“First the window, then it’s to the wall / Lil’ Jon, he always tells the truth.”

p. Ezra Koenig, lead singer of New York indie band, Vampire Weekend, sings this witty line from “Oxford Comma” with boat shoes-clad nonchalance. After meeting at Columbia, the band released a demo online, only to see it explode on blogs and music review websites, garnering high praise for the group’s brand of what it calls “Upper West Side Soweto.”

p. As a member of UCAB music committee, I saw the band’s Fridays @ 5 asking price skyrocket in only a week’s time, pushing them from indie darlings to cover mates with Foo Fighters in Spin.
The band signed with XL Recordings and released its self-titled debut last week. The African Soweto rhythms shine through on “Cape Cod Kwassa Kwassa,” a delightful track that pairs nonsensical lyrics — Koenig rhymes “Luis Vuitton” with “Bennetton” and “Reggaeton” — with bongos and noodling guitars. Consider it Paul Simon wearing madras shorts and argyle.
“Mansard Roof” draws comparisons to the Shins and Kinks. Drummer Chris Tomson creates a galloping yet unassuming beat, one that isn’t perfect, but has enough charm to get by. Koenig describes the “hot garbage and concrete” of New York more like a flowery, aromatic field than urban ugliness.

p. This record never strays too far from the college campus, quick to mention “cruel professors,” “ion displacement” and “shit-show” parties. However, the group’s sound is not limited by the often juvenile and claustrophobic confines of college life. The band comes across like a precocious, tea-drinking clan of nerds. With the rampant use of harpsichord and keyboard-derived strings, any track would fit easily into the soundtrack of a Wes Anderson film.

p. The only misstep is “Bryn,” a throw-away track with half-cooked rhythms and cheesy lines like “right past the fireflies that sleep in my heart” and “eyes like a seagull.” It seems tossed off and worthy of B-side status rather than filling time on an already short record.

p. That being said, this record is worth buying just for “A-Punk.” This joyous track blends Paul Simon’s “Me and Julio Down By The Schoolyard” with the Ramones’ “Judy Is a Punk” to form something altogether new, yet entirely recognizable. Koenig’s jangly guitars give way to Chris Baio’s simple yet snaky bassline. Tomson’s drums drive and jive with excellent use of hi-hat.
The real star, however, is Rostam Batmanglij’s gorgeous creation of keyboard-formed woodwind sounds that seem to wash over the guitars in a dream like sequence. You’ll find yourself shouting “eh eh eh eh” and revisiting the silly yet honest chorus of “Look outside at the raincoats coming, say oh.” This song is the perfect soundtrack for making that two-minute walk between Tucker and Ewell, whether the day proves to be sunny or full of showers. And damn it, I want to know who Johanna is, and why she deserves such a beautifully irreverent song.

p. “M79,” “Campus” and “Walcott” continue the trend of gems, as Strokes-like guitars weave together syncopated drumbeats amid lyrics about Darjeeling tea and getting out of Cape Cod for the night.

p. The band has an obsession with clothing, too. Not a song goes in which “Egyptian cotton” or “shiny cufflinks” aren’t mentioned. Despite this insistence on appearance, though, Koenig is quick to curb the pretension with cheeky lyrics like, “Oh your collegiate grief has left you dowdy in sweatshirts — absolute horror!”
While not achieving anything as profound as its labels former poster boys, Radiohead, Vampire Weekend’s debut still deserves a spot in the college student’s collection for its ramshackle assembly of pop, Ivy League Afro-rhythms and honest-to-goodness indie joy.

p. Here’s to hoping we’ll see them grace our campus someday. We’ll have our buttoned-up Oxford shirts ready.

p. __4 out of 5 stars__

Fox’s latest reality game show, “The Moment of Truth,” is perhaps the perfect example of a guilty pleasure.

p. The simple joy of the show comes from watching a former altar boy answer questions like “Have you ever had a sexual fantasy during mass?” or an admitted addict answer “Have you ever gambled away one of your son’s college funds?”

p. Contestants reveal embarrassing and harmful secrets on national television — all for money. The show’s contestants are asked 50 questions about themselves, their opinions and their habits while strapped to a lie detector. Twenty-one of those questions are asked of them again on the show. The more questions they answer truthfully, the more money they get. The larger the amount of money on the line, the more personal the questions become.

p. Even better — or worse — the show brings on three of each contestant’s relations to stand by while they answer their questions. Things get really funny and awkward when a contestant is asked if she thinks her mother, sitting mere feet away, has a weight problem. Some people may sympathize with these contestants — they are only trying to get rich, right? True, but after a couple questions reveal them to be on the sleazy side, you start hoping for something that’ll really make them sweat.

