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“House of Cards” is now available on Netflix, and is in its third season. (Jessica Hanley/ The Observer)

By JOSEPH RAMETTA
Asst. Arts & Culture Co-Editor
Published: March 25, 2015

For many, American politics is a very sensitive subject. But for approximately 5 million viewers from the ages 16 to 24 on Netflix, the show “House of Cards” has successfully turned this hesitant view of American politics around, including students and faculty at Fordham College at Lincoln Center (FCLC). On March 31 in the South Lounge at FCLC, “House of Cards” creator Beau Willimon will discuss the various aspects of this hit Netflix series.

Beth Knobel, professor of communication and media studies at Fordham College Rose Hill (FCRH) and coordinator of the event, said, “Willimon, creator and executive producer of ‘House of Cards,’ will be coming to Lincoln Center to talk about many aspects of the show, such as what it is about, how it came about, how they come up with story lines … et cetera.”

As the show leaves many people with questions waiting to be answered, this will be a great opportunity for students to get an inside scoop of “House of Cards” from the creator himself. “[The event] will also operate as a question and answer session with the students. The students will have the opportunity to ask [Willimon] any type of question about the show. It will be an open question and answer session,” Knobel said.

In regards to the show, Paul Levinson, professor of communication and media studies at FCLC, said that “House of Cards” transcends the way audiences watch television and politics. “The show has sparked a new light on politics by putting together an interesting plot and dramatizing it to a point that makes it attractive to a mass audience,” he said.

Furthermore, “House of Cards” successfully makes viewers think about what really goes on in the White House. Jennifer Clark, assistant professor of communication and media studies at FCLC, said, “The producers structured the show in a way where it is up to the audience’s imagination to figure out what goes on in the White House. As much of the show is fictional or dramatized, the truth of the White House will away remain a question to Americans.”

The combination of the show’s drama and fiction spark a sense of entertainment about American politics. Sara Jackson, Fordham College at Rose Hill (FCRH) ‘15, said, “A show can never fully portray the operations of the government because honestly it would be boring. It would be like watching C-span all day. And nobody wants to do that.”

There are multiple elements of the show that students find fascinating. For instance, many are drawn to the show’s main character, Frank Underwood (Kevin Spacey), who is the ruthless congressman. Through violence, manipulation and collaboration with his wife, Claire Underwood (Robin Wright), Spacey’s character rises to power in the White House. In regards to the show and Spacey, Alex Hladick, FCLC ’17, said, “When I see Frank Underwood, I find it really hard to picture him as the president; he’s done so much evil in the show.”

Even with its drama, “House of Cards” finds a way to maintain a sense of realism, as it connects to current events. Connor McHugh, Fordham Gabelli School of Business (GSBRH) ’17, said, “I really like how it keeps up with current events and what is actually going on in the world.”

Another factor of the show, which many feel is a key to its success, is the show’s  premiere strategy.  While many shows premiere once a week at a particular time and date, “House of Cards” releases its series all at once. In addition, being an Internet series, the show allows people to watch the show on the go from tablet devices, mobile phones and personal laptops.

Arianna Miskel, (GSBRH) ’17, said, “Regardless of the platform that ‘House of Cards’ is aired on, I believe the show has grabbed the interest of millennials. Although it was bound to be an influential show, ‘House of Cards’ definitely has more young viewers because it is aired on Netflix. Airing the show on the Internet enables more people to watch it.”

“House of Cards” has succeeded in attracting attention. If you’re a fan or not, it cannot be argued that “House of Cards” has become a major topic of interest for many people.both young and old.

Courtesy of BSA.

By Justin Rebollo
Asst. News Co-Editor
Published: March 25, 2015

“My skin is not a fetish! My hair is not a trend! Black is BEAUTIFUL!” reads one of Black Student Alliance’s (BSA) posts from their “I, Too, Am Fordham” Tumblr page launched early last week.

The page is a collection of 16 pictures of students holding up handwritten statements. The statements describe black/African-American students’ experiences.

Jodi Hines, FCLC ’15 and President of BSA, explained the group’s reason behind launching the Tumblr in an email interview.

