Unity College earns national honor for sustainability in its curriculum

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Association for the Advancement for Sustainability in Higher Education recognizes America’s Environmental College in its Sustainable Campus Index

As America’s Environmental College, it’s important for Unity College to establish itself as a leader in sustainability — to not only talk the talk, but to also walk the walk, doubling down on its mission. As Unity College leans into curricular excellence in sustainability — a key contributor to the College reaching record enrollment, which has more than doubled over the past five years — the Association for the Advancement of Sustainability in Higher Education (AASHE) has recognized the College for its contributions to sustainability in its undergraduate and graduate curriculum.

Designations such as these have garnered attention from students nationally, contributing to the unprecedented growth the College has seen in recent years. Many adult, place-bound learners are seeking a degree rooted in sustainability, and receiving this honor reaffirms for them that Unity College is on the right track with its Path Forward.

The AASHE 2020 Sustainable Campus Index recognizes top-performing colleges and universities from across the country overall and in 17 distinct aspects of sustainability, measured by the Sustainability Tracking, Assessment & Rating System (STARS). Criteria include sustainable learning outcomes, immersive experiences, internships in sustainability fields, and sustainability courses and topics within courses.

“We here at Unity College take pride in developing the next generation of environmental leaders, and being recognized by AASHE reassures us that not only is our mission more relevant than ever, but that our curriculum and our students are thriving,” said Unity College President Dr. Melik Peter Khoury. “Through Hybrid Learning and Distance Education, we’ve taken strides to reach more students where they are, so now they can put our sustainability-minded education right to use in their own hometown. So it’s not only a win for our students, but for their communities as well. And a win for the environment, as it reduces the carbon emissions that students generate to receive a Unity College education!”

Unity College incorporates sustainability into every aspect of its functions, from academics to operations and planning. In fact, every single graduate program has at least one sustainability learning outcome, and all research-producing units are engaged in sustainability research. The College has also realized a reduction in building energy of more than 25 percent through efficient construction and retrofits. Meanwhile, 15 percent of electronic purchases, 80 percent of janitorial products, and 100 percent of copy paper meet recognized sustainability standards

“Sustainability is ingrained in our culture,” said Chief Sustainability Officer Jennifer deHart. “From orientation on, all of our students and staff understand the role that we all play in protecting our environment, and are aware of just how important it is to make the right decisions to limit our carbon footprint. And, sometimes changing the smallest habit can make a significant difference, like diverting 45 percent of our waste from landfills, including our food waste that is recycled into energy. If you do the math over years, it’s quite an accomplishment.”

The College’s sustainability curriculum is clearly both timely and desirable. Congratulations to all the Unity College students, faculty, staff, and alumni who have helped in leading the College’s sustainability efforts.

STUDENT WRITERS – Examining “The Social Dilemma”: The real impact on young people

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STUDENT WRITERS PROGRAM
This week featuring: ERSKINE ACADEMY

by Olivia Bourque of Vassalboro, Maine
Erskine Academy Junior

It is truly paradoxical that a generation has been raised to be enthralled by inventions detrimental to their mental health and wellbeing. A Netflix documentary, The Social Dilemma, addresses the evolution of and dangers of social media, an enigma and issue growing exponentially along with the minds of young adults. Simply stated, exposure to harsh and unfiltered content on social media harms teens’ self esteem, while captivating them with unlimited information tailored to their wants and interests. Software smarter than anyone and worth millions of dollars generates a feed of suggested content to keep everyone mindlessly engrossed, though this software was never created to improve the mental state of the person behind the screen, but rather to make some people an enormous amounts of money.

An embellished version of this enchantment is demonstrated with a teenage boy, a standard social media app, and a fictional group of people controlling his suggested feed (replacing the job of designated software for this purpose). At the beginning of the documentary, this group of people keeping the teenage boy actively swiping seems innovative, although the boy’s family and friends blatantly express their concern and frustration with his obsession. Any parent of a child with a smartphone would likely wholeheartedly confirm this aggravation, as these apps truly are addicting. This is expected, however, especially with the knowledge that machines present users with content hand-selected for their amusement.