p. A lot of the questions are geared toward relationships. A player whose girlfriend was present was asked if he found her boring (he did), if he used his lack of money as an excuse for not proposing to her (he did) and if he flirted with others via text-messaging (he did). The show is less about rooting for the contestant and more about watching jerks get what’s coming to them.

p. Because lying sends contestants home with nothing, regardless of whether the contestant lies and gets booted or tells the truth and goes on, he is bound to insult someone. Win or lose, contestants go home with ruined friendships and strained relationships. And the best part? We, the audience, will be howling at the downcast facial expressions of the utterly deserving.

p. The biggest flaw of the show lies in its previews. Occasionally they will show the same person being asked multiple questions, which tends to ruin any present suspense. However, the show isn’t about suspense; it’s about watching morally bankrupt people tell the world just how slimy they really are.

p. This show is definitely a little disturbing. But for anyone who watches the first four or so episodes of “American Idol” to see how much of a fool people will make of themselves just to get two seconds on TV, or for anyone who enjoyed watching people eat pig guts on “Fear Factor” or for all of us who need to feel better about ourselves after a rough day, this show is just for us.
“The Moment of Truth” airs Wednesdays at 9 p.m. on Fox.

“The Office” star B.J. Novak came to Phi Beta Kappa Memorial Hall Friday Feb. 1 to perform for a sold-out crowd. The lengthy applause Novak received was not surprising, given that he is a writer, producer, and an actor on one of today’s most popular television shows.

p. Surprising, however, was that the opener, Pete Holmes (VH1’s “Best Week Ever”), actually outshined the adored “temp.” Holmes spent some time exploring Williamsburg and poked fun at our “social awkwardness.” Joking about our unexpected friendliness, he said he made a game of smiling at strangers and receiving waves. He was also shocked that we had “Puritan ghosts” in the bookstore. Holmes’ quick timing and excellent impressions of various “Food Network” stars were well worth the price of admission.

p. Novak’s performance included a briefcase full of one-liners, a mini-puppet show and a children’s mystery story. After gaining national attention by virtue of his well-known television show, he commented how sometimes it takes a while for strangers to recognize him, resulting in some interesting flights during which “The Office” is shown.

p. After Novak’s stand-up routine, he encouraged the audience to ask questions. Most focused on “The Office” and his future career plans. Some of the more provocative questions included, “If you’re a writer, how come it took you so long to go from Michael’s bitch to corporate boss?” and a request to sing “Ryan Started the Fire,” which he begrudgingly did. He even received an invitation to hang out at the Green Leafe after the show, where a handful of lucky students got to meet him. Novak signed autographs and took pictures with die-hard fans for an hour after the show.

p. Novak is more of a situation-comic, meaning he’s better at pulling off awkwardly humorous situations than cheesy one-liners. We’re more accustomed to the hilarious interactions between Ryan, Michael and Dwight on “The Office,” and that proved difficult to reproduce with just one-third of the dream team.

__Summer offers a more flexible study abroad option for students wary of missing a semester on campus__

p. Each year, approximately 600 students from the College study abroad, according to the Reves Center for International Studies. While students differ in their reasons for going abroad, one of the most common motivation students cite is the opportunity to take classes that enhance their majors.

p. Kurt Steinhouse ’08 chose to study abroad in Rome during the spring of 2007 to enhance his art history major.

p. “I took classes on Baroque Rome and medieval Rome and a drawing and landscape painting class, both of which I enjoyed a lot,” he said. “All of my classes were on-site so, I never looked at a single slide the entire time I was there. You learn so much more when you’re actually looking at the art in person.”

p. The opportunity to experience new cultures is key to any study abroad programs. “I got to do things I never though I’d do,” Ashley Pinney ’08 said. “I went to the Olympics in Torino. I visited six different countries, tried new food and new languages. I saw Michelangelo’s ‘David’ and Botticellis.”

p. Pinney added that she enjoyed choosing a study abroad program unaffiliated with the College.

p. “One cool thing about a non-William and Mary program is that I met people I never would’ve met otherwise,” she said.

p. For students who want to study abroad but whose academics or interests tie them to the College during the academic year, summer study abroad programs are an alternative option.

p. Kim Parker ’09 studied abroad in Barbados during the summer of 2007 because her decision to double major in business and psychology during her sophomore year kept her from going abroad during the school year.

p. “I could never have fit in all the necessary coursework if I’d have left for a semester,” she said. “I also had leadership positions in clubs and didn’t want to miss out on the opportunities that were available here on campus.”