“We decided to create the campaign to raise awareness about black/African-American students at FCLC. We also thought that it would serve as a conversation-starter that would go beyond the typical dialogues that focus on race that we have seen, since each participant shared an honest message and or experience,” Hines wrote.

Harvard students launched “I, Too, Am Harvard” in March 2014. “The idea arrived from Harvard University’s campaign, ‘I, Too, Am Harvard,’ which is also on Tumblr, as well as on BuzzFeed. Other universities and colleges have done very similar campaigns. In fact, a year or two ago, several students of color here at FCLC did a collection about microaggressions and released it on BuzzFeed. So, the concept is not really original, but what we have created is essentially BSA’s version of that concept,” Hines said.

“The first time I realized I was black I was 14. That was the day I learned my innocence has NOTHING to do with my verdict,” reads another post from “I, Too, Am Fordham.”

In regards to the strength of the messages and experiences from the Tumblr Hines said: “Some of the messages have shock-value but are nonetheless 100 percent real and authentic. Many of the pictures will make a person stop and think, ‘wow, someone actually said that to that person?’ which is essentially what would spark questions and conversation.”

The Tumblr page has “gotten several shares and likes online for it. We have also had faculty members express how great they think the campaign is. We hope to continue to spread it, as we will post posters of each picture around Lowenstein soon. We also hope to continue to add pictures of more students who want to participate as the semester continues.”

Acevedo and Moniot agree, money shouldn’t be a deciding factor when it comes to picking a major. (Jess Luszczyk/The Observer)

By ANA FOTA
Staff Writer
Published: March 25, 2015

As freshmen contemplate what majors they will choose next year and as upperclassmen reflect on their recent choices, students at Fordham College at Lincoln Center (FCLC) had trouble reconciling choosing between money and passion.

According to a study by Georgetown University, there is a wide payment gap between lucrative majors such as the STEM ones (science, technology, engineering, math), and majors such as social work or architecture. The study shows that engineering majors earn on average $57,000 per year, while arts, psychology or social work majors earn roughly $31,000 per year.

For students like Benjamin Conlin, FCLC ’17, the work itself is more rewarding than the pay. Conlin has a personal interest in the social sciences. He initially wanted to double major in anthropology and English, but switched to a double major in English and communications.“I want to get into writing, and I find the topic of communications very interesting. I’m interested in writing for TV shows, so they work well together,” he stated.

Anitra Singh, FCLC ’15, chose the economics major with both potential salary and her interests in mind. “Going into college I was definitely interested in it, but I also picked it knowing that it would help me earn more money,” she stated. “I really thought that New York was the hub of finance related jobs.” However interest played its part as well. “Now I’m shifting more towards picking passion over money,” Singh continued.

For Nicholas Primiano, FCLC ’16, salary was of secondary importance, preceded by the amount of time spent in college and interest in the field. He is part of a five-year combined plan program that Fordham has with Columbia University, first studying computer science and mathematics at Fordham for three years and then bio-medical engineering for two years at Columbia.

“I have always been interested in computer science,” he stated, “ but I also liked that it gave me more time to decide.” Primiano wants to pursue a medical degree after college, so he also considered “what would be the best hack to get into a good medical school.” According to Primiano, “money was a factor, but it certainly was not the only one, as my decision was a compromise between something that I love and a way that I could have a good salary.”

Nicole Kucik, FCLC ’17, decided to pursue a major in computer science her freshman year. “It’s the best way for me to help people,” she said. When asked if she was planning on pursuing a master’s degree, Kucik stated that graduate school “definitely helps,” as “there’s only so much you can learn in [undergraduate] college.”

Associate Professor of Social Service Gregory Acevedo Ph.D. knows that social work is an area that is “not as lucrative with only a bachelor’s degree.” In this particular area, job prospects are greater for students who go further after they graduate, and become Licensed Clinical Social Workers (LCSW). In this case, a master’s degree usually serves as a stepping stone to a doctorate, according to Acevedo. Fordham University has one of the largest schools of social work in the country. Given the University’s Jesuit mission, “it is a crucial profession, especially when it comes to social change and the pursuit of justice,” Acevedo said.

Dr. Robert Moniot, associate dean of FCLC and associate professor, echoed Fordham’s Jesuit tradition, stating that college is not about the major and chosen career path but about the experience.

