Detective Ron Ball has been a detective since 2001. Ball worked on the Upper Valley Drug Task Force team for five years and started as a police officer in St. Anthony in 1992. After working as a patrolman for a year he got hired onto the Rexburg Police Department as a patrolman. Detective Ball decided that he wanted to be a police officer because he had several friends on the force, and enjoyed going on ride-alongs and the adventure involved in being a policeman. Ball said he liked that it was a different job every day.

Being a police officer can be very hard on family life, but Ball found a balance and always felt rewarded by his job. Ball’s favorite part of working with the police department is the camaraderie with the other police officers in the department.

While he loved working on the drug task force, Ball said he will never do it again because he enjoys being with his family as much as he can.

Ball said that there is a lot of training goes into being a police officer. “The training never stops,” Ball said, “It continues as long as officers are on the force.”

The following photos show a little of what a day in the life of a police officer is like.

Byron Woodruff plays the drums.
Angela Duran loves to bake.
Hannah Cookson reads more than 10 books every month.
Cesar Ibanez wishes Rexburg was always 90 to 100 degrees.
Besides being students at BYU-Idaho, these four scholars have something in common when it comes to learning.
They have all found ways to cope with learning disabilities and overcome their limitations.
Red Taylor, director of Disabilities Services at BYU-I said learning disabilities come in a variety of forms. It’s unfair to lump everyone with a disability into a generalized group.
He also said everyone is an individual and should be defined by their intentions and who they are, not by their disabilities.
“If you go around making assumptions about people with disabilities, you are probably going to be wrong. There are so many other variables,” Taylor said.
Taylor said Disability Services makes accommodations for students who have disabilities so they can have the same opportunities as other students.
Sometimes there is a difference between high school and college because there is a shift from “guaranteed success” to “guaranteed access.”
“The accommodations [at BYU-Idaho] are meant to help students with disabilities succeed, not to give them an unfair advantage,” Taylor said.
Woodruff, a sophomore studying exercise physiology, has Attention Deficit Hyperactivity Disorder (ADHD). He said he has been challenged by it his entire life, but he wasn’t officially diagnosed until the beginning of this year.
Woodruff said doing his school work generally takes him three times as long as it does other people. Exams usually take the majority of a school day.
He said one way he copes with his disability is to keep a meticulous planner and map out each day so he doesn’t forget homework, meetings or other obligations.
“Being meticulous is not something that comes naturally to me, but planning has been a huge help,” Woodruff said. “I am naturally lazy and messy, but I force myself to be neat and organized.”
He said he has also discovered that he learns better when he combines both audio and visual methods of studying. He uses Kurzweil, a computer program that reads books, documents and assignments aloud for students who learn better audibly rather than visually, according to Taylor.
Woodruff said he meets with tutors on campus about 10 times a week, often multiple times a day. He said learning is discouraging for him because he feels that it is not his strong point.
“All of my weaknesses are brought out at school. … Who likes to do something they aren’t naturally good at? Sometimes I don’t even want to try, but when I do, I sleep better at night,” Woodruff said.
Woodruff said he tries to study in long blocks of time in a quiet room so he doesn’t get distracted. He said that if he didn’t take breaks between those long blocks, he wouldn’t be as successful and productive.
“Sometimes I feel beat up from trying to study all day,” Woodruff said, “Doing something fun is the best medication in the world.”
Woodruff’s outlet is playing the drums. He takes breaks and often sits his two-year-old daughter on his lap while he practices his musical talent.
He said another thing that helps him overcome the frustrations associated with his disability is learning to appreciate the good things in life. “There will always be a person out there who has it worse than you, and they will have it better than you in some way too,” Woodruff said, “There are different strengths and different weaknesses in this world; it’s not unfair—just different.”
Duran, a senior studying child development, has auditory processing disorder as well as other learning disabilities. She said the disorder makes it hard for her brain, body and hearing to “catch up with each other.”
Duran said the disability makes taking notes and finishing tests difficult.
“I have anxiety,” Duran said, “Sometimes I just sit in the testing center and feel like I am racing with everyone else in the room. Even though I know they are doing different tests for different classes, I don’t want to be the last person there.”
Duran said she has had great experiences with Disability Services on campus. She receives extended, and sometimes unlimited, time on her exams, and someone takes notes or writes things for her when she needs it. She said her professors have also been very understanding and willing to work with her. She said one of the most challenging things to cope with about her disability is the way others treat her.
