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<WIMER 2000 Copyright © 2000 by SKYLARK This magazine publishes work by children and by adults on the acknowledged premise that children and more mature literary artists should be published side by side. All rights in this book are reserved. No part of this book may be used or reproduced in any manner without the written permission of the author or artist except in the case of brief quotations embodied in critical articles and reviews. SKYLARK is published annually in the winter. To subscribe or to submit manuscripts, write to the address below. SKYLARK, Pamela Hunter, Editor in Chief Purdue University Calumet 2200 169th St. Hammond, Indiana 46323-2094 Phone: (219) 989-2262 Fax: (219) 989-2165 Purdue Calumet is an equal access / equal opportunity University. Printed by Largus Printing, Munster, Indiana The wrap-around scene on the cover is an acrylic painting by Charles L. Sizemore. Not only is Sizemore a distinguished local artist, he is also a teacher of chemistry at Hammond High School. Coincidentally, in this issue is a two-page spread of poems written about chemistry by six PUC chemistry students of Professor Marfa O. Longas. See pages 6 and 7 for their work. \ UP fOj r / FEATURES FOR WINTER 2000 a profile of our retiring Chancellor 4 James Yackel by Beth Pellicciotti an interview with W. Virginia 9 Letter Friends poet Sandra Fowler this special section is enlivened 14 American with vintage photos and new Worker illustrations created expressly for it Poetry this section is highlighted with 36 and two pull-out color illustrations Prose for the first time, this section 76 Young Writers includes chapters from longer works by young writers 1 LARK TAFF AMERICAN WORKER EDITOR Pamela Hunter POETRY EDITOR Cathy Michniewicz PROSE STAFF Virginia Deweese Albert Matulewicz Dave McCullom YOUNG WRITERS EDITOR Shirley Jo Moritz FACULTY ADVISOR Charles B. Tinkham SECRETARY Laura Ruben READERS Virginia Deweese, Albert Matulewicz Chris Mauch, Dave McCullom Cathy Michniewicz, Shirley Jo Moritz Laura Ruben, Cynequa Sain Henry White, Patricia Wilson 2 IN MEMORIAM Adeline Carlson Eddie Ryan BENEFACTORS Harvey Carlson Stella Tonkovich Dave Florey Irene Tuckey Charles B. Tinkham Mildred Hunter Jaye Wallace James Yackel DONORS Rosann Cook PATRONS Robert R Cooke David Detmer Dennis Barbour Ervin Dudek Mayor Robert J. Bercik Linda & Henry Hosek Jim Carley Francine Jewett Leonard & Janice Cox Bill Macauley Bill Evanouski Jim & Eunice Madison Michael Greenwich Mr. & Mrs. A. Matulewicz Harold & Barbara Hull Ed & Barb Michniewicz Ulrike Jannausch Dan & Adele Mika Saul Lerner Michal Mitol Mahoney Auto Service Pat & Virginia Dave & Sandy McCullom David Pick Pat & Cindy McCullom Chris Rasmussen Ryan & Shannon Michniewicz Eileen Schwartz Tom & Cathy Michniewicz Robert Selig Thomas J. Michniewicz Steven Spebar Linda Mika & Carol Edwards Terry Walker Edward Pasko Robert & Sharon Wilt Arlene Russell Tom & Ann Whiteley CONTRIBUTORS Carol Bainbridge Marilyn Cleland Carmen Franek Manfred Grote Kris Mihalic 3 JAMES he has most influenced. Sandra Singer, the traits in himself and others. He would agree current vice chancellor for academic affairs, with John Dewey that education and life are e all knew that Chancellor describes his vision as “academically ambi¬ identical concepts. To know Jim is to know James YackePs announce¬ tious and right for the region.” Steven his undying belief in humanism, in the dig¬ ment of his retirement would Beering, former Purdue University presi¬ nity of man.” be coming soon, and yet dent, describes him as a “highly principled Saul Lemer, professor of history, makes when it did come, many of us were still man whose unassuming leadership style has these comments: “Seeking to delegate adjusting to the news. He will be sorely been effective in advancing the quality of authority and responsibility and thoroughly missed. Purdue Calumet’s educational programs....” knowledgeable and caring about Purdue The following are some remarks from a Professor Charles Tinkham makes the fol¬ Calumet, Jim Yackel has brought modesty, variety of perspectives on the Chancellor’s lowing comments on the Chancellor’s con¬ lack of pretentiousness, seriousness, and personality, life and career. tribution: “James Yackel is essentially a very good humor to the Chancellorship and to the James Yackel first came to Purdue cordial, friendly