Portfolio Sboyer

Shelby Boyer
a poruollo
Aprll 2013
Writing Samples
Personal Essay
1hls essay was wrluen ln my senlor capsLone class for Lhe 8?u Ldlung
mlnor. lL hlghllghLs my hlsLory ln Lhe Lngllsh and edlung program, buL
mosLly focuses on all leglumaLe edlung experlences l have had.
My Confessional
I suppose I should begin by way of introduction. After all, theres no real interest in a
personal essay if theres nothing personal about it. Some people say Im an open book, but there
are layers and rough edges I havent even started to explore. I show some version of myself to
some people (the cheery, green-eyed giggler with a sharp wit and a quiet disposition) while
others get another side (usually the sarcastic cynic quick to roll her eyes but nothing more) or
some composition of the two. I am a series of complications: content but concerned, lighthearted
but serious, apolitical but involved, sarcastic but silly, smart but ordinary. But maybe there is
such a thing as oversharing. This might not be the best avenue to try and figure myself outor
even explain myself. After all, I am just trying to explain the importance of four years dedicated
to studying English and editing. Everything elsefrom my crooked smile to a mastered eye
rolldoesnt necessarily matter here. And yet it does.
Forgive the vagueness (another character flaw, Im afraid), but I cant help but feel my
personality and I are tied together, bound by a lifetime of trying to figure things out. Things that,
as it turns out, have led me here: my final year at Brigham Young University, working on my
undergrad to get a Bachelors in English, creative writing emphasis, with an editing minor. So
much of what Im learning has inspired and been inspired by the education and experiences Ive
gained here. So this paper, for what its worth, is going to explain all that. Or at least try.
Because one thing that I have learned, among many, is that complications are okay. Theyre real
life and they make it interesting. So, yes, I am Shelby Boyer. I am an English major, editing
minor. But theres more to me than that. After four years here, studying editing and preparing for
a career in the publishing industry, I feel Ive learned so much, both about editing and, most
importantly, about me. I have been able to interact and participate with the expansive curriculum,
gaining knowledge and experience in classes and in internships, all of which have rightfully
prepared me for the future Ive come to want. And Im about to use my editing skills to sort
through those complications and explain who I was, who I am, and who Im becoming. Luckily,
it starts out pretty simply.
I became an editing minor when I realized the English major seemed unsubstantial. I
found myself uninspired, unchallenged, unmotivated. It wasnt uninteresting. On the contrary.
While I love English and will always appreciate the years dedicated to studying great literature
and learning about great writing, there was nothing in it to challenge me. From day one, I found
myself frustrated by the staleness of the English major. There was nothing new to do, nothing
new happening. The canon was settled, the classes were predictable, the teachers were all
duplicates. I found myself itching to explore more and go further. But thats my own fault.
When I was eleven, long before I even began thinking about college, my mom pulled me
out of school to homeschool me. We had moved from Texas a year or so before and the
difference in the education system was stunning. I was far ahead of my peers and completely
unchallenged in the Utah public system. So I came home and started on four years of self-
directed learning. We were interested in a classicist education, meaning it was based mostly in
classic literature. I read more than I did anything. And I inhaled practically all of it. I read most
of Shakespeare and Jane Austen; I studied the poetry of John Keats and Alfred Lord Tennyson; I
basked in the Romantics, Modernists, and Transcendentalists. By the time I was fifteen, I had
read such books as The House of Mirth, The Chosen, Never Let Me Go, The Count of Monte
Cristo, and The Fountainhead. Excuse the name-dropping, but its only in coming to college that
I realized how unique that was. There are people Ive met who, even as bona fide adults, have
yet to crack open a Woolf novel or spend a night with Earnest Hemmingway. So I owe so much
to those four years valuing learning over grades. Homeschooling became crucial in allowing me
to recognize, appreciate, and celebrate great fiction. And it was from that that I knew
immediately I wanted to study English when I finally came to college. As I prepared for school, I
found myself having to explain in application and scholarship essays exactly why I was an
English major. It turns out that starry-eyed girl had something to say. So, I beg your indulgence
as I quote my freshman self discussing a life spent reading:
Moments havent mattered as much as pages. Books have ingrained characteristics and
archetypes into my system that cannot be shaken out; literature has opened my eyes to
history and the worlds story. Through my life as a reader, I have learned to pick up on
the little thingsthe sorts of human-nature motifs and themes, character flaws and plot
twists.
1

Its a quite illustrious stance, and embarrassingly optimistic. But, the point is, Ive always loved
reading. And I feel I owe it to the world of literature to remain involved. The English major was
inevitable, and the editing minor eventually just fell into place.
It took me a little while to realize that was what was missing. For all my optimism about
being an English major, it became dull exactly because Id already read it all, studied it all,
thought about it all. I wondered where the newness was. I wanted to see literature mean more
now, not just as a moment caught in the past. For me, the history of literature is useless if were
shutting out new writing.
Now, dont get me wrong. English is a field that has long held my interest, that has come
to define me, and that has lent to me a sort of zeal for life and a passion for the future. As a
rathermight I say it?voracious reader, I have a penchant for editing and a passion for

1
BYU Application Essay, 2009, Freshman year.
punctuation. Ive always known I wanted to be involved in publishing, but it took me a year to
take the editing minor seriously enough to apply. To me, editors had always been those silent
lackeys who did the work for less-than-talented authors and got none of the credit. But when I
realized how useless the English major was, I knew I had to subsidize it with something. So I
turned to editing. And it was the best obligatory decision Ive ever made. It revitalized my love
of literature, it gave me direction, and it completely changed what my education meant to me.
There are certain things Ive learned about editing, both at university and on my own as a
writer. Ive always been interested in the publishing field and I feel I have a unique awareness of
it now even thanks to my English courses. Both my core classes and my emphasis ones have
allowed me to examine literature and decide what I like best. I favor unique voices, usually
choppy and fresh or illustrious and comfortable. After years spent favoring Edith Wharton and
Barbara Kingsolver, leaning towards post-modernist authors like Ian McEwan and Kazuo
Ishiguro, Im most comfortable with texts sure of themselves and not too worried about narrator
omniscience or over-description. A story should carry itself and leave something to talk about
rather than always tying a neat bow. Ive also come to realize my favoritism for young adult
literature. I think its crucial to introduce children to good literature or theyll never fall in love
with it later. Thats why Im still so attracted to contemporary YA, practically worshipping Anna
Godbersen and Moira Young, even Suzanne Collins or Scott Westerfeldanyone who can tell
an original story in a fresh way with believable characters and interesting plots. Ive spent time
in creative writing classes, discussing what good writing is, reading the newer pieces. I had a
Childrens Literature class and a Young Adult literature class; Ive taken two or three creative
writing courses and have joined various writing clubs and groups both on campus and online.
Im so interested in whats happening now and how it is reflecting the past Greats, a sort of
conjoining between my creative side and the literature snob inside of me.
More than this love of literature, my editing courses have of course taught me skills on
how to edit, but I have also inevitably formed my own editing style, one built on protecting voice
and content while recognizing what the author wants said most and making it sound best. I have
taken a variety of editing courses to give me an awareness of what sorts of goings on there are in
the editing world. I studied grammar thoroughly, reexamining the English language and ways of
explaining it, knowing the rules and the opportunities to break them; I took technical editing,
studying rules of Global English and standards of clarity and concision; I finished with a
capstone in book publishing, working to prepare a text for publication, from acquisition to
design. All of these and more have given me an edge. At least I hope so. Because, not only do I
know what is right and wrong, I know how to explain it in technical terms. I know how to be
succinct and obvious. And, perhaps most importantly, I know how the publishing world works.
But I owe that to more than just a single class; indeed, both personal interest and official
experience has given me insight into the inner workings of an often convoluted profession.
When I say personal interest, I refer to my work as a writer. And when I say work, I mean
my desperate tries at being a multi-millionaire prodigy hanging out with the likes of J.K.
Rowling. And all that is to say Ive been writing since I can remember, crafting tales and
spinning stories. As a kid, I wrote multiple novels ranging from horrendous to stomachable. But
when I grew up and got serious (with a novel I still havent given up on), I found myself
researching and studying the publishing world. I was surprised to find it isnt just an author
shaking hands with a publisher and making thousands. It is a complicated web of different
people, levels, publications, etc. For the first time, I was hearing about slush piles and literary
agents, commissions and a lucky 10% cut for an author. My dreams were shattered as I realized
any anticipation of making a living off writing a book was pretty improbable. I was first horrified
at how little the writer getsfor a piece that is theirs. But then I realized the work that goes into
taking an original manuscript and publishing it. Perhaps its unfair, but I cant help but believe in
the publishing industry even now. After all, as an editor, Id expect a cutand Ive yet to run
across a novel that didnt benefit from a series of edits. And so I became one of Them: a
publishing house cheerleader. More than that, I found myself wanting to join their ranks. And so
I began finding ways to weasel my way into internships, opportunities, and experiences to get
traction as an editor and, hopefully, a professional.
In my years at university, I have had multiple opportunities to gain experience in multiple
ways. I quickly became known among roommates, friends, and peers, as a grammar Nazi,
someone they could send their mediocre papers, applications, resumes, assignments, etc. to and
get back an A-grade copy smothered in red ink. I have marketed myself as a freelance editor and
have proven myself with various success stories. Most impressive to me was the time I helped
my sister-in-law with her graduate school applications. She is a talented person and I obviously
know her well. Unfortunately, her essay didnt prove what I knewthat she would be a success
in any program and a benefit to any school. My relationship with her allowed me to be thorough
and extensive. I sat down and helped her rewrite it again and again, explaining in detail why
something wasnt working or why another way would be better. When it was finally submitted
and she was accepted, she went into an interview where the college director complimented her
letter, explaining that it was one of the best he had seen and that it was much of the reason she
had been accepted into the prestigious program. It was a huge relief to know that I could help
and that, in fact, I was good at it.
Though that was more extensive than many other edits I do for peers and friends, I have
continued to try and prove myself in whatever capacity they need, whether it is merely a copy or
substantive edit. Much of this bedside manner was learned in an internship with BYUs Writing
Center. There, I was trained on proper etiquette in managing tutor-student relationships. I learned
how to address errors and motivate rewrites. Rather than just telling them what to do, I
communicated the issues with them and had them work out solutions on their own. I feel more
than comfortable now handling any and all sorts of personalities and problems, not only for my
sake but theirs. This is something I have carried on in my other internships, including as an
editor at Cedar Fort Publishing in Springville, Utah. Working in the fiction facet, I have learned
to communicate with bosses, editors, designers, and authors. Getting a book published is a group
effort and I am grateful to play a role in it, always careful to handle any situation with respect,
patience, and understanding.
Even more importantly, my time at Cedar Fort has given me real-life experience applying
the editing skills Ive learned. I have worked with manuscripts at all points in the process. From
acquisitions to final proofs, I have been able to interact with the text, even doing layout and
design. I feel confident and comfortable with my skills in recognizing good literature, making it
its best, and presenting it in an attractive way. It has given me insight into the publishing world
and made me ever-more sure that this is somewhere I want to be. And my four years have not
been wasted. Not on me.
Regardless of what my grandmother, neighbor, or judgmental-and-maybe-just-a-bit-
misogynistic blind date might think, my major was not chosen at random as something to fill the
time until I can find a suitable mate or a more serious career. This education is exactly what I
needed. And I hope to use it to prove myself further. I feel ready to take on the publishing world
because of what Ive studied, learned, and experienced. I know editing is something I want to do
forever and I know its something I can do. The opportunity to work with fiction is not
something I take lightly; indeed, I find it an all-important field exactly because literature meant
so much to me. Theres a power in words, one that should be wielded with skill. And I am ready
to take it on. The world deserves good books. That is why Im an English major, why Im an
editing minor, and why I care so much when people dont give me a chance to stand up for that.
Perhaps its not the hardest major or the most daring enterprise, but it is important to me. Ill be
reading, writing, and editing for the rest of my life. Literature is my life, and editing is my
dream. Its all a part of defining me, and that, Ive discovered, is really quite grand.
So there you have it: A Brief History on the Inexplicability of a Certain Ms. Shelby
Boyer. Im not sure what one could take away from all this. My voice is as sweet as it is sour. I
love this education as much as I dont. I believe in the irreverent as much as I do the illustrious.
My favorites include the classics and the disasters. My writing highlights the good and the bad.
And all these contradictions, Im afraid, are bound to follow mea complication between
experience and education, dreams, and dread. But the point is I am an editor because I am a
writer, and I am a writer because I am a reader. And I am all that because I love the power of
words. On all levels. So I am grateful for the experience and education I have gained. I know I
can apply it in this field Ive proven to love and am sure to still love in the lifetime to come. I am
an editorperhaps that is what matters most to you. But, for me, the most important thing you
can take away from all this is that I am a believer: I believe in literature, I believe in writing, and
I believe in myself. I can make words count as a writer, reader, and editor. And Ill never give up
on themthose often-complicated wordsjust as I will never give up on me. Even as I get my
degree, I know the learning isnt done and the experiences arent complete. This is just the
beginning and I find myself so excited by the prospects of what is coming next.