“Succeeding depends more on your character, a big part of getting a job is how you present yourself,” Moniot said. Both Acevedo and Moniot believed that financial prospects should not be a deciding factor when it comes to students’ majors.

A majority of Fordham graduates do not pursue a Master’s degree. According to Career Insights, a tool developed by Career Services to help gather data on graduating classes, 21 percent of liberal arts graduates in the class of 2014 pursued graduate school. Graduate schools across the nation have seen an overall decrease in enrollment.

“If you are smart and you maintain a high GPA, you can major in anything and they will be interested in hiring you. It depends more on your character,” Moniot stated.

(Payton Vincelette/The Observer)

By ANNUNZIATA SANTELLI
Staff Writer
Published: March 25, 2015

Evaluations of colleges and their various courses and teachers have become more and more important with the rise of social media’s prominence in the lives of this college-age generation. For better or for worse, every one of us faces an onslaught of personal qualms, self-help guides and Answer.com-esque sites, all centered around the promotion of individual opinions on a public and global scale. Fordham’s class evaluation system, our school’s most professional medium of opinion-based research, is widely unpopular among the student body, most of whom feel as if their thoughts could be better shared elsewhere. To keep the teacher complaints off YikYak and in the hands of people who could foster the growth of more beneficial classroom environments, the current evaluation form needs to be updated. Currently, it contains long, generalized ranking lists of Fordham’s courses and teachers. Although the purpose of this online quiz is to locate and fix problems within Fordham’s classes and teachers, the teachers cannot be expected to improve their ability to engage their students if Fordham’s own survey cannot.

(Payton Vincelette/The Observer)
(Payton Vincelette/The Observer)

Logistically, the format of the current course evaluation needs to be shortened. This will positively affect Fordham students’ engagement with the evaluation process, and it will ultimately result in more honest and clear reviews of courses and teachers. The goal of the course evaluations is to obtain enlightening testimonials that Fordham’s deans and administration can create a consensus from about the quality of their courses. First of all, the 1-9 ranking of specific classroom elements should be deleted entirely: its ambiguous and general categories confuse students, making for unclear input. Since these officials cannot be present during each class session to determine its success on their own, they should make sure that their aggregated information stems from honest and straightforward sources. The large number of multiple-choice ranking questions must be replaced by a smaller number of detailed short answer questions. This is the most basic change that Fordham’s administration can make to their evaluations.

Thus, when looking for specific areas for improvement, Fordham should look first at the professor section of their course evaluations. The anonymous style of the evaluations already allows for students to share honest feelings about their courses. However, to keep the students interested in sharing their most important and perhaps detailed opinions, in the professor section of the evaluations there should be specific questions such as, “In what specific ways do you see your instructor showing interest in his/her material?”, or “How does your professor’s means of conveying his/her material to you increase your personal interest in the material, and where, if anywhere, can they improve upon this?”. Just as a student’s interest in their education determines how well they succeed in school, the course evaluations should focus on how well the professors’ interest in their careers and the futures of their students is expressed.

In terms of information available to Fordham’s prospective students, the biggest problem lies in their accuracy and air of accuracy. This means that the professors and students providing their opinions should again be engaged and invested during the entire process. Also, the way that their testimonials are published should eliminate any obvious bias. First and foremost, the number of questions should be small, their wording should be succinct and specific, and the answers should be in a short answer format provided anonymously.

The types of questions on a general school evaluation should be no less detailed than the ones about the teachers, and they should ask about a broad spectrum of Fordham’s services. For example, possible questions could be: “How does Fordham’s on-campus housing environment compare to the classroom environment, and how can the less successful place be changed to better match the other?”, “How do Fordham’s instructors stand out from other educational professionals that you have worked with in the past?” and “How did/does Fordham’s small population, specifically seen in the teacher to student ratio, shape the growth of your education?”

All of these questions share many common traits, but most importantly, they are all personal and allow for a variety of answers. Plus, in three questions, many elements of life at Fordham have been touched upon. Other questions should focus on extra-curricular activities and means for social expression on campus, such as volunteering, journalism and the visual and theatrical arts.