As the film continues, the people controlling the teenage boy’s suggested feed and notifications slowly come to the epiphany that their job is not in the best interest of the user whom they’re supposed to keep engaged. Though this was a satisfying ending, it is unrealistic, as these groups of people are actually machines, incapable of understanding human emotions, actually observing how its work affects their users, and finally does not have the power to discontinue their work. With this, society does not have anyone to rely on to contain this mass craze, and therefore we must come to this revelation on our own.

In a smaller part of The Social Dilemma, a teenage girl represents a massive demographic of those whose mental health and self esteem is at jeopardy; she is also spending far too much time scrolling through content tailored to her, and along the way she begins to compare herself to others, instilling unrealistic expectations for herself. Like this girl, many young adults question their worth once they see what the ideal woman or man should look like through a series of heavily edited pictures.

This can often lead to numerous mental health issues, such as depression, anxiety, and eating disorders. Instead of taking away social media’s power to contort self-image, the girl responds to this insecurity by fixing her hair, makeup, and lighting, finding the perfect filter, and posting a picture of herself attempting to conform with current beauty standards.

This backfires on her when she receives mean comments online about her ears. From this, her self-esteem plummets, and she does everything in her power to cover her ears. Not only does this teenager unknowingly succumb to temptation of handpicked material online, but she also alters her emotional state as a result. This enforces the idea that a generation of self-destructive slaves to the internet are being created, and it’s almost unavoidable.

Student Writer’s Program: What Is It?

The Town Line has published the first in what we hope will be many articles from local students under the heading of the “Student Writer’s Program.” While it may seem plainly evident why The Town Line would pursue this program with local schools and students, we think it’s worth the time to highlight the reasons why we enthusiastically support this endeavor.

Up front, the program is meant to offer students who have a love of writing a venue where they can be published and read in their community. We have specifically not provided topics for the students to write on or about, and we have left the editing largely up to their teachers. From our perspective this is a free form space provided to students.

From the perspective of the community, what is the benefit? When considering any piece that should or could be published, this is a question we often ask ourselves at The Town Line. The benefit is that we as community are given a glimpse into how our students see the world, what concerns them, and, maybe even possible solutions to our pressing problems. Our fundamental mission at the paper is to help us all better understand and appreciate our community, our state, and our nation through journalism and print.

We hope you will read these articles with as much interest and enjoyment as we do. The students are giving us a rare opportunity to hear them out, to peer into their world, and see how they are processing this world we, as adults, are giving them.

To include your high school, contact The Town Line, townline@townline.org.

PHOTOS: Fall 2020 Winslow travel soccer teams

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Members of the Winslow U10 fall girls travel soccer team include,front row, from left to right, Ashleigh Hussey, Lily Brown, Madalynn Loubier, Emma Duplessie, Adyson Lessard, Luna Meak and Clair Dunton. Back, Leah Fate, Callen Pooler, Emma McCaslin, Hazel Sheridan, Kaitlyn Lavallee, Sumire Page, Addisyn Willette, Jorga Sharp, Savannah Calvo, Head coach Ryan Loubier, Asst. Coach Brian Dunton. Absent from photo, Sadie Snell and Asst. Coach David Page. (photo by Missy Brown, Central Maine Photography staff)

Members of the Winslow U12 fall girls travel soccer team include, from left to right, Coach Joshua Giroux, Olivia Coldwell, Kera Bilodeau, Michayla Richard, Alex, Davanee Kimball, Reese Siodla, Isabella Loubier, Kayla Giroux, Mirra Meak, Madison Cochran, Tenley Nadeau, Julia Ortins, Elena Rioux and Coach Sim Meak. Absent from photo, Johanna Jacobs and Coach Brian Kimball. (photo by Missy Brown, Central Maine Photography staff)

