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2011 Fall Issue 9 (November 11, 2011)

Columnists

  • Griffin Johnson

    We’re all Mark Zuckerberg

    I really liked The Social Network. I know that might be a little unfashionable, but there’s a scene at the beginning where Jesse Eisenberg wanders home, alone, across the Harvard campus at night, and I haven’t been able to get it out of my head since I saw it.

  • Stuart John Urback

    The essence of the liberal arts

    In some of my discussions around incorporating game design into a liberal arts curriculum the fear of becoming a technical school begins to creep in. This fear is that having students produce video games will only prepare them for a life in the video game industry.  I truly understand the concern.

  • Casey Markenson

    The Sound of Silence

    Rather than writing a finale about the intersection between small talk and identity, today I am turning to one of language’s foils: silence. In contrast with language’s impact on our personas, its absence reveals important facets of ourselves. While this concept alone could fill nine weeks of columns, it is worth highlighting briefly to complement my discussion of language.  

  • Maddy Crowell

    Taking life with a grain of salt

    I’m going to let you in on a secret that will ease most of your pain: take nothing in your life too seriously. It sounds cliché, but the truth is, life is to be laughed over. Before I try to convince you of this, I would like to add, in a stipulation of sorts, if you can succeed in doing this, do tell me how.

  • Charlie Cross

    Frisbee enlightenment: Your throw isn’t everything

    Warning: this column will talk about frisbee. I’m sorry, I know you thought you would at least be able to escape it in the viewpoint section of the Carletonian. I promise it’s just a method to talk about something much less bland. Pete Kerns has this t-shirt that says “the way you do anything is the way you do anything”.

  • Michael Goodgame

    Why study history

    History class gets a bad rap.  For many, history was the useless subject they had to take in high school when they could have been taking more “valuable” courses in the hard sciences. They often look back in disdain, wondering why they were forced to learn about and form written syntheses on things that “just happened.”  Or, worse: they take history just because it fulfills a requirement.

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