Ultimately, Fordham should shape its course and school evaluations to accommodate the many unique perspectives of their students. If the people providing the opinions and information feel valued, then the information will be more accurate, honest and useful. Then, Fordham’s administration can shape their classes, professors and the reputation of the school most productively.

(Tyler Martins/The Observer)

By LEIGHTON MAGOON
Candidate for USG President
Published: March 25, 2015

At the peak of my class’ New Student Orientation (NSO) in late August of 2013, in the course of the Club Leader Picnic on the Robert Moses Plaza, I was eagerly and nervously searching for clubs to get involved in. Since I had dabbled in student government in my high school days, I sought out and ultimately stumbled upon the United Student Government (USG) in the Plaza and was inspired by the following phrase one of their representatives said to me: “Everyone is a member of USG.”

That phrase left a significant impact with me. The idea of a collective student body coming together to make a college campus the best it could be was a powerful thought. I envisioned huge groups of students gathering every week to serve the campus, working hand-in-hand with fellow students and fix every problem. Inspired, I picked up my USG election packet and started my Senate campaign. I served as a Freshman Senator for a year and then began serving as USG’s Treasurer and the Chairperson of the Student Activities Budget Committee (SABC) this academic year. It was during this time I began to notice a disconnect between USG and our fellow students.

Most of our general meetings garnered the attendance of the Senate, Executive Board, USG’s advisor and perhaps a guest or two on a good day. This has been the case for the two years I have served on USG. At first I was satisfied with the limited attendance because it fostered a tight-knit community between the USG members, but something was missing for me.

What happened to “everyone” being a part of United Student Government?

There are routine reasons for not being able to attend club meetings: interfering class schedules, internships, students not knowing the meeting location, commitments with other clubs, potential lack of interest, forgetfulness – the list goes on. But it was when USG held our student-body town halls and received a minimal turnout that I wondered if there was something we were not doing. I became concerned about whether USG had advertised enough to the student body the whereabouts of our meetings and events or if people even knew what we do as the main student government group on campus.

I want people to know what we do in USG. Whether that is improved and consistent advertising via social media outlets, creating more posters or tabling more on the Plaza Level, students at Fordham University at Lincoln Center should know what USG does for them. It is an organization that exists for the students and I want everyone to know that. Why am I so determined about issues such as visibility and participation?

Because many important changes are happening here on campus:

The new Law School building and McKeon Hall have completely changed and continue to change the culture and appearance of our campus for the better. Freshman class sizes continue to grow larger and larger. The Gabelli School of Business has opened its doors on our campus, bringing new business-minded students and hundreds more in the years to come. The old Law School building is being renovated and will be open in 2016-2017 with new services for undergraduates. Groups such as The Positive have reached out and worked with USG to provide gender-neutral bathrooms on campus. Conversations regarding Title IX and sexual assault have continued to develop on our campus. So much is happening on our campus. I want you all to know about it and be involved in the conversation. That is what United Student Government is here for: to provide that outlet for conversation.

So, I will gladly let you know there is always a chair saved for you on Thursday afternoons at 12:30 p.m. in LL502 for our USG general meetings. Anyone is free to come and hear what is taking place at their home away from home. I want everyone to know that USG and its members represent the students’ best wishes at heart and want the campus to flourish as much as the students do. We have had constructive conversations and dialogues for years within our small group, but I want to see more people participating.

I dream of the day when we need to request a larger room to host our general meetings to fit all our dozens of members. However, I am realistic about how busy the students on our campus are, with clubs, classwork, GO! Projects, internships and all. So let me offer you this: if you have a free spot in your schedule on Thursday at 12:30 p.m., come to LL502, bring your friends, roommate(s), girlfriend, boyfriend, spouse or whoever and see what USG has been working on for you and your fellow students. Join the conversation and important conversations to come. Come and help us spread the phrase:

“Everyone is a member of USG.”

As I begin my campaign for President of United Student Government, these are the values I take to heart and hope to convey to the great student body of Fordham University at Lincoln Center.

“Leighton Magoon is a sophomore from South Berwick, Maine. A political science major and music minor, Leighton currently serves as Treasurer of United Student Government and Chairperson of the Student Activities Budget Committee. He is a Social Justice Leader for the Dorothy Day Center for Service and Justice.  Leighton is running for USG President to continue the progress USG has done to become the one, true representative body of all FCLC and GSBLC students.”