Members of the Winslow U11 fall boys travel soccer team include, front row, from left to right, Jackson Bailey, Scott LeClair, Eban Barbeau, Weston Pappas, Basil Dillaway and Nixon Souviney. Back, Coach Candice Flaherty, Andrew Pronto, Jack Flaherty, Frank Farnham, Quincy Morin, Rex Morin, Freddie Ouellette and Coach Nick Souviney. (photo by Missy Brown, Central Maine Photography staff)

Members of the Winslow U9 fall boys travel soccer team include, kneeling, from left to right, Deegan Grenier, Preston Bailey, Chase Reynolds and Eli Nadeau. Standing, Coach Wayne Doughty, Ander Bell, Walker Johnson, Jack Calvo, Landon Curtis and Coach Jarrod Carnrick. (photo by Missy Brown, Central Maine Photography staff)

Members of the Winslow U14 fall boys travel soccer team include, front row, from left to right, Jared Burbank, Seth Price, Logan Baron, Alex Beckwith, Tom Labbe, Brody Willette, Logan Caldwell and Dillon Whitney. Back, Kyri Meak, Coach Brad Rodrigue, Doug HIllman, Braden Rodrigue, Max Spicer, Ethan McCaslin, Jacob Lavallee, Brady Poulin and Coach Jesse Beckwith. Absent from photo, Coach Bruce Poulin. (photo by Missy Brown, Central Maine Photography staff)

PHOTO: Waterville-Winslow football action

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Waterville Youth Football team member Logan Cimino (42) runs with the ball while Winslow defenders, from left to right, Michael Loubier (68), Benjamin Fisher (50), and Larson Ronco (32), move in for the stop. The game was played on October 25, in Waterville. (photo by Missy Brown, Central Maine Photography staff)

STUDENT WRITERS: So what? The real impact on young people

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STUDENT WRITERS PROGRAM
This week featuring: ERSKINE ACADEMY

by Hannah Soule, Vassalboro

We all have bad days. Maybe your cat got run over or maybe the jelly in your PB and J sandwich made the bread way too soggy for the desired taste of the sandwich, or maybe you’ve had your head in your screen all day. I find myself having days where I ponder life more than others, where I come up with incredibly insane situations that I would never be in, and then I find myself having days where it kills me to tear my eyes away from my screen for two seconds. Social media is a disease that is being spread upon the youth. Many teens are struggling to find motivation and purpose. Very engaging and authentic opening paragraph, with a clear thesis!

The day I was handed my iPhone was the day my life changed. I stopped being the carefree child that didn’t have a care in the world. I was consumed with dark thoughts. I now had voices in my head making me second guess if my picture was pretty enough, if someone would say something about my imperfections, and if I needed to lose a little extra weight because I didn’t look like the supermodels that would pop up in my ads. My care-free spirit suddenly started to care. That’s what’s happening to our youth. If you hand your child a smartphone, it’s not a matter of if they will become consumed with darkness, it’s the matter of when. Wow!

Growing up a girl, all eyes are now on you and how you mature. I personally hear it all the time, “ oh wow Hannah, it looks like you have lost weight.” or “ Hannah, you look so different”, as if they are looking for these things the second I arrive in their presence, but for a few minutes you have the gladdening thought of the comment. Social media, however, can take this comment too far; all of a sudden the need for compliments takes over and you find yourself googling how to lose weight or how to be prettier. No girl should have to go through the expectations that society puts out for us. All of this could be avoided if the unfair comparison between teenagers and supermodels stopped. 72% of all teens use Instagram daily. This data is scary because that is 72% of the youth being brainwashed everyday.

Sixty-nine percent of children have their own devices by the age of 12, which was a 41% increase from 2015. The problem keeps growing and won’t stop. Smartphones were introduced in 2007 and from 2010 to 2015 visits to doctors regarding depression jumped nearly 30%. Now, I know it is hard to believe that social media causes depression. It is not a direct cause, however, it is a major contribution.