p. Parker reported that her experience with a College-sponsored program was positive.

p. “I would recommend William and Mary programs because they’re often taught by faculty, so you get to know a professor well. And the Reves Center has a lot to offer for people from every major.”

p. The increasing popularity of summer study abroad programs such as these has prompted the College to develop new programs. This summer, the Mason School of Business will launch a new summer study abroad program in Budapest.

p. “As part of our strategic plan for the undergraduate program in the business school, we have made a commitment to provide our graduates with a global perspective,” said Professor William Geary, assistant dean of undergraduate programs and an associate professor of accounting in the business school. “This is accomplished inside and outside of our William and Mary classrooms. Our faculty has endorsed the goal of including an international experience for every graduate.”

p. Geary said that the College selected the program’s location for several reasons. “Our host university is Corvinus, an excellent university,” Geary said. “Both the university and the housing are located in a very vibrant downtown district in the center of Budapest. It was also important to us to select a location other than western Europe so students will gain added insight by being outside of their comfort zone.”

p. Geary cited practical reasons in favor of this summer program.
“This location provides a much better value than most other European locations, given the currency exchange rates,” he said. “Budapest is a wonderful European capital that is on the verge of being discovered. Weekend travel opportunities are excellent, and the Budapest-Vienna connection is very strong.”

p. The program dates were designed to appeal to busy business students. “Our students have different objectives and different constraints. For example, some students are planning summer internships, others are involved in athletics and, for others, the financial challenges dictate the need to seek out exchange programs,” Geary said. “So, we have been intentional in pursuing a summer program offered later in the summer … to allow for the possibility of work or an early summer internship.” The program will begin July 10.

p. In addition to business classes, the Budapest program includes a study trip to Prague and several pre-arranged visits to business and government agencies in Budapest. Students who complete the program will receive seven credit hours, including credit for a required strategy course.

p. The Budapest program is open to students of all majors who have completed the prerequisites for the business program: a minimum of 54 credits, microeconomics and macroeconomics, introductory statistics, calculus and an introductory accounting course. Geary said that the business school may consider waiving some of these requirements for students interested in the program. The credit requirement, however, will remain in place.

p. In addition to the Budapest program, the College offers roughly 14 other summer programs led by College faculty. Partnerships with 16 institutions around the world, from the University of Adelaide in Australia to Keio University, Tokyo, allow the cost of study abroad to match that of usual College tuition. Five College-sponsored programs in Argentina, China, England, Scotland and Spain offer students the security of easy enrollment and credit transfer back to the College.

p. Faculty and students alike about study abroad experiences with excitement.

p. “It’s all about experiential learning,” Geary said. “And the personal experiences that students will create are likely to be among some of the most powerful memories of their undergraduate studies. We also hope that the participants will come back into their familiar worlds able to be more aware and conscious of the forces and choices that shape their lives.”

We’ve all seen them: those movies that show an unlikely teaching candidate walking into a failing school and leaving changed for the better a year later.

p. Jimmy Weincek ’07, a Teach For America corps member, had vague notions of causing the same kind of change as he entered summer training before his first year as a teacher in the fall.

p. “We kind of expected it to be an amalgamation of all those movies you see, like ‘Dangerous Minds,’ a little bit of ‘Freedom Writers’ mixed in there, with some ‘Stand and Deliver’ on the side,” Weincek said. “But this really goes beyond cliches; it’s much different than that. Teaching is much more cold and real, but the people are much warmer.”

p. TFA is an organization committed to solving the problem of achievement gaps in lower-income school districts by recruiting student leaders from top colleges and universities across the country to an intensive five-week summer institute, then placing them in the classroom for two years. The goal is two-fold: creating immediate change on the ground level with energetic new teachers and exposing leaders to the reality of schools, including achievement gap issues

p. Kate Cunningham ’07 decided to apply to be a TFA corps member after watching several upperclassmen she knew go through the program. Upon receiving her requested placement in her home state of Connecticut, she was surprised to find that the capital city of Hartford experiences one of the largest achievement gaps in the nation.

p. “Seniors in high school are as much as six grade levels behind,” she said. “It’s a little more of a troubled city than people realize.”

p. Cunningham’s students, whom she enthusiastically described as “wonderful,” are a varied group. Sixty percent of her students have special-education needs and several have been diagnosed with social or emotional disturbances and behavioral problems. She admited to having to work harder to develop strategies that will help these students succeed. However, she also said that she can’t imagine doing anything else.