Senior Thesis
1hls paper was a nal paper for my senlor course, Lngllsh 420: LlLeraLure
of AdolescenLs. LnuLled Triangular Love and Self-Loathing, lL examlnes
love Lrlangles ln Lwo ma[or ?A serles. lL recelved Lhe hlghesL grade ln Lhe
class and was submlued for publlcauon Lo Lhe ALAn revlew.
TRIANGULATED LOVE AND SELF-LOATHING 1
Triangulated Love and Self-Loathing:
The Feminist Angle in Familiar Young Adult Love Triangles
Two of the most popular young adult series in recent years are Stephenie Meyers
Twilight saga (2005) and Suzanne Collins The Hunger Games trilogy (2008). While starkly
different in subject matter, they both implement a love triangle intrinsic to the plot. For Twilight,
the triangle is upended so that either male is the focal point; the main character, Bella, sheds her
identity in favor of male protection. Meanwhile, The Hunger Games features Katniss, a strong
and independent woman allowed to soften through a more subtle love triangle that nonetheless
pushes her to face her feminist standing and ultimately become stronger for it. By the end of both
series, the love triangle has become a vehicle for feminist discussion, either to prove failure to
value oneself or the realization of the importance for both self- and inter-dependency. In looking
at the players in either triangle, we are more readily able to perceive the reality of the main
narrator and her feminist sensibilities, thus allowing for a clearer understanding on which sort of
romance is not only healthier but more revelatory on the feminist paradigm.
Twilight has been a controversial text from the very beginning. It was first celebrated for
a strong female voice and the everyman element Bella embodies. In the beginning, Bella is
presented as a strong, independent woman who sets out on her own, doesnt value her parents
opinion, and sees herself as above both her high school peers and her adult interactions. Bella
recognizes a strength in herself that came from being a mother to her own mom and stepping in
as caretaker for her dad. She is someone thoughtful and cautious. The responsible one, the
grownup (Meyer, 2007, p. 450). Yet it is through the love triangle that we discover a real self-
loathing and an ultimate disinterest in feminist respectability. With the positioning of the love
triangle, Bella begins to lose any sense of self, giving up to stronger and more dominant
characters.
At the heart of the story is Edward Cullen, a young vampire frozen in his youth although
he has lived for over 100 years. Instead of using eternity to solve world hunger or find a cure for
cancer, he lives in the little town of Forks, Washington, playing house with a cove of
vegetarian vampires who position themselves as outcasts in high school. Bellas subsequent
attraction to him isnt about romance or compatibility; rather, as Candence Robillard (2009) puts
it, this romance is based on physical appearance and proximity. When he is near, Bella can only
concentrate on his beauty. He, likewise, finds her equally mysterious and fascinating, since she
seems immune to his mind-reading powers (p. 13). He is something peculiar, and it is the
strangeness that attracts Bella to him: I was consumed by the mystery Edward presented. And
more than a little obsessed (Meyer, 2005, p. 67). Edward himself confesses to being attracted to
her for purely carnal reasons: the blood pulsing through her veins is irresistible; indeed, he
follows her, watches her, sneaks into her room, and basically stalks her for no reason beyond the
fact that he physically cant stay away. This (blood)lust is never deepened or strengthened by
real conversation or experience; their every interaction is a rehashing of the same speech: Im
bad news, says Edward, and I dont care, says Bella. But Bella justifies this possession, calling it
devotion, claiming it is love. In fact, she champions the inequality as something romantic. This
obvious patriarchal undertone perpetuates outdated gender roles where the man is consistently
positioned as above the woman, simultaneously the object of his devotion and disinterest.
Indeed, Edward constantly belittles Bella, never valuing her individuality or encouraging
free thought. From the very start of their relationship, it is clear that Edward is in control, both
physically and emotionally (Robillard, 2009, p. 14). Edward alienates her more and more from
any sense of normalcy her father or high school friends offer her. Bella is swept up into
Edwards world of archaic gender politics and persuasions. Esme, Edwards mother figure, says
to Bella tellingly, Youre what he wants. It will work out, somehow (Meyer, 2005, p. 368).
There is no choice in the matter; it will happen because Edward wants it.
This patriarchal tone pervades every conversation the couple tends to have, where he
talks down to her and she, in the process, loses any self-value she may have. But this paternal
emphasis is something embodied in the childish way Bella presents herself. She is always getting
into trouble, calling herself klutzy, determining she wouldnt know what to do without him.
Shes constantly hurting herself and needing rescued, and Edward is always carrying her, a fact
shes happy to recount as she says, he reached out with his long arms to pick me uplike I was
a toddler (Meyer, 2005, p. 297). Theres a constant infantilizing of Bella throughout the text.
Edwards terms of endearment are more akin to debasing labels such as silly Bella (Meyer,
2005, p. 281) or his little coward (Meyer, 2005, p. 279). Edward even admits to finding her at
first (and perhaps still) an insignificant little girl (Meyer, 2005, p. 271). But Bella isnt affected
by this infantilizing behavior since her attraction to him is based on his paternal appeal (Silver,
2010, p. 125). Thus, Bella allows herself to be defined by him, a high risk further amplified by
the fact that he admittedly doesnt know her intimately as literalized by his inability to read her
mind like he can everyone elses. Still, his age and immortality give Bella a sense of stability she
cant find in her own sensibilities.
In focusing so wholly on him, Bella loses herself because Edwards actions create an
environment where Bella cannot love Edward without loathing herself (Miller, 2011, p. 171).
Edward becomes Bellas entire world and she brushes over herself, saying, I wasnt interesting.
And he was. Interestingand brilliantand mysteriousand perfectand beautiful (Meyer,
2005, p. 79). This self-loathing is perpetuated by Edwards positioning himself as above her,
always knowing better. More than that, he sees himself not as faultless but guiltless. At one point
he tells her, I dont seem to be strong enough to stay away from you, so I suppose that youll get
your way whether it kills you or not (Meyer, 2005, p. 473). So Edward recognizes himself as
a threat, but gives up caring because hes tired of the self-control necessary. He no longer values
her life above his carnal desires. Edward wants her, not out of love but out of obsession. And
Bella laps it up happily, lost in the shadow of his amber-colored eyes and alabaster abs. She
gives herself up to the relationship, saying to him, I have to be with you. Its the only way I can
live (Meyer, 2007, p. 610). Somehow, its a romantic notion to Bellato lose any and all say in
it. In fact, she determines that the fate of the relationship is out of her control and depends
entirely upon his decision where she was helplessly committed to seeing it through. Because
there was nothing more terrifying to [her], more excruciating, than the thought of turning away
from him (Meyer, 2005, p. 248). She deludes herself into believing their relationship is a source
of strength and self-awareness, but as the novels progress, she only loses more and more of
herself, caught in a tailspin between two men who never see her but merely want her.
Indeed, if Edward takes on a traditional male role, Jacob saunters in as an embodiment of
animalistic and uncivilized passions, the yang to Edwards yin. The love triangle thus
complicates Bellas devotion to Edward, but it does not give her any individualism or feminism;
rather, she is buried just as easily by Jacobs dominance, losing herself in a different way. For,
while Edward is stoic and indifferent, Jacob is youthful and flamboyant, a foil to Edwards
Victorian stereotype. Jacob is bold and brash, often violent, a characteristic literalized by hot
flesh and the ability to morph into a wolf. So, for all of Edwards infantilizing of Bella, Jacob
reverts to a more masochistic portrayal of love.
Every kiss between Jacob and Bella is violent in nature and is usually forced upon her. At
one point he threatens to hurt himself if he doesnt get his way. The subsequent kiss is described
in masochistic terms where Jacob takes advantage of Bella, kissing with an eagerness that
was not far from violence: he grabbed roughly at my shoulder, shaking me, then dragging me
into himhe yanked me forward, bowing my body against his (Meyer, 2007, p. 526). She
protests, but Jacob proves how little he values her beyond the physical prize she represents.
Indeed, theres an effortless cockiness to Jacob where he feels beyond reproach: You can have
me the way I ambad behavior includedor not at all (Meyer, 2007, p. 329). In other words,
he wont be the one to change and believes hell be the one to win. His love for Bella is as
unfounded as Edwards but just as intoxicating. As Anne Torkelson (2011) describes it, the love
triangle proves that Bella is viewed by allincluding herselfas a prize to be conquered, an
object to cater to [their] sexual needs (p. 211). Helplessly, then, Bella is lost in this showdown
of male dominance.
Both players finally come to head at the height of the triangulated drama in Eclipse, the
third novel of the series, when Bella is finally forced to choose. Edward allows her to go and face
Jacob, telling her he only wants her to be happy, whomever she chooses. And in that moment of
supposed sacrifice, Bella decides that Edward would never see me shed another tear for Jacob
Black (Meyer, 2007, p. 517). Not because she had given up her feelings for Jacobwhich
would be too easybut because Edward needed her to stop vocalizing her emotions, to remain
silent, to be what he needed rather than saying what she felt or thought or wanted. Bella
describes serving Edward as the reason for her very existence, saying, I had to never hurt him
again. That would be my mission in life. Never again would I be the reason for this look to come
into his eyes (Meyer, 2007, p. 521). But as soon as she walks away and out of his shadow, into
Jacobs, shes confused again. Not even ten pages later and shes decided Jacob was right. Hed
been right all along. He was more than just my friend. Thats why it was so impossible to tell
him goodbye because I was in love with him (Meyer, 2007, p. 528). They fight, they kiss, he
thinks he won, and she walks back to Edward, her ultimate possessor and patriarch.
Once back with Edward, he taints the situation, blaming her for what happened, claiming
Jacob manipulated her weakness: And I thought I fought dirty. Im not mad at you, love.
Jacobs more cunning than I gave him credit for. I do wish you hadnt asked him, though. He
patronizes her, treating her like a child who has done wrong, telling her shed fallen for it,
deriding her naivety, saying, Bella, did you really believe he was that noble, even mocking her
further, telling her, Youre such a bad liar, youll believe anyone who has the least bit of skill.
And it works: by the end of his lecture, Bella says there wasnt enough room in my body to
contain anything besides the hatred I felt toward myself (Meyer, 2007, p. 53233). She begs
Edwards forgiveness though shes done no wrong, saying, Make me forget how awful I am.
Make me forget him. Make me forget my own name (Meyer, 2007, p. 535). She wants to
completely disappear, to be only what Edward wants and nothing of what she wantswhat he
has made her believe is worthless.
Meanwhile, Jacob turns the tables on Edward, telling Bella, Hes playing every bit as
hard as I am, only he knows what hes doing and I dont. Dont blame me because hes a better
manipulator than I amI havent been around long enough to learn all his tricks (Meyer, 2007,
p. 594). The fact that they willingly call it a game further exaggerates Bellas role as a prize.
Both men fight dirty because both are fighting for an allusiona Bella that cant exist in reality
because she becomes a figment of the imagination of whichever man she is with. With Edward,
she is submissive and self-sacrificing; with Jacob, she is unpredictable and passionate. Perhaps
that is why the egocentric males cannot stay away.
Even in the enda point when some critics would claim Bella reaches a sense of self
her identity is skewed by her inability to stand for herself, instead latching on to whoever needs
her at whatever time and in whatever way. As Hila Shachar (2011), a feminist scholar and
English professor at the University of Western Australia, puts it, This is a false victory that
simply elevates her often morbid and suicidal willingness to destroy herself in the service of
others throughout the novels into a mystical veneration of feminine self-sacrifice (p. 153). So,
when the love triangle is over and Bella is married to Edward, eventually with a child and a
happy life (that still awkwardly includes the jilted Jacob), Bella is overshadowed by the need to
constantly sacrifice herself. For all intents and purposes, she literally dies for Edward,
resurrected as the figure he wanted all along: someone submissive and sacrificial, a perfect and
beautiful prize to flaunt and protect. Thus, Bella merely swapped one form of feminine
passivity and selflessness for anotherpresented in the attractive guise of true love and
happiness (Shachar, 2011, p. 154). By the end, Bella loses any self-respect and individuality she
had in the beginning. She becomes defined as Edwards wife, as the domestic stereotype with her