Technology is killing kids’ sense of adventure and their creative wavelengths. Sure, you may think that your kid has it under control because they still get active. For example, they will walk your dog (yay, exercise) but soon enough the whole world knows that your little Susie took old sparky for a walk. Parents now observe children with their eyes gleaned (Glued?) to a screen instead of drawing a picture or playing with friends.

Social media is causing kids’ minds to alter completely. Thirty years ago the biggest worry in parents’ minds was if their kids were going to eat a worm at recess; today the biggest worry in a parents mind is if their child will be a victim of this darkness that consumes young teens. Social media causes so much hate and discontent that we can’t experience the joys of walking alone at night or leaving the house in the morning and making it back just in time for dinner. This is a problem that will become out of hand if we do not take action today.

Student Writer’s Program: What Is It?

The Town Line has published the first in what we hope will be many articles from local students under the heading of the “Student Writer’s Program.” While it may seem plainly evident why The Town Line would pursue this program with local schools and students, I think it’s worth the time to highlight the reasons why we enthusiastically support this endeavor.

Up front, the program is meant to offer students who have a love of writing a venue where they can be published and read in their community. We have specifically not provided topics for the students to write on or about, and we have left the editing largely up to their teachers. From our perspective this is a free form space provided to students.

From the perspective of the community, what is the benefit? When considering any piece that should or could be published, this is a question we often ask ourselves at The Town Line. The benefit is that we as community are given a glimpse into how our students see the world, what concerns them, and, maybe even possible solutions to our pressing problems. Our fundamental mission at the paper is to help us all better understand and appreciate our community, our state, and our nation through journalism and print.

We hope you will read these articles with as much interest and enjoyment as we do. The students are giving us a rare opportunity to hear them out, to peer into their world, and see how they are processing this world we, as adults, are giving them.

To include your high school, contact The Town Line, townline@townline.org.

Vassalboro school closed for two weeks

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Vassalboro Community School (contributed photo)

Alan Pfeiffer, superintendent of schools in Vassalboro, issued a letter on November 1, to inform the community that the spouse of a staff member at Vassalboro Community School recently tested positive for the Coronavirus Disease 2019 (COVID 19). The letter was sent to notify the public of the closing of the building for the next two weeks, per a strong recommendation from the Maine CDC (November 2 – November 15). “We are going to do full remote learning for the next two weeks. Our in-person learning will plan to resume Monday, November 16 – a BLUE cohort day,” said Pfeiffer. “You will be updated more as we hear from the Maine CDC.”

Maine CDC or a school representative will contact you directly if you are identified as a close contact to an individual who tested positive. Close contacts will be asked to quarantine for 14 days after the last exposure to the positive individual. A negative test result does not get an individual out of quarantine.

Maine CDC recommends measures to prevent the spread of COVID-19. These measures include proper hand washing with soap and water, which is especially important after using the bathroom, before eating, and after blowing your nose, coughing or sneezing. When soap and water are not available, use an alcohol-based hand sanitizer with at least 60 percent alcohol. Avoid touching your eyes, nose and mouth with unwashed hands, and avoid close contact with people who are sick. Cover your cough or sneeze into a tissue, and then throw the tissue in the trash. Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray and wipe.

Vassalboro Community School will be cleaned according to the federal CDC guidelines.

For general COVID-19 questions, dial 211 (or 1-866-811-5695). You can also text your zip code to 898-211 or email ​infor@211maine.org​, ​www.maine.gove/dhhs/coronavirus​ or www.cdc.gove/coronoavirus​. The letter can be read in its entirety at vcsvikings.org.

STUDENT WRITERS: Tribalism in American Politics

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STUDENT WRITERS PROGRAM
This week featuring: ERSKINE ACADEMY

by Grace Kelso

Tribalism is the behavior and attitudes that stem from strong loyalty to one’s own tribe or social group. Tribalism is a natural part of human behavior that can be seen in all aspects of life. More now than ever, we are seeing strong tribalism in American politics. We are seeing evidence of this when people favor policy proposals from their party and disapprove of proposals from the other party based purely on party and not facts or soundness of policies, or when people only make friends with people from their own party. This essay explains where we see tribalism in American politics.