“When people find out [I have a disability] they act afraid of me,” Duran said, “They talk to me differently, and kind of back off. It is nice when people treat me like a regular person. Love someone for who they are, not for what their disability is.”
Taylor said he is disappointed that people in today’s society continue to treat those with disabilities unkindly.
“In an enlightened society, and a first-world country, there is no excuse to mistreat people with disabilities. Don’t generalize from assumption,” he said.
Cookson, a junior studying elementary education, also has a form of auditory processing disorder — as well as dyslexia. She forces herself to spend 15 hours or more studying for each test in order to get an A or B.
For Cookson, having a learning disability has been a roadblock, but she has found ways to cope and function in her everyday life.
Cookson’s mother, who homeschooled her, noticed that she had a harder time with reading, writing and math than the other children in the family.
“My mom made me go over my words and numbers over and over. [Repetition] … later became one of my greatest coping mechanisms,” Cookson said.
The term “coping mechanism” continues to be an important part of Cookson’s life. She said she has learned that becoming a good student is more about coping with her learning disabilities, rather than fixing them.
Asking questions is another technique Cookson said she finds useful. Sometimes people get frustrated when she asks them to repeat things several times, but her professors on campus have been very patient, she said.
Cookson said one of her greatest coping mechanisms is to realize that her disability is simply a weakness to overcome.
She referenced the Book of Mormon scripture Ether 12:27 that says “I give unto men weakness that they may be humble; and my grace is sufficient for all men … I will make weak things become strong unto them.”
Cookson said the scripture helped encourage her when she was frustrated by her learning disabilities.
“It made me realize that if I am humble and I learn to cope with my disability, God will make my weaknesses become strengths,” Cookson said.
Cookson isn’t the only person with disabilities who finds comfort in this scripture. Ibanez, a sophomore studying biology who has Spinal Muscular Atrophy, (SMA), has also found comfort in it.
“I have been given a weakness, and I have been able turn it into a strength,” Ibanez said, “It has helped me experience more and see more because I have been given these challenges.”
SMA is a genetic disease that attacks the nerve cells in the spinal cord that control the muscles, according to Medline Plus. The condition can cause a significant amount of discomfort or pain due to the stationary status of the muscles.
Though the disease is not defined as a learning disability, it does affect the way Ibanez adapts learning in a college setting.
Though he has full feeling throughout his body, Ibanez lost control of his legs years ago and travels via motorized wheelchair. He said the strength in his arms is slowly fading, making it increasingly difficult for him to perform daily tasks like taking notes and eating lunch.
When Ibanez was young, academics were something that came easily to him. When he first arrived to the United States from Mexico at age 10, the language barrier intimidated him, but four months later he had learned English well enough to communicate.
Ibanez said it was the adaptation of his learning that became the most challenging aspect of SMA. He said as his body weakens, he strives to make his mind stronger.
At age 13, Ibanez was converted to the Church of Jesus Christ of Latter-day Saints, in part because one of his LDS mentors explained to him that his ailments would not last forever. She told him that there would be a day when he would be free of his disabilities and that the best thing he could do now was to try to stay positive.
“I like to have a positive attitude and always have a smile on my face; that’s what keeps me going every day,” Ibanez said, “Had I not been introduced to the gospel, I would probably be a very negative person because of some of the emotions I felt when I was first diagnosed.”
Even with accommodations from the university, Ibanez said he has to adapt his learning to keep up and cope with the weakening of his body. He has to readapt every time his condition worsens.
“You can’t take perfect notes on a computer, especially for subjects like math,” Ibanez said, “And sometimes my fingers just can’t type and keep up that fast. I’ve had to become more of an auditory and visual learner. When I see something, I do everything I can to retain it. I try to not be dependent on notes and go off of memory.”
Ibanez built his own computer to fit his needs; it includes a voice-recognition system as well as other features that cater to his disability.
Ibanez said he doesn’t know of anyone else on campus with SMA, but he thinks there are some similarities in dealing with several different kinds of disabilities.
“The only things that are difficult are the things that I, myself, make difficult,” Ibanez said, “It’s all about the attitude you have. If you think something is going to be difficult, that’s exactly what it will be.”
Ibanez said his positive attitude is what gets him through, even as his body becomes weaker.
“Some see [disabilities] as something that holds them back, but I see them as a superpower,” Ibanez said, “I don’t see [my disability] as something that prevents me from doing things because I am in a wheelchair, but as an opportunity to do things because I am in a wheelchair.”