man. When he engages peo¬ administration of this campus.” University Calumet as its chief academic ple in conversation, he makes them feel Harry Lepinske, director of Purdue officer in 1987. He brought with him twenty comfortable and important. He demonstrates Calumet’s Center for International Research years of academic leadership at Purdue a sincere interest in them and their ideas. To and Education and International Business University West Lafayette, having been a sum up this aspect of his personality, he is Development Programs, believes a dedica¬ faculty member, an associate dean and act¬ very warm and approachable. It is a joy to tion to partnerships with the community ing dean of the School of Science. At that work with him. shows in all of Yackel’s work. “Whenever I time, the then current Purdue Calumet “James Yackel is quiet and reflective. He have worked with him, I have been Chancellor Richard Combs described Yackel relishes social discourse and at the same impressed with how focused he is on the as a “solid academician with experience in time he values the privacy he needs for benefit of our international programs to stu¬ all phases of academic administration.” imaging and abstract thought. He has devel¬ dents, the community, and business and These would prove to be prophetic words. oped what the Frenchman Michel industry.” In his ten years as Chancellor at Purdue Montaigne calls the backshop of the mind. Here are some insights from Yackel on his Calumet, Yackel would increase enrollment At any time he wants, even on his busiest job as Chancellor: “There is a balance to all ten percent, significantly increase scholar¬ days, he can retire to this backshop for med¬ of this. Leaders have much less freedom ship dollars, establish innovative partner¬ itation and serious thought. over resources than many people think. They ships with the business community, and cre¬ “Most of all, he is compassionate. He also may have less control over outcomes. ate a campus population reflective of the views man as a whole; he views man as free; What sometimes emerges from a project or demographics of Northwest Indiana. and he views man as independent and plan may be different from its initial start. I The measure of a leader comes from those responsible. He tries to nurture all of these ask myself if this idea or plan makes sense 4 for the University. If I know of an idea, can in minority enrollment as evidence of a sup¬ come out the other end is something signifi¬ I modify things slightly to meet this need? portive campus environment for students. cantly different and better. We wanted to put “At any point in time, I have fifteen to He believes that: “Becoming more student together admissions, financial aid, registra¬ twenty new things in the works. Some of friendly is one of the biggest changes I tion and the bursar functions so that through these projects and ideas may not work out. believe the University has made. We have cross-trained staffs, each could help with Some of these may move forward and some put in many staff training programs. Ten peak loads in each office. This concept grew may fail, and some may take a long time. It years ago, students complained about “hot so that students were better served through calls for patience and the willingness to see spots.” If you crossed people in these hot front-line staffs who were cross-trained. Our programs and ideas develop in different spots, you were in trouble. I don’t hear that new Enrollment Services Center grew as a ways, but in an overall positive direction. today. I hear from students how supportive one-stop student contact center.” “Here’s an example. Ten years ago, our and receptive our staff is to working with “Student-centered,” “learning-centered”— management curriculum focused on indus¬ students.” both of these terms describe Yackel. Here try, specifically large manufacturers. At that This sensitivity to the needs of students are ways that others describe him: “good time, Northwest Indiana was being comes from Yackel’s many years of teaching problem-solver; right for the region; focused described as the Rust Belt. Large companies and working with students. Prior to his on benefits to the students, the community were downsizing, and middle management Purdue University West Lafayette years, his and business and industry; interested in peo¬ jobs in manufacturing were being phased classroom experiences