(Tyler Martins/USGLC)

By JACOB AZRILYANT
Candidate for USG President 
Published: March 25, 2015

In our duty to remain united, we have a mandate to progress forward. Fordham Lincoln Center is not a stagnant campus, for we do not survive by maintaining the status quo of the past. We are an ever-changing community, evolutionary with the times and progressive in our ways. For this reason, we need a president who is not only a representative of the people, but a catalyst for progress. It is for this reason that I announce my candidacy for president of United Student Government (USG) at Fordham Lincoln Center.

We are in a definitive stage in Fordham’s history, at the edge of a precipice which promises us trials and tribulations. But we are of Fordham: where others see a chasm too dangerous to cross, we see a bridge that is yet to be built. We will not be stalled by questions of possibility, for when our strengths are put together there is little that can stand in our way. For we are of Fordham, and together we are better than either of us alone.

The tasks that lie before us will test our convictions, our fortitude and our resolve. Some will be simple and others more difficult. There may come a time when we have to choose between what is right, and what is easy, and we need a leader not only with the wisdom to know the difference, but with the courage to go down the right path.

The questions that affect our community today are of a wide variety, and each deserve our undivided attention, even if they only affect a certain portion of the population. For we are of Fordham, and the needs of the few are the concerns of the many.

We are tasked with addressing the needs of the LGBTQ community, answering the call for gender-neutral bathrooms, housing, signage and of overall making the school more inclusive of those who do not conform to archaic norms. Advocacy is not enough, and the time has come for us to make a difference. This is the 21st century, and we will not live in 2015 while pretending like it’s 1520.

We are also tasked with promoting positive mental health. It is easy to look past an individual who wears the mask of a smile, but bears the burden of pain. For this reason, we must treat each and every individual with the utmost of care and respect, for you may never know who is fighting the silent fight. We must defeat the stigma surrounding mental illness, for there is no shame in it. The only shame is that of stigma itself, which shames us all.

But that is not all, as our society continues to be rocked by racism, sexism, violence and prejudice. We have a duty to stand up to such horrendous violations toward humanity and pave the way forward toward a society that buries prejudice and hatred deep underground. These are issues we cannot ignore. Through tabling, outreach and programming, we have an obligation to each other to fight these injustices, and to provide support for those who find themselves in need of it. This year we saw the start of the Campus Assault and Relationship Education (CARE) initiative, but that was only the beginning. The road may seem long and endless, but know that it is not. We may face roadblocks ahead, and it can be easy to feel discouraged. But just because we find ourselves in times of darkness and cannot see the road, does not mean that it is not there. In times like these, we need only remember to turn on the light.

Furthermore, USG should not only be tasked with the support of social progress, but also with the simplification and optimization of the college experience for every student that calls Lincoln Center their home. Whether it means reforming course registration such that required classes are not scheduled at identical times, or dealing with Sodexo’s inability to change food items between lunch and dinner, we have a mandate to do everything we can to help the students in the short term, as well as act as a beacon of support for the long term.

In order to help achieve these tasks, I invite The Observer to establish a USG correspondent to come to all of our general meetings, not only to act as the press, but to oversee our promises and efforts to achieve them. Furthermore, in the spirit of transparency, USG must release a semester report, which includes how Student Activities Budget Committee (SABC) funds were distributed to clubs by category, such as Academic, Sports & Recreation, among others. We may be a government, but we should not be secretive like one.

The road ahead will test us, and some will try to stop us with red tape, while others with cries of traditionalism. But it is here, today, that we lay the foundation to cross the chasm toward the future. And for every stone that is demolished, we will place two in its place. We will trudge onward, we will not falter and we will progress – ever forward.

“A commuter from Brooklyn, Jacob is a junior at FCLC double majoring in political science and international studies. He is currently serving his second term as the United Student Government Vice President of Operations and was a senator his freshman year. He’s overseen the creation of 16 new clubs on campus, as well as the monthly Club Spotlight. He is also currently an intern at Weil, Gotshal & Manges LLP, working in Accounting Operations since June 2013.”