long blocks of time in a quiet room so he doesn’t get distracted. He said if he didn’t take breaks between those blocks, he wouldn’t be as successful and productive.
“Sometimes I feel beat up from trying to study all day,” Woodruff said. “Doing something fun is the best medication in the world.”
Woodruff said his outlet is playing the drums. He takes breaks and often sits his two-year-old daughter on his lap while he practices his musical talent.
He said another thing that helps him overcome the frustrations associated with his disability is learning to appreciate the good things in life.
“There will always be a person out there who has it worse than you, and they will have it better than you in some way too,” Woodruff said. “There are different strengths and different weaknesses in this world; it’s not unfair — just different.”
Duran, a senior studying child development, has auditory processing disorder as well as other learning disabilities. She said the disorder makes it hard for her brain, body and hearing to “catch up with each other.”
Duran said the disability makes taking notes and finishing tests difficult.
“I have anxiety,” Duran said, “Sometimes I just sit in the testing center and feel like I am racing with everyone else in the room. Even though I know they are doing different tests for different classes, I don’t want to be the last person there.”
Duran said she has had great experiences with Disability Services on campus. She receives extended, and sometimes unlimited, time on her exams, and someone takes notes or writes things for her when she needs it.
She said her professors have been very understanding and willing to work with her. She said one of the most challenging things to cope with about her disability is the way others treat her.
“When people find out [I have a disability] they act afraid of me,” Duran said. “They talk to me differently, and kind of back off. It is nice when people treat me like a regular person. Love someone for who they are, not for what their disability is.”
Taylor said he is disappointed that people in today’s society continue to treat those with disabilities unkindly.
“In an enlightened society, and a first-world country, there is no excuse to mistreat people with disabilities. Don’t generalize from assumption,” he said.
Cookson, a junior studying elementary education, has a form of auditory processing disorder, as well as dyslexia. She forces herself to spend 15 hours or more studying for each test in order to get an A or B.
Cookson said that having a learning disability has been a roadblock, but she has found ways to cope and function in her everyday life.
Cookson’s mother, who homeschooled her, noticed that she had a harder time with reading, writing and math than the other children in the family.
“My mom made me go over my words and numbers over and over. [Repetition] … later became one of my greatest coping mechanisms,” Cookson said.
The term “coping mechanism” continues to be an important part of Cookson’s life.
She said she has learned that becoming a good student is more about coping with her learning disabilities, rather than fixing them.
Asking questions is another technique Cookson said she finds useful. Sometimes people get frustrated when she asks them to repeat things several times, but her professors on campus have been very patient, she said.
Cookson said one of her greatest coping mechanisms is to realize that her disability is simply a weakness to overcome.
She referenced the Book of Mormon scripture Ether 12:27 that says “I give unto men weakness that they may be humble; and my grace is sufficient for all men … I will make weak things become strong unto them.”
Cookson said the scripture helped encourage her when she was frustrated by her learning disabilities.
“It made me realize that if I am humble and I learn to cope with my disability, God will make my weaknesses become strengths,” Cookson said.
Cookson isn’t the only person with disabilities who finds comfort in this scripture. Ibanez, a sophomore studying biology who has Spinal Muscular Atrophy (SMA), also finds comfort in it.
“I have been given a weakness, and I have been able turn it into a strength,” Ibanez said, “It has helped me experience more and see more because I have been given these challenges.”
According to MedlinePlus, SMA is a genetic disease that attacks the nerve cells in the spinal cord that control the muscles.
The condition can cause a significant amount of discomfort or pain due to the stationary status of the muscles.
Though the disease is not defined as a learning disability, it does affect the way Ibanez adapts his learning in a college setting.
Though he has full feeling throughout his body, Ibanez lost control of his legs years ago and travels via motorized wheelchair. He said the strength in his arms is slowly fading, making it increasingly difficult for him to perform daily tasks like taking notes and eating lunch.
When Ibanez was young, academics were something that came easily to him. When he first arrived to the United States from Mexico at age 10, the language barrier intimidated him, but four months later he had learned English well enough to communicate.
Ibanez said it was the adaptation of his learning that became the most challenging aspect of SMA. He said as his body weakens, he strives to make his mind stronger.
At age 13, Ibanez was converted to the Church of Jesus Christ of Latter-day Saints, in part because one of his LDS mentors explained to him that his ailments would not last forever. She told him that there would be a day when he would be free of his disabilities and that the best thing he could do now was to try to stay positive.
“I like to have a positive attitude and always have a smile on my face; that’s what keeps me going every day,” Ibanez said, “Had I not been introduced to the gospel, I would probably be a very negative person because of some of the emotions I felt when I was first diagnosed.”
Even with accommodations from the university, Ibanez said he has to adapt his learning to keep up and cope with the weakening of his body. He has to readapt every time his condition worsens.
“You can’t take perfect notes on a computer, especially for subjects like math,” Ibanez said, “And sometimes my fingers just can’t type and keep up that fast. I’ve had to become more of an auditory and visual learner. When I see something, I do everything I can to retain it. I try to not be dependent on notes and go off of memory.”
Ibanez built his own computer to fit his needs; it includes a voice-recognition system as well as other features that cater to his disability.
Ibanez said he doesn’t know of anyone else on campus with SMA, but he thinks there are some similarities in dealing with several different kinds of disabilities.
“The only things that are difficult are the things that I, myself, make difficult,” Ibanez said, “It’s all about the attitude you have. If you think something is going to be difficult, that’s exactly what it will be.”
Ibanez said his positive attitude is what gets him through, even as his body becomes weaker.
“Some see [disabilities] as something that holds them back, but I see them as a superpower,” Ibanez said, “I don’t see [my disability] as something that prevents me from doing things because I am in a wheelchair, but as an opportunity to do things because I am in a wheelchair.”