One example of tribalism in American politics is through reactive devaluation bias. Reactive devaluation bias is the tendency to value the proposal of someone we recognized as an antagonist as being less interesting than if it were made by someone else. An example of this could be found in Daniel Stalder’s article, “Tribalism in Politics” published in Psychology Today in June, 18th, 2018. According to Stalder, Republican Senator, George Vionovich, said, “If he [Obama] was for it, we had to be against it.” This means that even if one of Barack Obama’s policies, or a policy that he was in support of, were very beneficial to the American people, George Vionochich and his Republican colleagues would not support it. This is a clear example of reactive devaluation bias. It is not just Republicans who are guilty of reactive devaluation bias. A study called “Party over Policy” found that when liberal college students were told about a welfare proposal, they were not opposed to it, and some were in favor of it. When they were told that the policy was proposed by Republicans and was not supported by Democrats, their opinions changed. Most of the students were no longer in favor of the policy proposal, according to the same Psychology Today article.

Another example of tribalism in American politics is how it can be seen affecting our social lives. Tribalism based on our political beliefs occurs in how we perceive the people around us and with whom we are in relationships. To put it simply, we treat people with the same political views more favorably than we do people with opposing political views.

A political scientist named Shanto Iyengar has done a lot of research into how political tribalism plays a role in our social life. He found that the percentage of married couples that came from the same party had grown from two-thirds in the 1960’s and 70’s to close to 90 percent today. A survey done in the 1960’s found that only 5 percent of partisans would mind if their son or daughter were in a relationship with someone of the opposite party. This seemed like an irrelevant question at the time. In 2010, the same question was asked for a YouGov Poll and found that 49 percent of Republicans and 33 percent of Democrats would be somewhat or very upset if their son or daughter were in a relationship with someone of the opposite party.

Today, the political party you align yourself with is not just a choice, but an identity. This is seen when people approve of policy proposals from their own party and disapprove of those from the opposing party and when people do not want to be friends with someone from the other party. These are examples of tribalism. America is facing a lot of challenges and we need to be united now more than ever, but why do we still have trouble working with the other side? Maybe we are too egotistical, or maybe we don’t want to seem like hypocrites for agreeing with the opposing party. Only after we get rid of our “us versus them” complex can we make some meaningful change.

Student Writer’s Program: What Is It?

The Town Line has published the first in what we hope will be many articles from local students under the heading of the “Student Writer’s Program.” While it may seem plainly evident why The Town Line would pursue this program with local schools and students, I think it’s worth the time to highlight the reasons why we enthusiastically support this endeavor.

Up front, the program is meant to offer students who have a love of writing a venue where they can be published and read in their community. We have specifically not provided topics for the students to write on or about, and we have left the editing largely up to their teachers. From our perspective this is a free form space provided to students.

From the perspective of the community, what is the benefit? When considering any piece that should or could be published, this is a question we often ask ourselves at The Town Line. The benefit is that we as community are given a glimpse into how our students see the world, what concerns them, and, maybe even possible solutions to our pressing problems. Our fundamental mission at the paper is to help us all better understand and appreciate our community, our state, and our nation through journalism and print.

We hope you will read these articles with as much interest and enjoyment as we do. The students are giving us a rare opportunity to hear them out, to peer into their world, and see how they are processing this world we, as adults, are giving them.

To include your high school, contact The Town Line, townline@townline.org.

MHS: Music in a coronavirus world

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The Messalonskee High School band practicing outside, at the school, in Oakland. (contributed photo)

by Colin Hickey
MHS English teacher

Try playing a saxophone outside when the temperature is 47 degrees. It’s not easy, and it’s not particularly pleasant. But for members of the Messalonskee High School band program, playing outside has become a necessity in the year of the pandemic, a year in which the music could have died.