Campus Ministry and Assistant Dean of the Law School Robert J. Reilly, host a tour of St. Paul the Apostle. (Paula Madero/ The Observer)

By SRI STEWART
Staff Writer
Published: March 25, 2015

As the third largest church in New York City, The Church of St. Paul the Apostle is full of history and unique architecture design. Standing next door to Fordham College at Lincoln Center (FCLC), its elaborate history connects to the Fordham community in a subtle way. On Thursday, March 12, Robert J. Reilly, assistant dean of the Law School, and Campus Ministry hosted a tour, discussing the church’s rich history, architecture and art.

ARTS_StPaul-PaulaAccording to Reilly, the history of this church began in the 18th century. “The construction of the church was a response to the anti-immigrant and anti-Catholic sentiment in New York,” he said. At the time, the Know Nothing Party emerged as anti-immigrant and anti-Catholic leaders; as a result, there were many attacks and threats on Catholic churches.

Isaac Hecker, a Catholic convert, was the founder of building The Church of St. Paul the Apostle. Hecker converted to Catholicism and was baptized by the first president of Fordham, Cardinal John McCloskey, Archbishop of New York. After Hecker converted to Catholicism, Archbishop Hughes, who was founder of Fordham and protector of New York Catholics in the 18th century, allowed Hecker to have a church built on 59th Street. This church was The Church of St. Paul the Apostle.

The Church of St. Paul the Apostle was originally built in a Late Gothic Revival style; its design was made to be American. Since Hecker was originally a Protestant, he wanted the church’s design appeal more to a non-Catholic crowd by making the church’s style more European.

Because the church has a strong European influence, elements of The Church of St. Paul the Apostle differ from that of other churches in New York City. For instance, the church has a grand step entranceway, which is uncommon for American churches.

Hecker wanted the church to be dark and contemplative; he bought stones from a dismantled reservoir to build walls 8-feet thick. These dirty stones contributed to the dark atmosphere of the church. However, in 1992, the stones were cleaned up and returned to their original pink hue. Since then, the church no longer has the dark interior of old.

Unlike many Catholic churches, there is plenty of modern artwork inside The Church of St. Paul the Apostle. In addition, another unique element of the church is the strong angelic theme at the main altar. The gold cross at the altar does not have Jesus on it, a rarity in a Catholic Church. However, a cross with crucifixion was later added to satisfy Catholics.

Some students have never been to the Church of St. Paul the Apostle, but are still eager to see it. “I’ve been wanting to check it out for a while,” Stephanie Ali, FCLC ’16, said.

Students think that the church, as well as campus ministry, helps tie together the Fordham community.  “I think that Fr. Gil has really done an amazing job of creating and cultivating this community of love and inclusion. It’s great that they opened up the young adult mass to the Fordham community because of the energy and the unity that it brings,” Mike Macalintal, FCLC ’15, said.

There seems to be a goal in fostering a stronger community, whether it is for church or not. A member of campus ministry, Andrew Abenssett, FCLC ’16, said, “Campus Ministry wants a stronger presence. Hosting this would have people [the Fordham community] know we’re always there for them and their spiritual needs.” 

Assistant Professor of Communications Margaret Schwartz releases “Dead Matter” this fall. (Maria Kovoros/The Observer)

By ANAMARIA GLAVIN
Contributing Writer
Published: March 25, 2015

In Margaret Schwartz’s, assistant professor of communication and media studies at Fordham College at Lincoln Center (FCLC) new book, “Dead Matter: The Meaning of Iconic Corpses,” which comes out Nov. 25, 2015, Schwartz suggests that corpses are more alive than one would think.

With a cover of a green stick-figure wearing a white glove (alluding to Michael Jackson), the book highlights two things: the first being a reference to a discipline of academia known as “new materialism,” which focuses on the cultural and political significance of objects. Second, she emphasizes the role of corpses that were once public figures, ranging from politicians to entertainers.

First, “Dead Matter” looks at how society has dealt with corpses and mourning in photography. For example, Schwartz points out that the practice of post-mortem photography was once an acceptable mourning ritual. “Post-mortem photography was very popular in the early days of [the photograph]. Most photographers could count on making a living by photographing the bodies of people, especially if it was a child that hadn’t had their photo taken before,” Schwartz said.