The Vikings prevailed against the Hurricanes by a score of 11-4 in their Men’s Competitive Lacrosse League matchup June 15.
The game started with back-and-forth action and each team scored 2 points within the first quarter.
The Vikings’ Marshall Deem started the scoring, but the Hurricanes came back as Derek Seria recovered a dropped Vikings pass in front of the Vikings’ net and scored.
With the game tied 2-2 in the first quarter, the ball went out-of-bounds and was awarded to the Hurricanes. Rod Barnes of the Vikings intercepted the inbound pass and scored.
With his team down by one late in the quarter, John Spooner of the Hurricanes converted to tie the score at 3 going into the second quarter.
The quarter ended after a penalty was called on the Vikings with score knotted at 3, but they would take the lead back early in the second quarter and never gave it up.
The Vikings recovered a dropped pass and gave the ball to Joseph Lamoreaux, who scored the first goal of the second quarter.
Lamoreaux would go on to score two more goals in sequence, completing a natural hat trick.
The Vikings shut the Hurricanes down on defense and took a 6-3 lead into halftime.
The second half began with Shawn Staalbauer blocking two quick Vikings’ shots. The Hurricanes made it down the field and shot, but Justin Holt of the Vikings came up with a block.
Holt then threw it down the field and Lamoreaux scored, giving the Vikings a 8-3 lead.
The Hurricanes scored their fourth tally with three minutes left, but the Vikings went on to score three more goals to seal the victory.
Brandon Bednar, a junior studying business management and a member of the Hurricanes, said that this was their second game in a double-header, playing without substitutes.
“We played hard,” Bednar said. “We were just too exhausted to play at our best,”
The loss dropped the Hurricanes to 0-2 on the season. Their first was a 4-1 defeat against the Spartans.

