Support the ‘Prince’
Please disable ad blockers for our domain. Thank you!
Use the fields below to perform an advanced search of ' archives. This will return articles, images, and multimedia relevant to your query. You can also try a Basic search
1000 items found for your search. If no results were found please broaden your search.
At this point last year, I had reopened the infamous Common App portal. Until the end of fall break, I was convinced I’d be transferring.
Just two days after Brett Kavanaugh was narrowly confirmed to the Supreme Court, 198 Princeton students shuffled into McCosh 50 for a history lecture on Roosevelt’s attempted court-packing plan in 1937. As Professor Kevin Kruse began his lecture, the irony was lost on no one.
Millions of voters voted by absentee ballot in the last midterm election. Given that most Princeton students aren’t from the surrounding area, the large majority of eligible student voters will also be sending absentee ballots and ballot requests through the Frist mail center this month. While there has been a vocal criticism of college students for our historically low voter turnout rates, not much attention has been paid to how difficult it is for college students to actually get their ballots to the voting box. It is important that college students increase their voter turnout, yet absentee voting is antiquated and prevents college students from fully participating in the electoral process.
Brett Kavanaugh’s appointment to the Supreme Court cements a five-to-four conservative judicial majority, which could enable the overturn of Roe v. Wade, a 1973 Supreme Court ruling that affirmed a woman’s constitutional right to access abortion. The overturn of Roe would further systematize misogyny and gender discrimination in the United States. Likewise, it would compound the pain of countless American women who have been traumatized and angered by Christine Blasey Ford’s testimony, in which she alleged that Kavanaugh attempted to rape her at a 1982 high school party in Maryland.
Growing up in Florida, hurricanes were just a part of life. There were usually one or two hurricanes or tropical storms a year, and some years saw even greater numbers. In 2004, there were four hurricanes: Charley, Frances, Ivan, and Jeanne. Though each of these hurricanes caused significant damage, my memories are rosy: having hurricane days off from school, spending the day building forts with flashlights, and even a trip to the beach in Tampa when we had to evacuate from hurricane-stricken Orlando.
On the evening of Friday, Oct. 12, acclaimed American sculptor Jim Sanborn delivered a lecture to a crowded audience of students and community members at the University's Art Museum. In his talk, Sanborn described much of his life’s work that, in his own words, seeks to “bring science and art closer together.”
One of the most frustrating conversations a politically engaged citizen can have is encouraging a friend or family member to vote and getting the classic “my vote doesn’t matter” response. What rebuttal do we subsequently offer these people? “Well, if everyone who said that voted, they could actually make a difference.”
I’ll be the first to say that I’m a forgetful person. Whether it’s remembering hours late that a load of my laundry was taking up a dryer or letting deadlines turn into unpleasant surprises, I have an unhealthy habit of allowing things for which I am accountable to slip through the cracks of my mind.
Being a moderate is tiring. There are attacks from both ends of the political spectrum; the far left callously groups moderates with the far right as fascists spreading oppression, while the right groups them with the left as anti-American. Even less radical groups will call moderates wishy-washy or spineless.
Between the recent “She Roars” conference and senior columnist Leora Eisenberg’s recent column on women’s treatment in precepts, we should be more aware of how biases (implicit, explicit, unintentional, and intentional) work in the classroom — especially relating to women and other groups that are stigmatized. While I cannot offer a solution to solve gross inequalities and biases, I can offer a solution to solve inequalities of grading that result from gross inequalities and bias — blind grading. The administration, students, and professors should mandate, advocate, and adopt blind grading as a general “best practices” solution to help deal with bias in the classroom.