were varied. Coming ple and their ideas; and, finally, effective.” out. The Coleman Foundation provided from a very small high school in Sanborn, resources to develop support for small busi¬ Minnesota, (a graduating class of fifteen), he ness owners. This shift in focus from large enrolled at the University of Minnesota for companies to include small companies was his undergraduate and graduate years. good for Northwest Indiana and good for our Additional work at Dartmouth College as management faculty.” well as at the University of Minnesota pro¬ Beth Pellicciotti, vided him with a real understanding of qual¬ Assistant Vice Chancellor ity instruction. for Enrollment Management, arly in Yackel’s time as Yackel is a proponent of quality student lives in Munster, Indiana. Chancellor, he said that he services and quality classroom experience. wanted the enrollment to reflect He reflects: “An example of a quality stu¬ the demographic make-up of the dent service is our Enrollment Services region. He points to the growth Center. It started as one idea and what’s O ^ ^ r £ § ^ 8 c: § 5. £ S3. £ <? ^ ^3 R §- S. § c; a 2 O a R 3 a 5 The Relevance of Chemistry Maria 0. Longas —Professor of Chemistry, Purdue University Calumet When I ask ray students how I could make my classes more enjoyable, they answer: “Make them more relevant.” Chemistry, the study of matter and how its components interact to produce innumerable products, among them Life, is a mystery to many people. In an attempt to explain the relevance of chemistry in our lives, my students in CHM 256, Organic Chemistry II, have written about chemistry, how they go about learning it, and their experiences in the process. The following six poems reveal that my students, at the end of the semester, now realize that the study of chemistry is not only important because it is relevant. They have discovered that chemistry also affects our emotions and, con¬ sequently, our moods. But, most important, it is virtually responsible for our being here on this earth. Simply put, chemistry is what we are! The Key Chemistry is Everywhere Organic Chemistry Organic chemistry Affects you and me The trick is to know the KEY We study every day, Which revolves around To obtain that precious degree, carbon compound chemistry Wandering through the fray Of organic chemistry Compounds constitute the central chemicals of all living things From genetic material to enzymes, muscles, Esters, alkanes, carbonyls, too and even proteins. Fill our brains in all that we do It all started several billion years ago, when the earth existed as methane Memorize every term According to most historians But remember, understanding is the key Then along came an interaction with water, To demonstrate and affirm ammonia, and hydrogen Our knowledge of organic chemistry To produce the atmosphere — It all began here Alcohols, ethers, aromatics, too The atoms combined to form more complex compounds Fill our brains in all that we do Like amino acids, formaldehyde, and hydrogen cyanide, Purines, and pyrimidines all came Then ran with the rain Into the sea where they were stored The professor is our guide Until the emergence of Life brought them aboard But we must do our part Chem is no free ride Amino acids, such as threonine and alanine, We must take our learning to heart Combined to form proteins Purines and pyrimidines with sugar and phosphate in combination Formed DNA, which gives us our genetic information. Aldols, alkyls, hemiacetals, too RNA is the genetic transcription Fill our brains in all that we do And can act as an enzyme to catalyze reactions to completion. The carbon atom is everywhere: Push those electrons From the gasoline we use to propel our car Through mechanisms galore To the ethers that we can smell from afar. Rearrange those protons— Organic chemistry affects you and me Convince ourselves it’s chem we adore The trick is to know the key Which lies in the carbon compound chemistry. -Christy Ramian — Sara Spencer Portage, Indiana Illustration by Brandi Lohr Crown Point, Indiana 6 Chemistry Nightmares Follow Me Yesterday, as I went to bed Nightmares of halide dance came to my head Organic chemistry deals with carbon Carbon is written with the letter “C” I l I got up and tried to read for a while l You might think that couldn’t be hard u s But all I saw were combinations of nitrile t But follow me and you’ll believe r a t i o n I looked for