The Hawks and the Spartans of the Men’s Competitive Water Polo League took to the John W. Hart pool June 14, both looking for their first win of the season.
The Spartans prevailed by a score of 15-14 after an hour of back-and-forth play that saw each team produce several streaks of scoring.
Dylan Younce, a senior studying biology and a member of the Spartans, said this win was a confidence booster for his team and will help carry them to another win.
The Spartans jumped out to an early 6-3 lead, thanks to a smart defense and an efficient counterattack offense.
“The biggest thing for us, as far as defense, is that we have to kind of play two places at once,” Younce said. “We have to watch the person we’re guarding and the clock — you only get thirty seconds to score.”
Younce said the key to their counterattack was to leave the zone when the shot clock reached five seconds, which confused the other team and left holes in their defense.
“It’s like cherry picking, but with style,” Younce said. “You time it right and get behind their defense.”
The Hawks, fighting back against the Spartans’ heavy dependency on their counterattack, found an offensive touch late in the first half.
Down 8-4, the Hawks went on a 4-1 run, their goalkeeper scoring the final point of the half by shooting from the far end of the pool into the upper right corner of the Spartans’ net as time expired to bring their team to within one.
Jennifer Lester, a freshman studying exercise physiology and the Spartans’ head coach, said she was pleased with her team’s communication and patience despite the late first-half scoring by the Hawks.
“When we took our time and had communication, we did phenomenal,” Lester said. “It was when those few goals got past us and we started freaking out that we started going way too fast. We kind of lost our game a little bit, but we got it back.”
The Hawks kept the game close by forcing multiple shot clock violations, but never gained the lead. The Spartans continued to use their counterattack to produce offense and hold off late surges by the Hawks.
Younce said he felt that communication was a significant component of the Spartans’ win.
“In a way, it was a weakness and a strength,” Younce said. “During the game when we communicated well, things were seamless. In the middle we lost our communication a bit, but toward the end we pulled it back together.”
With three seconds on the clock and the score at 15-14 in favor of the Spartans, the Hawks gained possession of the ball but fired a shot just over the crossbar as time expired.
The Spartans were led on offense by Andrew Clark with 6 goals, and Chad Thomas with 3.
The Hawks, who are first in the league in total goals-for but last in goals-against, dropped to 0-2 on the season.

BYU-Idaho students suited up and plunged into the John W. Hart swimming pool on the first night of self-contained underwater breathing apparatus scuba training June 12.
The scuba certification is made available to BYU-I students for cheaper than the average $650 it costs elsewhere for basic certification.
John Lewis, the master scuba diver instructor and a paramedicine professor on campus, said scuba diving is initially scary for people because they have to teach themselves to continue breathing underwater.
“You don’t have to be a great swimmer,” Lewis said. “Most of the swimming done with scuba diving is done with fins, so people who are not great swimmers still can enjoy the sport.”
Students will be required to attend seven classes in order to receive their certification — if students miss one class, they can no longer continue with the certification, according to the Outdoor Activities webpage.
Those completing the course will receive their Professional Association of Diving Instructions (PADI) certification, according to the BYU-I outdoor webpage.
Students who participated in the class said they look forward to when the training allows them to visit different places and experience a world under the sea. Patrick Naumann, a senior studying paramedicine, said he lives near the ocean and has always wanted to scuba dive.
“I have always loved the water growing up,” Naumann said. “I would like to continue after this and keep doing classes to get my advanced diving certification.”
Lewis said that the June 12 class was a basic open-water course, and is meant to prepare trainees for more advanced instruction in the future.
“Scuba diving can be a lifelong recreational activity,” Lewis said. “People use this to go on cruises and check out exotic places, and even turn it into a career.”
Other students that attended said they wanted to be certified to fulfill one of their bucket list goals.
Blake Rydalch, a freshman studying financial economics, said he has always wanted to learn how to scuba dive.
“I expect to be able to learn and advance my abilities to have more fun,” Rydalch said. “I’m excited to be able to go to Australia someday and explore the coral reefs.”
Lewis said if you like the sport, it is just a matter of continuing your education.
“What I enjoy most about scuba diving is getting to dive in the ocean,” Lewis said.
Lewis said that once students receive their PADI, they are certified for life.
“Scuba diving is fun and not as hard or as scary as you think,” Lewis said. “The equipment and the sport are safe when done correctly.”