child and a happy, distorted family, and she has no real idea of what she scarified or who shes
given up because she didnt take the time to realize who she was in comparison to what Edward
or Jacob wanted from her.
Even with this misogyny so obviously at play, some critics praise the story as a
wholesome romance. They label Twilight as virtuous and thus uplifting simply because the main
players remain virgins for the most part, with Edward refusing to have sex until marriage. But
this sort of reading ignores the truth: while Bellas chastity may remain intact, she sacrificed
everything else to these men who demanded it. In fact, the text suggests that a woman can only
attain true love and happiness once they give themselves up completely (Shachar, 2011, p. 153).
At its very heart, the Twilight series is about a girl losing herself, any individualism, and her
complete identity to the man she is with at any given time. Indeed, if the love triangle reveals
anything it is that Bella has become irrelevant to her own story. This is completely at odds with
another series love triangle, The Hunger Games. If Twilight is about losing feminist identity,
The Hunger Games heralds the strength of individuality.
At the center of The Hunger Games is Katniss, a young woman living in dire
circumstances forced to compete in a televised gladiator show pitting children against children. It
doesnt seem exactly welcoming to any romance, but Katniss manages to direct her own
triangulated love affair. But unlike Bellas inverted triangle where the lovers become the main
attraction, Katniss remains the focal point. She is as strong as she is resourceful, independent as
she is loyal. Katniss is so unwilling to be made a pawn, she spends her first game standing up to
the Capitol, first mourning the loss of Rue (Collins, 2008, p. 237) then daring Peeta to commit
suicide with her so the game has no winner (Collins, 2008, p. 344). She is thus in control of
every situation. Except when it comes to romance.
Much like Bella in Twilight, Katniss doesnt see herself as anything valuableat least
not romantically. Katniss considers herself damaged goods and would much prefer to remain
autonomous her entire life. Theres a shared sentiment with Bella in that Katniss feels that no
matter what [she does, shes] hurting someone (Collins, 2009, p. 120). She casts herself as a
martyr, but perhaps she has more reason to. After all, Katniss lives in a world where romance is a
risk more than a reward, and it is losing her right to choose how to live her life that drives her
feminist side mad. Katniss feels trapped by her scripted love affair with Peeta. As she puts it, Of
course, I could do a lot worse than Peeta. That isnt really the point, though, is it? (Collins,
2009, p. 45). Its not that either choice in the love triangle is bad; its that she sees no reason to
choose a man at that point in her life: The very notion that Im devoting any thought to who I
want presented as my lover, given our current circumstances, is demeaning, she says (Collins,
2010, p. 40). Katniss craves freedom and opportunity; she hates feeling trapped, her fate already
decided for her. It is the fact that she has no choice in the matter that vexes Katniss to the point
of indecision.
As the love triangle fleshes out in the second book, it becomes clear that while Katniss is
self-assured in her independence and strength, she cannot appreciate her feminine side. With
both Peeta and Gale standing by, devoted to her in different ways, it becomes Katnisss
responsibility to not only choose one love but to decide who she is. Unlike Bella, then, it is not
an issue of who but why. Katniss must first come to terms with herself and not only her desires
but a recognition of what she needs. Thus the love triangle perpetuates growth in ways she
probably wouldnt have considered had she been left alone. Having two vastly different men
offering themselves to her forces Katniss to face herself in ways Bella was never asked to do.
Thus the love triangle solidifies Katnisss standing as a feminist character, no matter the romance
she settles into. In the entire series, Katniss never loses sight of herself; she only progresses to a
better self, one nettled out through the quiet persistence of her main player, Peeta Mellark.
Peeta is forced into her life by chance when his name is drawn and theyre sent to the
Hunger Games together. Their past is one defined by a single moment when, as children, he
tossed the starving Katniss a loaf of burnt bread that gave her the will to survive (Collins, 2008,
p. 31). While he obviously loved her before that and ever on, she remains in denial, clinging only
to the friendship he offers. Their intimacy becomes physical by necessity, but the deeply rooted
friendship always remains most important to Katniss who can never shake the connection
between this boy, Peeta Mellark, and the bread that gave [her] hope (Collins, 2008, p. 32). But
Peeta is a character of constant sacrifice and quiet devotion. I remember everything about you,
he tells Katniss. Youre the one who wasnt paying attention (Collins, 2008, p. 298).
What is most impressive about this preoccupation with Katniss, though, is that it never
becomes obsession. Peeta never lets himself be swallowed in her shadow. He is an active player
in their relationship and is more than willing to remind her that his devotion does stem from love.
But, ultimately, he is still willing to let her shine in a world that needs her strength and ferocity.
And he takes a step back to be what she needs instead of demanding that she change for what he
wants. Indeed, unlike the demanding love interests in Twilight, Peeta builds Katniss up, telling
her dont underrate yourself and others that she has no idea. The effect she can have
(Collins, 2008, p. 8990). Thus, their intimacy is more than physical; it comes from Peetas
unadulterated interest in her significance not only to him but to their struggling world. And
Katniss comes to crave the gentle faithfulness of Peeta. He remains the one constant in her life to
the point that she can remember a thousand moments.All the times [his] arms were [her] only
refuge from the world. Perhaps not fully appreciated then, but so sweet in [her] memory
(Collins, 2010, p. 338). Neither is sacrificed for the other but, rather, they are two people who
have become interdependent, a man and a woman who can be intimate with one another without
the relationship being either sexual or romantic (Henthorne, 2012, p. 60). Katniss recognizes
her need for him in times when romance doesnt matter but friendship does. It is a fact remarked
on again and again by Katniss: Im glad now I have Peeta to clutch for balance, he is so steady,
solid as a rock (Collins, 2008, p. 70); no one elses arms have made me feel this safe (Collins,
2008, p. 294); I can feel the steadiness that Peeta brings to everything. And I know Im not
alone (Collins, 2009, p. 42); I wrap my arms around his neck, feel his arms hesitate before they
embrace me. Not as steady as they once were, but still warm and strong (Collins, 2010, p. 338).
In the end, Peeta teaches her something about sacrifice where her self-interest is tamed.
He has become valuable to her not because of what he offers but because of the sensibility and
strength he draws out in her. When he complains that no one needs him, she tells him, I do. I
need you (Collins, 2009, p. 352). And she does. Without his guidance, she tends to be selfish,
volatile, even angry. He gives her something precious: a patience and a softness she never found
with Gale with whom her blossoming interest seemed born more out of familiarity than real
affection.
In all reality, Gale and Katniss are very much the same. They share the same spirited
independence and a fierce loyalty to family. Both are brash and passionate, often reactive and
even arrogant. Gale seems to reflect very clearly who Katniss would be had the gamesor
Peetanot changed her. They see each other in one another, which perhaps makes it easier for
Gale to take on a possessive role: he feels he knows her and that alone gives him a right to her.
Gales masculinity is fighting to match Katnisss feminist power. And so he tries to impose his
will over her. Right after her return from the first game, he kisses her abruptly, saying, I had to
do that. At least once (Collins, 2009, p. 27). Unlike Peeta waiting to be needed, Gale jumps in
when he wants it. And while Katniss counts him as her best friend, the only person [shes] ever
trusted with [her] secrets and that she cant lose him (Collins, 2009, p. 26), she also recognizes
that she doesnt need him. Not only does she stand better on her own, but the games have
changed everything. Its not like it used to be before, she says. I keep hoping that as time
passes well regain the ease between us, but part of me knows its futile. Theres no going back
(Collins, 2009, p. 5). Still, this love triangle is a valid one: Katniss is caught between two men
who both seem right and plausible. For Gale and Katniss, theirs is a shared past spent mutually
counting on each other, watching each others backs, forcing each other to be brave (Collins,
2009, p. 117). This past together matters, but their future is torn apart. Peeta softened Katniss,
but no one softened Gale.
At the beginning of Mockingjay, Katniss catches Gale crying and kisses him to comfort
him. Then he laughs are her, saying he knew she would. This manipulation startles her and she
asks how. His answer is both callous and revelatory: Because I'm in pain, he says. That's the
only way I get your attention (Collins, 2010, p. 138). Indeed, Katniss reaches out to Gale as
though she can be the strength to him that Peeta is to her. Instead, Gale remains headstrong and
defiant, seeing the world as an ugly place in need of retribution. But he wont fight for Katniss
and quickly grows tired of the game. He calls it Katnisss problem and decides not to bother
himself with it (Collins, 2010, p. 329). Like Katniss, Gale is too headstrong to give up anything
or change in any way. In the end, he walks away. But Peeta never does.
Towards the end of Mockingjay, Peeta and Gale have a conversation about Katniss and
their love triangle. Either assures the other that Katniss will choose them, with Peeta saying Gale
took care of her family, and Gale saying Peeta sacrificed it all. But when Peeta wonders how
shell finally choose, Gale captures the true issue at hand: Katniss will pick whoever she thinks
she cant survive without (Collins, 2010, p. 329). Indeed, Katnisss life has revolved around
how to survive in such an ugly world. But while Gale paints this as some selfish flaw, it is
actually one of Katnisss greatest strengths: the ability to recognize what she needs over what she
may want. She steps up to take her sisters place; she acts with Peeta to win the first games; she
decides to fight the Capitol instead of run; she dedicates her second game to saving Peeta; she
tries to make Gale happy; she tries to fix Peeta; she becomes the leader of a revolutionall are
things she didnt necessarily want to do but that she stepped up to do. And it is this love triangle
that allows her to explore the complexity of her character that she might have ignored otherwise.
Had the games never happened, she would have chosen Gale effortlessly. He is her wrapped in a
masculine package. But in pairing herself with Peeta, she found a perfect match. Not because he
was perfect or because they were the same, but because they were different. He not only believed
in but drew out her feminist power. He taught her the value of stability and devotion, even hope.
As Katniss says in the end,
I know this would have happened anyway. That what I need to survive is not
Gale's fire, kindled with rage and hatred. I have plenty of fire myself. What I need
is the dandelion in the spring. The bright yellow that means rebirth instead of
destruction. The promise that life can go on, no matter how bad our losses. That it
can be good again. And only Peeta can give me that. (Collins, 2010, p. 388)
Together, Peeta and Katniss were transformed and they grow back together (Collins, 2010, p.
388). They fit each other, complement each othercomplete each other in ways Gale never
could. Gale was too much the same: too brash and angry, full of power and volatility. He was
Katniss before Peeta taught her to see life as something beautiful. So, while it is a story with a
love triangle, it is not merely a decision between Gale and Peeta. As Tom Henthorne (2012)
describes it, it is all about Katniss and the way she comes to define herself and her own destiny
(p. 62).
As it comes together, Collins series is more than the love triangle or the romantic
implications in choosing either Peeta or Gale; rather, it involves rethinkingthe significance of
relationships between people (Henthorne, 2012, p. 62). Which is what a love triangle should do.
Unlike Twilight, where it became a game of Who Wins Bella, The Hunger Games remains
focused on the identity of its main character, both Katnisss feminist strength and feminine
power. For better or worse, both of these series employ the melodramatic trope in the hope of
drawing out a feminist conversation. The Bella-Jacob-Edward dynamic was preoccupied with
love when perhaps, like Katniss, it should have been concerned with identity. In either case,
though, the love triangle allows the characters to express their persuasions, positive or not.
Bellas inverted triangle means she disappears under the testosterone-fueled competition for the
submissive woman she let herself become. Katnisss triangulated love allows her the chance to
better understand herself. And both gave the narrators a chance to facesuccessfully or not
their feminist sensibilities. With both of these popular series, the love triangle acts as a revelatory
device for the reader to more fully understand the narrators own characterization.

