit
Registration fell in the pit
Tuition fell in the pit
Housing is now the pit

Sometimes college’s gonna get you down, (the pit)
Get some Diana pizza, take a look around, (the pit)
You think you’re majoring in unafraid, but you’re majoring in the pit

The pit
Our hopes fell in the pit
Our dreams fell in the pit
The future’s in the pit

Our newest crying spot via Bwog Staff

Sep

3

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Remember when Maggie looked like this?

Remember when Maggie looked like this?

Yesterday, Barnard students received an email from Rob Goldberg, the college’s Chief Operating Officer, stating that their beloved magnolia tree is now officially deceased. The tree was moved last fall to accommodate the construction of Barnard’s new Teaching and Learning Center, and today’s email has confirmed what we suspected earlier this summer: it “did not survive the move.”

But fear not! You haven’t heard the last of Maggie the Magnolia! Goldberg’s email also contained news of plans to “find a new magnolia to plant on the lawn for future generations to enjoy” (and cry under). A committee of Barnard faculty, staff, and students will be assembled to select a replacement magnolia, assisted by expert arborists. This replanting, as well as Maggie’s final removal (or execution), will be done “at no additional cost to Barnard.”

In addition, Goldberg wrote that Nicholas Gershberg, Barnard’s greenhouse coordinator, took cuttings from the magnolia before its move that are currently flourishing in the greenhouse. These clones will be planted somewhere on campus when they’re strong enough to blossom out in the world.

But will clones or replacement magnolias ever be enough to repair the tear in our hearts caused by Maggie’s unfortunate demise? We aren’t sure. All we can definitively say is that we will be in attendance at her memorial later this month.

Check out Goldberg’s full email after the jump

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