“It is doable,” Messalonskee band director Andy Forster said of the outside venue, “but your finger dexterity slows down quite a bit and tuning your instruments is just something you don’t worry about because you need room temperature to do that.”

Forster, though, accepts the inconvenience of playing in chilly weather, and he is willing to adapt in sundry other ways as well. For example, he runs 100 feet of cable outside from the Performing Arts Center so he can hook up a wireless mic to the sound system he reconfigured to work both inside and outside the auditorium. To set it up, he comes to school even earlier than in the past – another inconvenience he accepts as the price of keeping the music alive.

What he cannot preserve, at least for now, is the ability to practice and hold performances inside. The concerts and other musical events that used to fill the fall calendar have all been erased this year, and the sad reality, he said, is they might not return until next fall at the earliest.

But Forster said, “If you focus on what you can’t do, you’ll be stuck and paralyzed and once you do that, the students have lost. They’ve lost everything.”

So instead of bemoaning the losses, Forster celebrates what he can do. “I can be grateful that I work in this (school) district in that I get to see my kids and have my classes,” he said, sitting in his band room as he talked through his mask.  “I’m grateful for the opportunity to be creative. That is not the case throughout the state.”

Forster talked of school districts in which music teachers have had to switch to teaching science and others in which they have become designated substitute teachers.

“It is all shades of bad,” he said of such situations. “As a music teacher, I can’t support any of those decisions.”

Forster realizes that he and his music program face many challenges ahead. As winter approaches, the temperatures will dip to the point in which playing outside no longer will be an option, but Forster already has plans to overcome that frigid reality.

He points to bundles of wooden rhythm sticks in his band room that he ordered. His vision is to distribute those percussion pieces to his students to transform them into a huge rhythm section spread safely across the Performing Arts Center. Forster said he has yet to write the arrangements and create the routines, but the instruments and the determination to put them to use are in place.

Such an approach to making music avoids the dangers caused when blowing into mouth pieces or, in the case of vocalists, breaking into song. Those two methods generate the aerosol emissions that epidemiologists say is a prime way to spread the corona virus and thus methods they warn to avoid at all costs.

Forster, who is married to a physician and has a brother in the medical field, understands full well the danger that his beloved music can generate. At the same time, he also understands that it’s vital to keep his students involved with music, and that gets back to his commitment to adapt rather than bemoan.

Along with his plan for the extensive rhythm section, Forster talks of shifting from performance to creation as the focal point of his program. Instead of playing in front of an audience, he will teach his students how to compose and arrange music – music, he hopes, they one day  will be able to share with classmates and others in a world without the need for masks, a world once more filled with beautiful sounds.

Life Scout presents schools with 13 benches

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Principal Kim Silsby, left, and Stephen Labbe stand with one of Stephen’s benches. (contributed photo)

Stephen Labbe (contributed photo)

The Eagle Scout project is considered to be the most challenging part of Scouting. What is the purpose of the Eagle Project? To give the Scout an opportunity to “plan, develop, and give leadership to others,” as noted in the requirement. Eagle Scout projects are evaluated on the benefit to the organization being served and on the leadership provided by the candidate. There must also be evidence of organized planning and development. During these Covid-19 times, many schools are finding it useful to have as many classrooms and activities outside. Stephen Labbe led five adults and two Scouts to construct 13 benchtables for the Cony Middle and High schools. He graduated in the Spring and wanted to give back to his alma mater. Students and teachers have already put the bench tables to use. “Students will enjoy these benches for years to come!” Cony posted on their Facebook page.

The project was the final requirement needed and once approved, Stephen will come before an Eagle Scout Board of Review to evaluate his Scouting career.

PHOTO: Soccer underway

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China and Vassalboro Rec kicked off their youth soccer season in September. China players Silas Parlin and Tucker Hussey, in blue, and Vassalboro players Mia Mclean and Baylee Fuchswanz chase the ball down field. (photo by Mark Huard, Central Maine Photography)