p. “I didn’t know a whole lot about seven- and eight-year-olds before I started teaching them,” Cunningham said. “They are just a hilarious and surprisingly perceptive group of little people, so I really love being around them.”

p. Though she has only been teaching for a matter of months, Cunningham has had her share of success stories and horror stories. One of her students has spent two years in the second grade and has required extra attention, understanding and a good deal of hard work. When she tested him for reading comprehension in December, he had improved 1.4 grade levels.

p. “I cried,” she said. “I called his mom, his mom cried, and [he] was just beaming.”

p. Then, there are the days when frustration and emotion get the better of everyone.

p. “My little [Cole] is bipolar and there was a day that he had a complete breakdown in my room that was just very heartbreaking,” she said.

p. Cunningham makes no complaint about the difficulty of her job. She is also quick to say that she will continue to teach after her two years as a TFA corps member are up. TFA — along with some classes — is an alternate route to a teaching certification in Connecticut, and Cunningham eventually plans to work in education administration, possibly at the district level.

p. “I think this is an issue I will fight for until the day I die,” Cunningham said. “These little kids have amazing brains — whether they’re black, white, low income, high income — and I really just want to bring them up.”

p. Weincek feels much the same way about his students at a middle school in Phoenix.

p. “They’re amazing; they crack me up every day,” Weincek said.

p. “They’re just like any other kids you meet all throughout
the country. They’re all about their iPods, they’re all about the things they have and the stuff they’ve seen on TV.”

p. Weincek talks about his experience with a wealth of knowledge and a candor that belie his brief time in the classroom. He explained that his students come from vastly different backgrounds, with 55 percent Hispanic, 20 percent white and the remaining 25 percent consisting of Asian, black or American Indian students. He acknowledged that, despite their varied ethnicities, his students all suffer from many of the same problems.

p. “My district … for some reason it’s the highest rate of domestic abuse in my state,” he said. “And you kind of see the budding of gang activity. You do see students who think school has no relevance in their lives, you see them starting to turn to the next logical step, and for many kids it is a logical step of survival.”

p. In addition to dealing with these issues, which Weincek admits were very unfamiliar and challenging to him, he must also contend with the problem of transience in his classroom. Many of his students’ parents have difficulty making ends meet and often move to find good deals on housing or better jobs.

p. “You have a student who’s an amazing student — very, very smart, very gifted, very bright — and you’re so psyched to be with them for two years, and they leave a month and a half later, and you find out that they’ve been to five schools in two years,” Weincek said.

p. He focuses on making his classroom welcoming to his new students, who might appear unannounced at any time in the school year. It is a constant struggle to keep up “classroom culture,” a complicated and delicate atmosphere of student interaction and openness that Weincek deeply values.

p. Despite the difficulties of adjusting to teaching in a struggling school, Weincek appreciates the humor and humanity of what he is doing every day.

p. “I won’t say there aren’t days when I’m extremely tired and extremely overworked and stressed out, because there definitely are, but there’s always that one student that really just cracks me up,” Weincek said. He took care to point out that, to the students, whatever led him to teaching isn’t relevant. They don’t care whether he is a TFA corps member or a certified teacher; they just want to know that they belong and have his support.

p. Weincek is on the fence about staying in the school system after his time in TFA is done. He deferred an acceptance to Boston College Law School when he joined TFA, and is considering returning to school. He does, however, “have an intuitive sense that we’ve done a little bit of good.”

p. For College students planning to apply, Weincek warns that the summer training is “very rigorous.”

p. “You get used to the rigor that you’re going to be in for the next two or 25 years,” he says. “It’s tough, it’s long days. It’s not called a corps for nothing.”

p. According to Matt Reamy ’05, TFA recruiter for the College and a TFA alum, the College is well on its way to making that change. This spring, the College is close to breaking the record of most TFA recruits in a year. In 2005, 21 students were accepted. This year, with the final application deadline coming up Feb. 15, the College already has 16 corps members.

p. As for applying to TFA, Reamy, Cunningham and Weincek all agree that doing the research beforehand on TeachForAmerica.org as well as understanding what is involved is very important.

p. “You shouldn’t do this if you’re not completely sure,” Weincek said. “You should do some serious soul searching. Just ask yourself, ‘Do I want to be comfortable and padded for the next couple years, or do I want to be where the rubber meets the road?’ Either way you answer is fine. It’s all about what works for you.”

p. Cunningham, Reamy and Weincek will speak at a film screening and information session about TFA that will take place Tuesday, Feb. 12 at 6 p.m. in McGlothlin-Street Hall Room 20.