However, this changed, and with the introduction of embalming, photography faded away. “Embalming allowed for the preservation of the appearance of the body much as the photograph does, and in the period that it is displayed, [the embalmed body] will look very much like the deceased,” she said.

According to Schwartz, embalming also transformed a corpse in a negative way.  “[The corpse] not only is an object, a thing or a body, but it also became an important memorial object in a way or representation,” she said.

A major example Schwartz provides is that of the body of Vladimir Lenin, Russian revolutionary and political theorist, which was initially put on display. “There are people there who have to maintain the reverence looking at the body because it’s almost like going to the circus or something: it doesn’t mean the same thing it did.”

Contrastingly, Schwartz argues that there are bodies that can become a powerful message. “There are iconic figures that have become powerful public images through their deaths,” Schwartz said. According to Schwartz, an example of this loss of dignity is noticeable in the corpse of Emmett Till, a young African-American boy who was brutally murdered in 1954. He became an iconic corpse when his mother chose to publish photos of his disfigured body. In this sense, Till became an image for oppression and social inequality.

Lastly, the book highlights “tabloid bodies,” or corpses of public figures who were very much alive in our media outlets. According to Schwartz, “The people who we have the most images of in life and as living people, the images of that change. Now every picture you see of Michael Jackson is a way in which you know the seeds of his death are somehow in there.”

Schwartz refers to as a “body politic, where the corpse is representing a political or nation state.”

A major point throughout “Dead Matter” is the idea that, essentially, corpses can enable people to avoid the process of mourning. “You don’t want to confront that death, you want to continue to consume the images. So on the one hand it takes away dignity and on the other hand it allows, at a psychological level, to believe that person is not dead and allow them to continue to produce cultural meaning,” Schwartz said.

With a release date of this fall, what does Schwartz hope readers will take away from the book? “Death matters; death is important and that mourning is a process that deserves our attention and our dignity,” she said.

Correction: An earlier version of this article stated that Eva Perón’s body was put on display. That is incorrect: Perón’s body was never put on display. 

LinkedIn is a great source to connect with colleagues in your field! (Alanna Kilkeary/The Observer)

By ALANNA KILKEARY
Features Editor
Published: March 25, 2015

“Can’t wait to put this on my resume,” she let out a sigh as I finished helping her put away the rest of the photographs into my boss’ folder. I looked over at her. Really? I couldn’t believe my ears. She, too, was a college student living in the city and was assisting my blogger boss’ friend, helping out at photoshoots and filing some stuff away, which included giving me some photos to bring back to my boss. For a budding photographer, you would think she would have been a little more enthusiastic: her boss was a well-acclaimed photographer in the city, who had previously worked for Condé Nast, as well as a few other stellar publications. And all she wanted to do was put this on her resume? That didn’t sound right to me.

According to the Bureau of Labor Statistics, in October 2013, 74.2 percent of high school graduates who were attending college in the fall were working or looking to work during their next four years. As someone who currently attends college myself, I would not be surprised if this number has increased over the past two years. This could mean any type of work: paid or unpaid, retail jobs, IT jobs, jobs in the food-industry and many more. For many of the students here at Fordham College at Lincoln Center (FCLC), our peers are working at TV production companies like CNN, arenas like Madison Square Garden, major publishing houses like Random House, startups like the Lala and many other brands, both big and small. Our student body is ambitious, and with our wide variety of experiences, we must learn to take a step back and realize that we should be in this to learn, not solely for the ability to boast about what we’ve done on our resumes. Of course, your experience is going to be recorded on your resume for the next job you seek out, but it’s important to take on a job with honorable intentions: most significantly, curiosity and a desire to learn.

In my experience, I’ve always gotten slack for following around the people I’ve worked for like a puppy-dog, and I’m well aware of it. But, I’ve always done it for the sole purpose of learning. I’ve lived by the motto: you have to be bossed around before you can become the boss.