The Outdoor Resource Center hosted an event at the Cable Factory’s new wakeboarding facility June 14.
Wakeboarders of all experience levels were given the opportunity to learn how to wakeboard, improve their skills and try out a variety of tricks.
In contrast to the boat-pulled cable many wakeboarders may be accustomed to, the Cable Factory uses an overhead system of cables that pull the boarder over a course of jumps and rails.
Some riders said that they felt that this cable system made standing up on the board less difficult.
“It’s so much easier at the cable park than it is behind a boat,” said Katie Wood, a junior studying exercise physiology.
Jordan Fujimoto, a junior studying communication, said he was apprehensive just before his turn on the cable because of past experience, but later was glad he participated.
“I was nervous before, but afterwards I had the feeling of accomplishment,” Fujimoto said. “It was kind of like graduating high school or scoring a goal in hockey.”
Brandon Allen, a sophomore studying computer information technology and one of the more experienced wakeboarders, said he enjoys being on the water because it makes him feel at home.

“The thing I like the most about wakeboarding is that it relaxes me,” Allen said. “It sounds weird to some people because it’s really tiring, but just being on the water — I grew up my whole life around water so that’s what I like to do.”
Cyler Horseley, a freshman studying communication, said that he felt that coming to the event and supporting the park would only help make the park better.”We should get more people to come out and support because I’m sure the more funding these guys get the more they can afford cables and other stuff,” Horseley said. “It’s not only fun, but you’re probably helping them out a ton. We want to keep this here.”

The ORC will be organizing two additional trips to the factory this semester. The next outing is planned for June 28 from 4:30-7:30 p.m. Tickets can be purchased at the Kimball ticket office or online at the BYU-Idaho website.”Just come and do it,” Allen said. “ Don’t hesitate — everybody’s been able to get up (on their board) so far. It’s fun, it’s easy, and you get to be on the water. Just come enjoy yourself.”

Cyler Horsley, a freshman studying communication, said that he felt that coming to the event and supporting the park would only help make the park better.
“We should get more people to come out and support because I’m sure the more funding these guys get, the more they can afford cables and other stuff,” Horsley said. “It’s not only fun, but you’re probably helping them out a ton. We want to keep this here.”
The ORC will be organizing two additional trips to the factory this semester.
The next outing is planned for June 28 from 4:30-7:30 p.m.
Tickets can be purchased at the Kimball ticket office or online on the BYU-Idaho ticket website.
“Just come and do it,” Allen said. “Don’t hesitate — everybody’s been able to get up on their board so far. It’s fun, it’s easy, and you get to be on the water. Just come enjoy yourself.”
The idea of wakeboarding was developed from a water sport that used Skurfers.
Skurfers were hybrids of water skiis and surf boards, and were pulled behind boats as riders performed tricks, according to Wake, New Zealand. The original name of wakeboarding was ‘skiboarding’.
The sport became popular in 1993 when a Florida sports promoter began staging pro wakeboarding events.

‘I just want to finish.’ The majority of my thoughts were on finishing and being done with it,” Dresser said.
Dresser said winning gave him a feeling of accomplishment.
“Finishing is amazing,” Dresser said. “It’s the best feeling on earth, finishing an Ironman or triathlon. I’m thinking, ‘Man, this is incredible.’”
After winning three triathlons, Dresser said that he wants to focus on recruiting more students to participate in upcoming triathlons.
“The main thing is that I wish we could get a ‘Tri’ club started here on campus to get more people involved,” Dresser said. “I’ll show up to a race and they’ll call out schools that are there, and I think, ‘Man, wouldn’t it be cool to have a club going here [at BYU-I].’”
Dresser said that participating in a triathlon is the most fun he’s ever had and that it is perfect for those who think they can run a marathon or swim for two to three miles straight.
Dresser said he spent 14 to 20 hours a week training for the triathlon, while focusing on each individual discipline involved in the race. To improve his technique for competing in future triathlons, Dresser hired a coach.
“Hiring a coach is the best thing you can do,” Dresser said. “It makes you better in every way. If you’re running, swimming or biking, they’ll tell you, ‘You’re doing this,’ and help you to fix it.”
Dresser said he is preparing to compete in the Austin, Texas half Ironman on October 27 in order to qualify for next year’s world championship in Canada.
Students can visit the Wellness Center in Hart 152 or check the Activities web page for information about future triathlon events.

Photo by Helaman Juarez — The BYU-I Latin Association performs. According to BYU-I Student Associations, members of each Latin country have different accents.