References
Collins, Suzanne (2008). The hunger games. New York: Scholastic.
Collins, Suzanne (2009). Catching fire. New York: Scholastic.
Collins, Suzanne (2010). Mockingjay. New York: Scholastic.
Henthorne, Tom (2012). Approaching the Hunger Games Trilogy: A Literary and Cultural
Analysis. Jefferson, NC: McFarland & Co.
Meyer, Stephenie (2005). Twilight. New York: Little, Brown, and Company.
Meyer, Stephenie (2006). New moon. New York: Little, Brown, and Company.
Meyer, Stephenie (2007). Eclipse. New York: Little, Brown, and Company.
Meyer, Stephenie (2008). Breaking dawn. New York: Little, Brown, and Company.
Miller, Melissa (2011). Maybe Edward is the most dangerous thing. In Maggie Parke & Natalie
Wilson (Eds.), Theorizing twilight: essays on what's at stake in a post-vampire world
(pp.165175). Jefferson, NC: McFarland & Co.
Robillard, Candence Malheit (2009). Hopelessly devoted: what Twilight reveals about love and
obsession. The ALAN Review, 37(1), 1217.
Shachar, Hila (2011). A post-feminist romance: love, gender, and intertextuality in stephenie
meyers saga. In Maggie Parke & Natalie Wilson (Eds.), Theorizing twilight: essays on
what's at stake in a post-vampire world (pp. 147161). Jefferson, NC: McFarland & Co.
Silver, Anna (2010). Twilight is not good for maidens: gender, sexuality, and the family in
Stephenie Meyers Twilight series. Studies in the Novel, 42(1), 121138.
Torkelson, Anne (2011). Violence, agency, and the women of twilight. In Maggie Parke &
Natalie Wilson (Eds.), Theorizing twilight: essays on what's at stake in a post-vampire
world (pp. 209221). Jefferson, NC: McFarland & Co.
Editing Samples
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Life Sciences Edits
All Things Denote There Is a God!
Larry L. St. Clair
Alma testified to Korihor that all things denote there Is a God; yea even the earth, and all things
that are upon the face of it, yea, and its motion, yea, and also all the planets which move in their
regular form do witness that there is a Supreme Creator.
1
In the beauty and complexity of the
earth, we find an abundance of evidence of the Creators wisdom, knowledge, love, and power,
all combining to testify of his infinite capacity as God and Creator! To people of faith, the
Creators hand is evident in shaping and organizing the earth everywhere. Certainly faith is one
way of learning about the creation and divine purposes of the earth. !
Using the holy priesthood, the Creatoreven Jesus Christwas able to apply His infinite
knowledge and perfect skills to the process of creation. Carefully bringing together the essential
elements required to initiate the complex and remarkable organization of life on earth. He
prepared a physical environment that is meticulously complete and versatile; an environment that
continuously promotes and supports the diversification and continuity of life on earth while
ultimately providing a remarkable home for all His creatures. The very location of our earth
home in the solar system provides basic life-sustaining requirementssuch as liquid water, life-
appropriate temperatures, and precisely moderated light energy coming from the sun. Light
energy that is sufficient to generate matter and energy, through photosynthesis, in a form suitable
for meeting the needs of living things at all levels of the food chain while filtering out those
wavelengths of light that can disrupt and compromise fundamental life processes.
The complex structure and dynamic interactions of life on earth further document the wisdom
and knowledge of the Creator. For example, the beautifully orchestrated interplay between
plants and insects ensures the perpetuation of plant life while providing perfectly matched food
resources to the insect pollinator. Likewise, the unity and continuity of life across both
generations as well as the immense diversity of life speaks of the comprehensive and profound
skills of the Creator. Indeed, the transmission of genetic information from parents to offspring
provides a universal molecular blueprint that carefully organizes cells, tissues, and organs to
ultimately yield a new generation that is faithfully reproduced in form and potential, with few
errors in spite of the complexity of the process. From the smallness of atoms and molecules to
the vastness of the earth ecosystem, both the complexity and exactness of the performances of
life on earth stand as a powerful witness of the Creators remarkable and perfect creative
capacities.
The Creator himself has proclaimed, all things have their likeness, and all things are created and
made to bear record of me, both things which are temporal, and things which are spiritual; things
which are in the heavens above, and things which are on the earth, and things which are in the
earth, and things which are under the earth, both above and beneath: all things bear record of
me.
2
His handiwork, so remarkable and beautiful in form and purpose, powerfully and clearly
bears the influence of His kind touch and perfect love. To us, His children, comes the sacred
obligation to celebrate His works while thoughtfully caring for His creatures in all their varieties
and forms.
In the Doctrine and Covenants, the Lord declares I, the Lord, stretched out the heavens and built
the earth, my very handiwork; and all things therein are mine.
3
He further explains, It is
expedient that I, the Lord, should make every man accountable, as a steward over earthly
blessings, which I have made and prepared for my creatures.
3
The Lords fundamental
expectation of us is that we must be good stewards over our earthly blessings that were prepared
by the Creator for the express purpose of blessing His creatures. The use of the word creatures
clearly shows His awareness of and concern for all His creations. It is our divine commission to
faithfully and thoughtfully care for the majesty and diversity of His handiworks while
responsibly and reasonably meeting our own needs.
In His infinite wisdom and foresight, He has provided us with an inspired guide so that we might
focus and more perfectly define our efforts to take care of His creations. In the Doctrine and
Covenants, He declares, the fullness of the earth is yours, the beasts of the field and the fowls of
the air, and that which climbeth upon the trees and walketh upon the earth; Yea, and the herb,
and the good things which come of the earth, whether for food or for raiment, or for houses, or
for gardens, or for vineyards; Yea, all things which come of the earth, in the season thereof, are
made for the benefit and the use of man, both to please the eye and to gladden the heart; Yea, for
food and for raiment, for taste and for smell, to strengthen the body and to enliven the soul. And
it pleaseth God that he hath given all these things unto man: for unto this end were they made to
be used, with judgment, not to excess, neither by extortion.
4