First was back in high school when I was in a Shakespearian teen-acting company. Our director was not only bat-out-of-hell crazy (in a great way), but she also had a knack for ordering some of us around, and guilty-as-charged, that “some of us,” was mostly me. I did what I was told about 99 percent of the time and worked really hard for her, whether it was organizing costumes on a rack or putting away props in bags- basically tedious things she didn’t want to do. The second instance has been with my blogger boss, who I’m on-call with just about 24/7. Need a show covered? On it. Need photos edited and sent in to you? Done. I’ve learned to be that type of person that just hustles. If it’s not done within five to 10 minutes of the request, I’m not doing the job right. I’ve come to understand that obviously not everyone works this way, but that’s how I’ve learned to be on top of every job that I handle.

But, I didn’t accept these positions so I could put a gold star next to them on my resume, I accepted them so I could build a unique work ethic that not many people have. The reality is just that: not everyone has the ability to hustle in the way that I’ve learned to. Moreover, not everyone wants to be bossed around or do the jobs that the boss doesn’t want to. But I can do these things: I’ve built up the skillset where I know that sometimes you have to do these things, especially when you’re just starting out. I truly believe these skills are vital when building a career and have the ability to better shape you as a leader in your professional future- because guess what, you’ll one day have someone following you around like a puppy-dog.

Throughout all of this, I’ve learned that it’s important to be honest with yourself when you’re taking on a job. You have to ask yourself if this is something that is going to be beneficial for your process of learning, if it’s something you want to learn how to do and most importantly- that it’s something that you’re doing for yourself.

A student works on a garment in FCLC costume shop. (Emily Tiberio/ The Observer)

By KAYLA OGLE
Staff Writer
Published: March 25, 2015

New York is one of the fashion capitals of the world: Designers, models and anyone wanting to make a career for themselves in fashion typically find themselves in New York City. As of Fall 2014, Fordham University created a minor in fashion studies, and it is quickly becoming popular among students.

This interdisciplinary minor is broken into three parts: fashion design, fashion marketing and fashion studies. Marissa Legnini, Fordham College Lincoln Center (FCLC) ’16, said that she’s learned a lot from her fashion classes so far. “To truly appreciate fashion, I think a little bit of knowledge in each category is necessary, and it also broadens student perspectives on fashion as a whole,” Legnini, who is a communications and media studies major, said.

Another student, Eavan Schmitt, FCLC ’16 , who is a visual arts major, also said that including the minor into her courses was an easy transition. “The minor is technically under the umbrella of the theater and fines arts department, so I didn’t have to make too far of a leap. As a matter of fact, the project which I plan to propose with my junior review application is grounded in my fashion training.” Schmitt said that the courses that she’s taken this far teach the fundamentals of fashion along with “the importance of creative collaboration and critical thinking” showing how the application of this minor can be beneficial for many different reasons.

Like many minors, fashion studies requires six classes in order to be complete; three required introductory courses and then one class in each of the three possible fields. Classes range from anthropology to business marketing, showing just how broad and universal the minor can become. Some classes include “The History of Women’s Magazines,” “Consumer Behavior” and “Stage Makeup and Hair,” making the minor universal for all majors and interests. Fordham Law School (LAW) also has one of the first fashion law institutes in the country, making the minor even possible at the graduate level.

“What sold me on this program above the ones offered at other schools were the three components,” Legnini said. When speaking about the design class requirement, she said, “[Professor] Kai Brothers taught us how the fashion process starts with inspiration to the actual design and the finished product.” Which differs some of the other required courses, like fashion anthropology; “Dr. (Aimee)Cox taught us how to recognize the cultural implications of fashion and how fashion potentially acts as a mechanism of class distinction, perceived status symbols and hegemonic influence in people’s lives.” By taking just a few classes so far, Legnini has already incorporated the minor into her major, so she can graduate in time and can tailor it to her liking.   

New York is home to many schools that caters to fashion specifically, like Fashion Institute of Technology, LIM College and Parson’s School for Design. However, these schools do not offer the liberal arts education that students at Fordham receive. “What I appreciate about the Fordham program is that it provides us with the opportunity to study fashion in its many facets while also receiving a top quality education from an acclaimed school,” Legnini stated as one of the few reasons why she decided to take up the minor. Schmitt also said that “given our location near the site of Fashion Week and our existing connections to creative fields, I was frankly surprised when I arrived at Fordham that a similar program didn’t already exist.” After being introduced only two semesters ago, the fashion studies minor is well on its way to becoming a new popular field of study here at Fordham.