sleeping pills, warming tea, and Tylenol o f But there was only carboxylic acid or phenol t w So many mechanisms, so many reactions o It’s enough to give my brain a contraction D As I was reading, I recall e r That my friends told me, don’t take organic at all m a t a n My friends told me, don’t take organic It’s SN1 or Sn2 S u You will definitely get panic l What’s a chem student to do? f a te El and E2, is there an E3 — But I needed to take the class T Silly me, now that can’t be e t And I was hoping to pass r a s a c c In this class I had to learn h a Carboxyls, halides, and hemiacetals r An alkane and an alkene differ by only a bond i d e The alkyne only one more bond still u I thought studying every day was the key n Do you think this is getting hard yet? i ts To pass the exams in chemistry I didn’t think so either, but trust me it will Then, I went to bed again And woke up with muscle pain Most things happen because of physical attractions Could a nightmare I’ve got to say I’ve seen some pretty radical reactions Produce lactic acid everywhere? / An electrophilic attack on a conjugated diene Makes a 1,4 addition; you know what I mean — Osama Abu-Eledam Hammond, Indiana k Protons can be deshielded and rings can be formed I know how you feel, at this part, too, I was bored What Would it be Like? But the aromatics are bound by Huckel’s rule And their synthetic applications are really cool This morning I woke up, glad to be me, Because I could be a chunk of bacteria floating in the sea. No, really, what would it be like to be a molecule, There are alcohols and phenols and arenes and amides Floating around the world existing as such a useful tool? And amines and enols and ketones and aldehydes And what would it be like to be a bond, And ethers and esters and carboxylic acid anhydrides Holding together the H20 in a pond? All of these compounds, it’s a wonder my brain’s fried Ever think how boring life must be for hydrogen, In constant search for nitrogen, carbon and oxygen? Tell me what you would do if you were a mechanism. Could you rearrange charges enough to create some magnetism? Organic chemistry has reactions and mechanisms galore What would it be like if you were aromatic? But I must say there’s some parts I adore Would your name be arene or aryl—how problematic! Like how a tree can be a tree Now, just think if you were a hydrocarbon chain, And it’s how we can be as different as you and me The longer you get, the more hydrophobic—what a pain! So, let me tell you what it is like to be me. I am just worried about my grade in organic chemistry! —Jeremy Fox —Jill Paolino Lowell, Indiana St. John, Indiana 7 W S a e l s e t m Poetry V i C r g h i u n r ia c . h , C W o u e by r s te t C s y o l o u f m S b a i Sandra n a d , r a F o w l e Fowler r . Stillness is a Song What is Infinitesimal The weight of shadows is so elegant. Touch with me what is infinitesimal— The mood feels like a fall of velvet snow. A single vagrant blue note of the dusk, Stillness is a song that takes the breath. A leaf that has no home but window glass, Only the sound of wind’s dark horn is left. A lonely whistle frozen into frost. What is there to believe in now but white? Such beauty closes eyes against all loss, You close my hand upon a bit of lace. Makes requiem a picture without depth. Old friend, the memory is as long as frost. And yet it sears the senses for all time. We measure its intensity by loss. Like one frail whisper blows a world away. I Hold You in the Lyric of My Thoughts (In memory of Menke Katz) Sometimes the Light is Merciless I hold you in the lyric of my thoughts. No, never mind that mist that hurts the eyes, Tomorrow in Jerusalem, my friend, Our dance beguiles the autumn of its grief. Sometimes the light is merciless to tone. Music struggles to lift earth’s heavy bones. I have you still with all my treasures kept, Brave friend, I know you feel the patterns break. Poor scribbles and the pencil-colored flowers. Your eyes write poems of it for our sake. Write me new letters on the windowpane. Sign them as always with your shadow name. Frost memories give me courage for today. How well you blunt nakedness by a word, Just taste October with me, find it good. Though like a shadow passage never heard, The time is poignant like a Yiddish tune, Your work remains obscure to a landscape, As bittersweet and smoky as old leaves. From which not even air makes an escape. 8