To us, as Gods children, Gods humble creatures and the earth itself declare Him as Creator!
But ask now the beasts, and they shall teach thee; and the fowls of the air, and they shall tell
thee: Or speak to the earth, and it shall teach thee: and the fishes of the sea shall declare unto
thee. Who knoweth not in all these that the hand of the Lord hath wrought this?
5

Endnotes
1. Alma 30: 44
2. Moses 6: 63!
3. D&C 104: 14
4. D&C 59: 1620
5. Job 12: 79

In All Things - FINAL!
Larry L. St. Clair
In the Book of Mormon, when the antichrist Korihor questioned the existence of God, the
prophet Alma testified, saying, All things denote there is a God; yea, even the earth, and all
things that are upon the face of it, yea, and its motion, yea, and also all the planets which move in
their regular form do witness that there is a Supreme Creator.
1
In the beauty and complexity of
the earth, we find an abundance of evidence demonstrating the Creators wisdom, knowledge,
love, and power. To people of faith, His hand is evident in the beauty and organization of the
earth.
In the Creation, all the essential elements required to initiate the complex and remarkable
diversity of life on earth were carefully brought together. From the infinite to the microscopic,
the Creator prepared a physical environment that is both complete and resilient. There is a
complexity perfectly constructed to provide a remarkable home for all His creatures. The very
location of Earth in the solar system provides all the life-sustaining requirementswater,
oxygen, life-appropriate temperatures, and precisely moderated light. Through the miraculous
process of photosynthesis, light is used to organize energy-rich molecules, which provides for
the material and energy needs of all living things at all levels of the food chain.
The complex structure and precise dynamics of life on Earth further testify of the Creators
wisdom and knowledge. For example, the beautifully orchestrated interaction between plants and
insects ensures the perpetuation of plant life while providing essential nutrients to the insect
pollinator. Likewise, the unity and diversity of life across generations speaks clearly of the
Lords comprehensive and profound creative skills. The transmission of genetic information
from parents to offspring provides a universal molecular blueprint that carefully organizes cells,
tissues, and organs to ultimately yield a new generation that is faithfully reproduced in form and
potential. This process results in few errors despite its incredible complexity. From the smallness
of atoms to the vastness of the earth ecosystem, the complexity and exactness of life on earth
stands as a powerful witness to the Creators perfect creative capacities.
The Creator himself has proclaimed that all things have their likeness, and all things are created
and made to bear record of me, both things which are temporal, and things which are spiritual;
things which are in the heavens above, and things which are on the earth, and things which are in
the earth, and things which are under the earth, both above and beneath: all things bear record of
me.
2
Gods beautiful handiwork reflects His perfect love. To us, His children, comes the sacred
obligation to celebrate His works while caring for, appreciating, and properly using His creations
in all their varieties and forms.
In the Doctrine and Covenants, the Lord declares: I, the Lord, stretched out the heavens, and
built the earth, my very handiwork; and all things therein are mine.
3
He further explains, For it
is expedient that I, the Lord, should make every man accountable, as a steward over earthly
blessings, which I have made and prepared for my creatures.
4
The Lord expects us to be good
stewards over His earthly gifts. His use of the phrase my creatures shows His awareness of and
concern for all of His creations. It is our divine commission to faithfully and thoughtfully care
for the majesty of His handiwork while responsibly meeting our own needs.
In His infinite wisdom and foresight, the Lord provided us with an inspired guide so that we can
focus our efforts on caring for His infinite creations. In the Doctrine and Covenants, He declares,
The fulness of the earth is yours, the beasts of the field and the fowls of the air, and that which
climbeth upon the trees and walketh upon the earth; Yea, and the herb, and the good things
which come of the earth, whether for food or for raiment, or for houses, or for barns, or for
orchards, or for gardens, or for vineyards; Yea, all things which come of the earth, in the season
thereof, are made for the benefit and the use of man, both to please the eye and to gladden the
heart; Yea, for food and for raiment, for taste and for smell, to strengthen the body and to enliven
the soul. And it pleaseth God that he hath given all these things unto man; for unto this end were
they made to be used, with judgment, not to excess, neither by extortion.
5

As Gods children, His humble creatures and the earth itself declare to us His divinity as the
Great Creator: But ask now the beasts, and they shall teach thee; and the fowls of the air, and
they shall tell thee: Or speak to the earth, and it shall teach thee: and the fishes of the sea shall
declare unto thee. Who knoweth not in all these that the hand of the Lord hath wrought this?
6

With all its intricacies, this earth powerfully testifies of the Creators divine hand in all things.
Although there is much we do not understand, we have been blessed with an inspired curiosity
befitting our divine heritage. While many claim that science has proved there is no god, we are
blessed to see and understand the connections between the Creator and His creations. The earth
bears witness that God is the Creator, and we, as His children, are privileged to enjoy and testify
of His perfect works.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!
1
Alma 30:44
2
Moses 6:63
3
D&C 104:14
4
D&C 104:13 (emphasis added)
5
D&C 59:1620 (emphasis added)
6
Job 12:79
!
Grad School Essay
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of 2012. l dld a serles of subsLanuve edlLs on lL uslng Mlcroso Word
Lrack changes. When Lhe wrlLer nally submlued Lhe leuer, lL goL her an
lnLervlew wlLh Lhe college dean who congraLulaLed her on one of Lhe
besL appllcauon leuers he had seen. lL serves Lo show how Lhorough l
can be as well as how successful l can make a plece.