Students gathered for a night of cultural dance, music and stories on Thursday June 13 in the Oscar A. Kirkham Auditorium.
Cultural Night is held every semester and is sponsored by the Student Activities Program.
The opening act, a musical number by the Civil Society Association, began with three singers, joined periodically by more singers on stage.
One by one, the singers from different cultures joined together on the stage to stand side-by-side.
“I love how all the different associations come together and present something that is unique about their culture,” said Ayanda Godi, a senior studying accounting and the associations director for the Student Associations Program. “It’s fun to see how they are so alike but different at the same time.”
Godi is from Zimbabwe, Africa, and said she hoped the audience would learn something new by watching the performances.
“You don’t have to be part of the culture to be in the association,” said Brandon Fifita, a freshman studying construction management and president of the Polynesian Cultural Association. “You don’t have to be Polynesian to be a part of the Polynesian association, you can just come and join.”
Fifita said students can still have fun at the association meetings without having been born into that culture.
A total of 22 various associations performed for Cultural Night.
“I hope they gain a greater appreciation of all the cultures on this earth, because we are so diverse,” said Clarie Jessop, a junior studying history and president of the Russian Culture Association.“There are so many amazing people in this world. I hope that they will be able to recognize that this is what it’s all about.”
Jessop said the dancers represented a mixture of God’s children.
“All these people came together from different backgrounds and races,” Jessop said. “It’s a beautiful thing to see,”
More information about Student Associations can be found at www.byui.edu/associations.

“We already had all of the choreography for the dance from our studio back home, but we had to add our own steps in some of the parts,” Erin Andres said. “The original routine was with a large group of people, so we had to switch it for just two people to dance to it.”
Lauren Andres said that she had to learn more of the dance in order to be ready for the performance.
“I was a little nervous because it’s been a while since I’ve done a dance performance,” Lauren Andres said. “At the same time, I was excited because it’s really fun to dance.”
Alissa Yi, a sophomore studying nursing, worked as one of the managers for Battle of Dance.
“It is really hard to be a manager for something, but I think it strengthens my testimony of service,” Yi said. “Heavenly Father definitely helps you when you are serving others.”
Yi said God is watching over those who serve and helps them get through every challenge that may come up with the events.
Yi said she became a manager for Battle of the Dance because she likes to go out and serve others.
“The hardest part in organizing the show was communication,” Yi said. “If you don’t communicate with the members, and the members don’t do their assignment on time, it gives me extra stress.”
Yi said that her favorite part of managing the event was meeting new people, including other managers and the performers.
She said that everyone in the show was unique and had talent.
“My advice to other dancers is to follow your passion,” Lauren Andres said. “It seems typical, but it is true.”
She said once a dancer has a goal set in their mind they should go out and try it.
“You never know what might come of it,” Lauren Andres said.

Photo by Brad Sant — The Harlem Quartet features two violins, a viola and a cello. According to their website, The Harlem Quartet made its public debut in 2006 at Carnegie Hall.

The Harlem Quartet performed a variety of jazz music in the Barrus Concert Hall on June 14.
The string quartet was formed in 2006 and has performed in seven countries on three different continents, according to their official website.
“The quartet’s mission is to advance diversity in classical music, engaging young and new audiences through the discovery and presentation of varied repertoire that includes works by minority composers,” according to their website.
Mark Shipley, a senior studying music education, said that one way the quartet appeals to younger audiences is through their energy on stage.
“I think their personalities through the music and in person would draw an audience in,” Shipley said.
The lead violinist, Ilmar Gavilan, interacted with the crowd on multiple occasions and told a few jokes while introducing a piece.
The quartet also plays music written by modern composers.
They play compositions of jazz pianist Chick Corea, some of which were written specifically for the quartet.
In February Corea won a Grammy Award for her song, “Mozart Goes Dancing”, which she composed specifically for the Harlem Quartet to perform on their tours.
“It’s great that they play pieces that not everyone knows,” Shipley said.
Gavilan said it can be better to play something written by a living composer because you can ask them specific questions about the piece.
He said on the other hand, the quartet can’t ask Beethoven if one of the notes is really what he meant to write.
During the first piece of the concert, the audience applauded between movements instead of waiting.
After the piece, Gavilan thanked the crowd and said he did not mind the reaction of the audience.
“When I see something spontaneous [in a song], I don’t mind clapping between movements,” Gavilan said.
After the final piece of the concert, the quartet returned to the stage to play an arrangement of the jazz standard, “Take the A Train” as the encore.