In defense of Tom Brady’s willingness to bend the rules to win
The following is a guest contribution and reflects the authors’ views alone. For information on how to submit an article to the Opinion Section, click here.
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The following is a guest contribution and reflects the authors’ views alone. For information on how to submit an article to the Opinion Section, click here.
The following is a guest contribution and reflects the author’s views alone. For information on how to submit an article to the Opinion Section, click here.
In thinking about the role The Daily Princetonian ought to play on Princeton’s campus, I’ve been considering what it means to build trust — on the level of an individual, a group, and an entire community.
The following is a guest contribution and reflects the author’s views alone. For information on how to submit an article to the Opinion Section, click here.
Content warning: The following article contains descriptions of sexual assault.
Students are returning to a changed campus as the infectious omicron variant sends case levels to new heights. Princeton has responded to the changing circumstances by limiting social gatherings, changing dining to grab-and-go, and constraining student events. At the same time, the University has shortened the isolation period and ended its policy of contact tracing all confirmed positive cases, focusing in on only those groups at highest risk. Administrators have also stressed that they remain committed to offering in-person classes.
Last June, the New York Times published an Opinion Column titled “The Strange Death of Liberal Russophobia,” in which Opinion Columnist Ross Douthat praised the Biden administration for adopting a more “conciliatory” stance towards Russia. Yet just six months later, Biden-nominated U.S. Secretary of Defense Lloyd Austin accidentally referred to Russia as ‘the Soviet Union’ in connection with the ongoing Ukraine crisis: “Whatever we do will be done as a part of an international community. The best case though is that we won’t see an incursion by the Soviet Union into [Ukraine],” he said.
The following is a guest contribution and reflects the authors’ views alone. For information on how to submit an article to the Opinion Section, click here.
Content Warning: The following article contains descriptions of homophobia and sexism.
Television shows always seem to perpetuate a myth about Ivy League institutions as hotbeds of scheming, power-hungry students, when the reality is that most students spend their time here just trying to keep their heads above water. If a screenwriter wanted to include a Princeton Undergraduate Student Government (USG) election in a show, there would be campaigns, scandal, intrigue, maybe even murder. We’ve just finished a USG election. Most students probably couldn’t even tell you it happened.
Princeton has an important decision to make regarding undergraduate admissions: Should it revert to requiring a standardized test or extend its test-optional application policy through the 2022–23 admissions cycle?
In a 2021 study by the Financial Times, 16 to 24 year-olds were the least likely to be financially adept of all age groups surveyed. Yet, in a survey conducted by D. A. Davidson & co., “more than 70% of Gen Z respondents said that having greater financial literacy would have helped them better manage their finances,” especially during the COVID-19 pandemic. Why does our generation miss out on developing a skill set that could make or break our financial stability?
All around us, there is catastrophe: We are living in the second, almost third year of a global pandemic, and the death count continues to tick up every day. We see the consequences of the continued climate disaster: Fires engulf more land than we can remember, while natural disasters lead to death and panic even here in Princeton. Racism continues to claim the lives of countless people of color across the country. Every day seems to bring more bad news; every day feels one step closer to the apocalypse.
Content Warning: The following piece mentions instances of police brutality, gun violence, false conviction, unlawful imprisonment, and the use of racial slurs.
Content Warning: The following column contains descriptions of gun violence in a school setting. Resources can be found at the Everytown Support Fund, which provides support for victims and survivors of gun violence. To speak with Counseling and Psychological Services, please call (609) 258-3141.
Following the release of spring courses, I looked at the courses in the African Studies program for this upcoming semester. My face became crestfallen with disappointment: there were only seven courses to choose from, which paled in comparison to many other departments.
Content Warning: The following narrative contains mentions of mental ill-health and grief caused by sudden loss.
Amid the COVID-19 pandemic, college enrollment, defined as students actively taking classes as opposed to including those on gap years, has declined. Yet the different patterns of enrollment across the United States versus at Princeton demonstrate a significant disparity in the value students place on a college degree and speak to the greater inequalities in education across America. Overall in the U.S., college enrollment exhibited a 3.4 percent drop last fall and a 3.2 percent drop this fall. These statistics are significant, representing the absence of nearly 240,000 college students when compared to previous years.
As I scrolled through my daily flood of emails, one stood out to me: “Vaccine Volunteer Opportunity.” I clicked on the email and located the Google form, hoping to add my name to a list of people willing to volunteer at Princeton’s vaccine clinic. Yet as I opened the form, I saw a number of application questions. The form required me to write nearly 750 words. I don’t have time for this right now, I thought. I’ll fill it out later. I never did.
It often feels that to be a good Princeton student is to be a 24/7 productivity machine. Whether it comes from our own attitudes, expectations from the University, or conversations with peers, we feel our identities as students, specifically maximally productive students, are the only identities that matter. If every moment of our day isn’t allocated towards something perceived as productive, that means we’re wasting time that could be better spent. We dehumanize ourselves in the service of humanity.