Graduate Admissions Director
Brigham Young University
Provo, UT 84602

Dear Selection Committee:
I am pleased to apply for the Master of Public Health program at Brigham Young University. This year
I received a Bachelor of Science degree in Nutrition, Dietetics, and Food Science from Utah State
University and became a Registered Dietitian.
I became interested in studying public health during my undergraduate studies in dietetics a field
which allows one to work with people individually and in groups to help improve their health and their
lives. Ive been drawn to the idea of promoting health for prevention rather than treating the already
existing disease, and I feel Public Health embodies this ideal. I am passionate about science and
research but it is their application and the personal interactions that most motivate me to continue my
education and professional pursuits.
I feel inspired to follow a career path that allows me to be of service and inspiration to others so that I
may impact the world in which I live. Recent experiences have motivated me to study public health
rather than further pursue dietetics. Specifically, I learned from my internship and nutrition experiences
that I like the community aspect of dietetics. Although working in a hospital writing tube feeds and
giving diet educations is exciting and important, I love looking at the greater picture. I like
understanding all the factors that could affect a persons health, rather than simply the caloric input and
output. I am interested in understanding how environmental, sustainable, cultural, and governmental
policies and conditions can make a difference in our societys abilities to meet health goals. A
professor once told me I have the ability to understand the greater picture while paying keen attention
to the specific needs of an individual. I feel this skill will prepare me to be a proficient leader in the
public health field.
Furthermore, I have had amazing international experiences where I have been able to work with
undernourished mothers and infants in Peru and feed earthquake victims in Chile. When I think of how
I can make a difference in the world, I am reminded of the indigenous people in Peru for whom we
helped provide basic nutrition and hygienic needs. These efforts could not have been possible without
the help of amazing people who provide the means for their health and well-being. I want to be apart of
these efforts as the leader and instigator by using my fervor for people and culture, health, and
educating.
As a professional I intend to utilize my aptitude for health promotion and education. I know I am born
leader and I feel committed to having a career where I will be involved in the continuous push for
improving wellness. I have learned from my experience in Dietetics that the science is constantly
changing and as a professional in the health world I will need to be flexible and I will be the one to act
as a spokesperson to the community. Furthermore, I desire to have a career where I would be able to
work with different cultures in different countries. My experiences in Peru motivated me to study
abroad in Valparaiso, Chile where I was able to study Spanish for 3 months. While a very slow process,
I am dedicated to learning the language so that I may travel and work abroad. I am convinced of the
significance cultural recognition and assimilation plays in improving the health of our vastly diverse
societies.
My decision to apply to BYU now was inspired by my husbands service with the Army National
Guard in Kabul, Afghanistan. He was deployed in November with a mission to provide support and
protection to the community projects being done to build schools, highways, and businesses to support
the Afghani infrastructure and economy. I feel this is my time to also do something to develop my
talents to teach, support, and help communities; whether it is locally or internationally. I hope during
this year of personal trial, I will take advantage of opportunities to learn and improve myself as well as
reach out to others for a greater purpose.
I want to use my expertise in health and nutrition to teach and motivate others through public
awareness and education, and want to be a player in the campaign to improve the nutrition and health
of people in my own community and across the globe.
I look forward to hearing from you and discussing the program in more detail. I can be contacted at
801-230-2818 or cait.m.boyer@gmail.com.
Sincerely,

Caitlin M. Boyer

Provo, UT 84602


I am pleased to apply for the Master of Public Health program at Brigham Young University. This
year, I received a Bachelor of Science degree in Nutrition, Dietetics, and Food Science from Utah State

During my undergraduate studies in dieteticsa field which allows one to work with people
individually and in groups to help improve their health and their livesI became interested in studying
public health more specifically. I am drawn to the idea of promoting health for prevention rather than
treating the already-existing disease, and I feel the Public Health program embodies this ideal. I am
passionate about science and research, but it is their application and the personal interactions that most
motivate me to continue my educational and professional pursuits.

rather than further pursue dietetics. Specifically, I learned from my internship and nutrition experiences
that I enjoy the community aspect of dietetics. Although working in a hospital writing tube feeds and
giving diet educations is exciting and important, I love looking at the greater picture. I like
understanding all the factors that could affect a persons health, rather than simply the caloric input and
output. I am interested in understanding how environmental, sustainable, cultural, and governmental
policies and conditions can make a difference in our societys abilities to meet health goals. A
professor once told me I have the ability to understand the greater picture while paying keen attention
to the specific needs of an individual. I feel this skill will prepare me to be a proficient leader in the
public health field.

undernourished mothers and infants in Peru and to feed earthquake victims in Chile. When I think of
how I can make a difference in the world, I am reminded of the indigenous people in Peru for whom I
helped provide basic nutrition and hygienic needs. These efforts could not have been possible without
the help of amazing people who provide the means for their health and well-being. I want to be a part
of these efforts as the leader and instigator by using my fervor for people and culture, health, and
educating.

As a professional, I intend to utilize my aptitude for health promotion and education. I know I am a
born leader and I feel committed to cultivating(?) a career where I can be involved in the continuous
push for improving wellness. From my experience in Dietetics, I have learned that the science is
constantly changing and, as a professional in the health world, I will need to be flexible and I will be
the one to act as a spokesperson to the community. Furthermore, I desire to have a career where I
would be able to work with different cultures in different countries. My experiences in Peru motivated
me to live abroad in Valparaiso, Chile where I was able to study Spanish for 3 months. While it was a
very slow process, I remain dedicated to learning the language so that I may work abroad. I am
convinced of the significance cultural recognition and assimilation play in improving the health of our
vastly diverse societies.

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Comment: word choice?
Comment: I would flip this like this just to add
variety to paragraph structire. You dont want to start
three consecutive paragraphs with I
Comment: For a full m dash in word, do two
hyphens without spaces. it should automatically
correct it. So this-- and as soon as you put another
letter on the other side and press space, youll get the
full dash. FYI.
Comment: field?
Deleted: during my undergraduate studies in
dietetics a field which allows one to work with
people individually and in groups to help improve
their health and their lives Deleted: ve been
Comment: what do you mean by this? In context, I
feel like youre saying that youd rather teach people
how to live healthy lives thus preventing disease
instead of treating those already sick. What it is
saying, though, is youd rather promote healthy
living than deal with finding cures for diseases. I
think it is the subject, diseases, thats throwing me
off. Do you mean the diseased? Or is that a field
Deleted:
Comment: keep these parallel like this or you have
to keep them separate like continue my education as
well as my professional pursuits.
Deleted: like
Comment: I think it makes people uncomfortable
when you say things like this because, even though
you dont mean to be insulting, it automatically puts
the focus on what this group is doing wrong. You
know? Like, that may not be your purpose, but thats
what happens. Instead of talking about you and what
you want, youre pointing the finger at a field you
dont appreciate as much. Which is obsolete in an
application letter. So you could just say I love
looking at the greater picture.
Comment: Kind of like above note. Its makes the
rather than the whole focal point. Ending with that
makes it easy to forget your pointthat you want to
understand all the factors. Consider the audience
stupidor with short term memory: you want your
most crucial point to be the last part of the sentence
they read. So say Rather than focusing on the
caloric input and output, I am eager to understand all
the factors involved in a persons health or whatever.
So it ends with an I statement so they know what
you want.
Comment: do you have a specific example where
you proved this? I know BYU is big on giving
instances. Dont just say, show. So talk about an
assingment that led the professor to say this. I mean,
unless your prompt says to not include personal
experience, adding that will give them something to
latch onto. Just like how we remember conference
talks from what story was told when, they'll do the
same. It makes it tangible.
Comment: already used phrase once in paragraph.
Dont want to sound repetitive; makes it look like
youre grappling for something to say.
Comment: Cliches are frowned upon. Im sure this
is how you feel, but it comes off trite when you say it
like this. And you need to make it about you, talk
yourself up, prove your infulence. Do you have a
specific story here? I know there's a limited word
count, but specifics are always worth it. Plus, it's
ETHOS (emotional ploy), and that's great when you
have to grab attention.
Comment: Like here: put us in that situation. You
always want to use action words. Like I led or I
performed or I aided If youre just reminded....it's
not as powerful a punch.
Deleted: we
Comment: Yeah, I think if you want to highlight
it, just pull in a sentence or two painting a specific
moment or a real emotional realization. Like
Watching the program leaders provide means for
the underprivileged and struggling women made me
determined to enter a field where I could do the
same. I was able to provide basic nutrition and
hygeniac needs to those who really needed it. I want
to be a part..."
Deleted: having
Deleted: will
Comment: feels awkward. Improving wellness for
what? "improving wellness amongst individuals and
communities" ?
Deleted: from my experience in Dietetics
Comment: this doesnt fit in this sentence because
it has nothing, really, to do with the science
constantly changing.
Deleted: study
Comment: already used study in this sentence.
Socan you change one? I changed the first to live
even though it was technically a study abroad
butthat seeemed easiest.
Deleted: am
Deleted: travel and
Deleted: s
Comment: who isour? Do you only want to
work in Chile, because that was what you last
mentioned. Maybe just cut it: the health of vastly
... [1]
... [2]
... [3]
... [4]
... [5]
... [6]
... [7]
... [8]
... [9]
... [10]
... [11]
... [12]
... [13]
... [14]
... [15]
... [16]
... [17]
... [18]
... [19]
My decision to apply to BYU at this time was inspired by my husbands service in the Army National
Guard. He was deployed to Kabul, Afghanistan in November with a mission to provide support and
the Afghani infrastructure and economy. I feel that this is my time to also do something to develop my
talents to teach, support, and help communities, whether locally or internationally. I hope during this
year of personal trial, I will take advantage of opportunities to learn and improve myself as well as to
reach out and help others to a greater purpose.

awareness and education, and want to be a player in the campaign to improve the nutrition and health
of people in my own community and across the globe.

Thank you for your time and consideration. I look forward to hearing from you and discussing the
program in more detail. I can be contacted at 801-230-2818 or cait.m.boyer@gmail.com.

Sincerely,

Caitlin M. Boyer

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Deleted: now
Deleted: with
Deleted: in Kabul, Afghanistan
Deleted: ;
Deleted: it is
Deleted: to
Deleted: others for
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Space Aftei: u pt
Page 1: [2] Comment 1scm 1/4/12 1:41 PM
woiu choice.
I woulu flip this like this just to auu vaiiety to paiagiaph stiuctiie. You uon't want to
stait thiee consecutive paiagiaphs with "I"
Foi a full "m" uash in woiu, uo two hyphens without spaces. it shoulu automatically
coiiect it. So this-- .anu as soon as you put anothei lettei on the othei siue anu
piess space, you'll get the full uash. FYI.
fielu.
Page 1: [6] Deleted 1scm 1/4/12 1:19 PM
uuiing my unueigiauuate stuuies in uietetics - a fielu which allows one to woik
with people inuiviuually anu in gioups to help impiove theii health anu theii lives
what uo you mean by this. In context, I feel like you'ie saying that you'u iathei
teach people how to live healthy lives thus pieventing uisease insteau of tieating
those alieauy sick. What it is saying, though, is you'u iathei piomote healthy living
than ueal with finuing cuies foi uiseases. I think it is the subject, "uiseases", that's
thiowing me off. Bo you mean the uiseaseu. 0i is that a fielu
keep these paiallel like this oi you have to keep them sepaiate like "continue my
euucation as well as my piofessional puisuits."
I think it makes people uncomfoitable when you say things like this because, even
though you uon't mean to be insulting, it automatically puts the focus on what this
gioup is uoing wiong. You know. Like, that may not be youi puipose, but that's
what happens. Insteau of talking about you anu what you want, you'ie pointing the
fingei at a fielu you uon't appieciate as much. Which is obsolete in an application
lettei. So you coulu just say "I love looking at the gieatei pictuie."
Kinu of like above note. It's makes the 'iathei than' the whole focal point. Enuing
with that makes it easy to foiget youi pointthat you want to unueistanu all the
factois. Consiuei the auuience stupiuoi with shoit teim memoiy: you want youi
most ciucial point to be the last pait of the sentence they ieau. So say "Rathei than
focusing on the caloiic input anu output, I am eagei to unueistanu all the factois
involveu in a peisons health" oi whatevei. So it enus with an "I" statement so they
know what you want.
uo you have a specific example wheie you pioveu this. I know BY0 is big on giving
instances. Bon't just say, show. So talk about an assingment that leu the piofessoi to
say this. I mean, unless youi piompt says to not incluue peisonal expeiience, auuing
that will give them something to latch onto. }ust like how we iemembei confeience
talks fiom what stoiy was tolu when, they'll uo the same. It makes it tangible.
alieauy useu phiase once in paiagiaph. Bon't want to sounu iepetitive; makes it
look like you'ie giappling foi something to say.
Cliches aie fiowneu upon. I'm suie this is how you feel, but it comes off tiite when
you say it like this. Anu you neeu to make it about you, talk youiself up, piove youi
infulence. Bo you have a specific stoiy heie. I know theie's a limiteu woiu count,
but specifics aie always woith it. Plus, it's ETB0S (emotional ploy), anu that's gieat
when you have to giab attention.
Like heie: put us in that situation. You always want to use action woius. Like "I leu"
oi "I peifoimeu" oi "I aiueu" If you'ie just ieminueu....it's not as poweiful a punch.
Yeah, I think if you want to highlight it, just pull in a sentence oi two painting a
specific moment oi a ieal emotional iealization. Like "Watching the piogiam leaueis
pioviue means foi the unueipiivilegeu anu stiuggling women maue me ueteimineu
to entei a fielu wheie I coulu uo the same. I was able to pioviue basic nutiition anu
hygeniac neeus to those who ieally neeueu it. I want to be a pait..."
feels awkwaiu. Impioving wellness foi what. "impioving wellness amongst
inuiviuuals anu communities" .
this uoesn't fit in this sentence because it has nothing, ieally, to uo with the science
constantly changing.
alieauy useu "stuuy" in this sentence. So.can you change one. I changeu the fiist to
live even though it was technically a "stuuy abioau" but.that seeemeu easiest.
who is"oui". Bo you only want to woik in Chile, because that was what you last
mentioneu. Naybe just cut it: the health of vastly uiveise societies

Provo, UT 84602

I am excited to apply for the Master of Public Health program at Brigham Young University. This year
I received a Bachelor of Science degree in Nutrition, Dietetics, and Food Science from Utah State
During my undergraduate studies in dieteticsa field that allows one to work with people individually
and in groups to help improve their health and their livesI became interested in studying public
health more extensively. I am drawn to the initiative of promoting the health of populations for
prevention rather than treating the already diseased, and I feel the Public Health program embodies this
ideal. I am passionate about science and research, but it is their application and the personal
interactions that most motivate me to continue my educational and professional pursuits.
rather than further pursue dietetics. Particularly, I learned from my internship and nutrition experiences
that I enjoy the community aspect of dietetics and looking at the greater picture. Rather than focusing
simply on the caloric input and output, I am eager to understand all the factors involved in a persons
health, including environmental, sustainable, cultural, and governmental policies and dynamics. One of
my professors once said that I have the ability to understand the greater picture while paying keen
attention to the specific needs of an individual. This skill was evidenced during my Nutrition Education
and Counseling course where I practiced teaching health and nutritional skills from individuals to large
audiences. I feel this dexterity will prepare me to be a proficient leader in the public health field.
undernourished mothers and infants in Peru and to feed earthquake victims in Chile. When I think of
my future career path, I consider the indigenous people in Peru for whom we helped provide basic
nutrition and hygienic needs. We bathed the youngest children, applied ointments to their severally
sunburned faces, and provided them with new donated clothes as well as blankets for the older
children. In the village of Tucson, I remember helping two young sisters. The younger sister was
washed, bathed, and clothed, but when the older one went to retrieve a blanket, we had run out. Instead
of being disappointed or complaining, she rushed to her sister to survey her new outfit and admire her
freshly scrubbed cheeks. I am encouraged by this little six-year-old girl example in putting her little
sisters needs above her own. She understood the importance of looking out for anothers health,
happiness, and well-being. I want to be a part of efforts providing safety and hope for the future in
impoverished countries both as a leader and instigator by using my fervor for people, culture, health,
and education.
As a professional, I intend to utilize my aptitude for health promotion and skills in dietetics. As a
Registered Dietitian I know my credentials will be of value to my public health studies. I am a born
leader and I feel committed to cultivating a career where I can be involved in the continuous push for
improving community wellness and meeting societal health goals. From my dietetics experiences, I
have learned that the science is constantly changing and, as a professional in the health world, I will
need to be flexible. Furthermore, I have a particular interest in working with women and children, and,
in addition, I have a strong desire to spend my career working with diverse cultures in different
countries. This is one of the reasons I chose to live abroad in Valparaiso, Chile, studying Spanish for
three months. While it was a very slow process, I remain dedicated to learning the language so that I
may work abroad. I am convinced of the significance cultural recognition and assimilation plays in
Mac Lab User 1/12/12 12:30 PM
Deleted: which
Deleted: :
Deleted: commented about me
Deleted: More specifically, I think of two
young sisters I helped in the village of Tucson.
The two girls were inseparable and the eldest
looked out for her sister like she was her own
child. While we were in the village w
Deleted: For the older children we provided
blankets to protect them from the bitter nights.
Deleted: clean
Deleted: She exemplified true dedication to
her sisters needs over her own.
Deleted: who
Deleted: that provide
Deleted: of populations
Deleted: educating
Deleted: know I
Deleted: our
Comment: How this is now, it feels out of
place. Why are you saying it here? How does it
transition between the sentences framing it? Is
it saying something necessary?

But you definitely shouldnt phrase it by
saying I will need to be flexible; that implies
that you arent currently. So find a way to say
I am Maybe As a flexible, patient, and
passionate member of the dietetics community,
I am comfortable and excited by the constant
growth and change within the science. Thats
a little rough, but you get the idea. And I think
making it more like that will help it fit in the
paragraph better. So youre saying you want to
be involved and youre prepared to handle new
changes and new discoveries, which leads into
your specific desire to work with
women/children in different cultures. Does that
make sense?
Deleted: have a career where I would be able
to
Deleted: work
Deleted: My experiences in Peru motivated
me to live abroad in Valparaiso, Chile where I
was able to study Spanish for 3 months.
... [1]
... [2]
improving the health of vastly diverse societies.
My decision to apply to BYU at this time was inspired by my husbands service in the Army National
Guard. He was deployed to Kabul, Afghanistan in November with a mission to provide support and
the Afghani infrastructure and economy. I feel that this is my time to also do something to develop my
talents to teach, support, and help communities, whether locally or internationally. I hope during this
year of personal trial, I will take advantage of opportunities to learn and improve myself as well as to
reach out and help others for a greater purpose.
awareness and education. I am eager to take part in the campaign to improve the nutrition and health of
people in my own community and across the globe.
Thank you for your time and consideration. I look forward to hearing from you and discussing the
program in more detail. I can be contacted at 801-230-2818 or cait.m.boyer@gmail.com.
Sincerely,
Caitlin M. Boyer

Deleted: , and want to be a player
Page 1: [1] Comment Mac Lab User 1/12/12 12:26 PM
Bow this is now, it feels out of place. Why aie you saying it heie. Bow uoes it
tiansition between the sentences fiaming it. Is it saying something necessaiy.

But you uefinitely shoulun't phiase it by saying "I will neeu to be flexible"; that
implies that you aien't cuiiently. So finu a way to say "I am" Naybe. "As a flexible,
patient, anu passionate membei of the uietetics community, I am comfoitable anu
exciteu by the constant giowth anu change within the science." That's a little iough,
but you get the iuea. Anu I think making it moie like that will help it fit in the
paiagiaph bettei. So you'ie saying you want to be involveu anu you'ie piepaieu to
hanule new changes anu new uiscoveiies, which leaus into youi specific uesiie to
woik with womenchiluien in uiffeient cultuies. Boes that make sense.
Page 1: [2] Deleted Mac Lab User 1/12/12 12:27 PM
Ny expeiiences in Peiu motivateu me to live abioau in valpaiaiso, Chile wheie I was
able to stuuy Spanish foi S months.

Design Samples
Life Sciences 2013
1hls book, enuLled Handle It, was creaLed as parL of Lhe Ldlung
capsLone course for Lhe 8?u Ldlung mlnor. l deslgned lL wlLh Lwo oLher
fellow sLudenLs. lL hlghllghLs my ablllLy Lo successfully carry a Lheme
LhroughouL a LexL and proves my knowledge of lnueslgn layouL and
copymng.
LIFE SCIENCES
a magazi ne for fri ends & al umni SPRI NG 2013
BYU COLLEGE OF
IN ALL
THINGS
page 4
THE STUDENTS STAND: Ratings Across the Years SCIENCE
+
FAITH
=

PEACE: Teaching with the Spirit A DESERT OASIS: The Lytle Preserve
2 BYU College of Life Sciences Spring 2013 3
Truth
A Good Place
o J e
LIFE SCIENCES
a magazi ne for fri ends & al umni SPRI NG 2013
BYU COLLEGE OF
DEAN'S MESSAGE CONTENTS
PUBLISHER
Rodney Brown
MANAGING EDITOR
Lonnie Riggs
ASSISTANT EDITOR
Shelby Boyer
EDITORS
Matthew Garrett
Jasmine Western
Elizabeth Woodall
CONTRIBUTING WRITERS
John Bell
Shelby Boyer
Rodney Brown
Larry St. Clair
Matthew Garrett
Jasmine Western
ART DIRECTOR
Shelby Boyer
MAGAZINE DESIGN
Shelby Boyer
PHOTOGRAPHY
Mark Philbrick, BYU Photo
DEAN
Rodney Brown
ASSOCIATE DEANS
Brad Neiger
James Porter
DEPARTMENT CHAIRS
Dennis Shiozawa, Biology
Gary Mack, Exercise Sciences
Michael Barnes, Health Science
Laura Bridgewater, MMBio
Michael Dunn, NDFS
Dixon Woodbury, PDBio
Eric Jellen, PWS
Larry St. Clair, Bean Life
Science Museum
CONTACT INFORMATION
Lonnie Riggs, Admin. Asst.
801.422.2007
lonnie_riggs@byu.edu
Sue Pratley, Secretary
801.422.3963
sue_pratley@byu.edu
OrrinOlsen, LDS Philanthropies
801.422.8651
ojo@byu.edu
FIND THIS AND PAST
ISSUES AT
lsmagazine.byu.edu
All rights reserved.
M
ost students who come to Brigham
Young University are members of
the Church of Jesus Christ of Lat-
ter-day Saintsthat much they have
in common. Still, their levels of faith, testimony,
and gospel knowledge vary, as does their knowl-
edge and understanding of science. Few have
ever directly confronted the questions that bring
science and religion into the same arena. Once
here, they eventually face those issues.
No religion has an easier time harmonizing
the theories of science with religious faith than
the LDS church does. President Brigham Young
explained the relationship of the Church of Je-
sus Christ of Latter-day Saints with science in
these ways:
[The LDS] religion is simply the truth. It is all
said in this one expressionit embraces all truth,
wherever found, in all the works of God and man
that are visible or invisible to mortal eye.
1
f ,ov cav fva a trvtb iv bearev, eartb or bett,
it belongs to our doctrine. We believe it; it is ours;
we claim it.
2
[The LDS religion] embraces every fact there is
in the heavens and in the heaven of heavensev-
ery fact there is upon the surface of the earth, in
the bowels of the earth, and in the starry heavens;
iv fve, it evbrace. att trvtb tbere i. iv att tbe
eternities of the Gods.
3
In these respects we differ, from the Christian
world, for our religion will not clash with or con-
tradict the facts of science in any particular.
4
We sometimes refer to eternal truths in a
religious context, but truths are not limited
to topics generally recognized as belonging
to religion. Truths are things as they really
are, irrespective of how we think they are.
They do not change over time, with varying
circumstances, or in any other way. They are
not affected by popularity or lack of popularity:
Truth is knowledge of things as they are, and
as they were, and as they are to come (D&C
93:24).
Science and religion both seek after truth.
When they reach their common destination, they
are in perfect agreement with each other. During
the journey though, people can feel caught in an
uncomfortable void between faith in science and
faith in religion. Unfortunately, this leads some
to abandon either science or religion in an at-
tempt to eliminate the connict.
For students, there is nowhere better to
confront and learn to deal with the questions
shared between science and religion than in
the College of Life Sciences at Brigham Young
University. This will become more apparent as
you read the following pages.
REFERENCES
1. Young, B. 1863. TithingBuilding Temples, Etc. Journal of Discourses 10: 250.
2. Young, B. 1870. Truth and Error Journal of Discourses 13: 335.
3. Young, B. 1862. Eternal PunishmentMormonism, &c. Journal of Discourses 9: 149.
4. Young, B. 1871. Attending MeetingsReligion & ScienceGeologyThe Creation.
Journal of Discourses 14: 115.
4
8 10
13
Features
IN ALL THINGS
Dr. Larry St. Clair discusses the masterful creation and how
eerything, een science, testiFes o a Lord and Creator.
4
THE STUDENTS' STAND
Viewpoints about students experiences with the gospel and
science in the College of Life Sciences, taken from student
ratings past and present.
8
SCIENCE PLUS FAITH EQUALS PEACE
Dr. John Bell offers his take on how to properly facilitate
discussion on the gospel and its standing with scientiFc
research.
10
A DESERT OASIS
An update on the BYU Lytle Preserve and the important
research opportunities occurring there.
13
and more . . .
6 EDUCATING ZION
History of BYU
7 TEST TUBES AND TESTIMONY
Students Experiences
12 FOSTERING TRUTH
Motivation for Research
14 BUILDING BLOCKS
The College's Distinguished Service Award
15 FACULTY NEWS
http: //l smagazi ne. byu. edu
In all Things
I
n the Book of Mormon, when the
anti-Christ Korihor questioned the
existence of God, the prophet Alma
testiFed, saying, All things denote
there is a God; yea, even the earth, and
all things that are upon the face of it,
yea, and its motion, yea, and also all
the planets which move in their regular
form do witness that there is a Supreme
Creator.
1
In the beauty and complexity
o the earth, we Fnd an abundance o
evidence demonstrating the Creators
wisdom, knowledge, love, and power. To
people of faith, His hand is evident in
the beauty and organization of the earth.
In the Creation, all the essential ele-
ments required to initiate the complex
and remarkable diversity of life on earth
were carefully brought together. From the
inFnite to the microscopic, the Creator
prepared a physical environment that is
both complete and resilient. There is an
intricacy perfectly constructed to provide
a remarkable home for all His creatures.
The very location of Earth in the solar
system provides all the life-sustaining
requirementswater, oxygen, life-ap-
propriate temperatures, and precisely
moderated light. Through the miraculous
process of photosynthesis, light is used
to organize energy-rich molecules, which
provides for the needs of all living things
at all levels of the food chain.
The complex structure and precise
dynamics of life on earth further testify
of the Creators wisdom and knowledge.
For example, the beautifully orchestrat-
ed interaction between plants and in-
sects ensures the perpetuation of plant
life while providing essential nutrients
to insect pollinators. Likewise, the unity
and diversity of life across generations
speaks clearly of the Lords comprehen-
sive and profound creative skills. The
transmission of genetic information
from parents to offspring provides a
universal molecular blueprint that care-
fully organizes cells, tissues, and organs
to ultimately yield a new generation that
is faithfully reproduced in form and po-
tential. This miraculous process has few
errors despite the complexity of this
life-creating formula.
From the smallness
of atoms to the vast-
ness of the earths
ecosystem, the com-
plexity and exactness
of life on earth stands as a powerful witness to the Creators
perfect creative capacities.
The Creator himself has proclaimed that all things have
their likeness, and all things are created and made to bear re-
cord of me, both things which are temporal, and things which
are spiritual; things which are in the heavens above, and things
which are on the earth, and things which are in the earth, and
things which are under the earth, both above and beneath: all
things bear record of me.
2
God's beautiul handiwork renects
His perfect love. To us, His children, comes the sacred obliga-
tion to celebrate His works by caring for, appreciating, and prop-
erly using His creations in all their varieties.
In the Doctrine and Covenants, the Lord de-
clares, I, the Lord, stretched out the heav-
ens, and built the earth, my very handi-
work; and all things therein are mine.
3

He further explains, For it is expe-
dient that I, the Lord, should make
every man accountable, as a steward
over earthly blessings, which I have
made and prepared for my creatures.
4

The Lord expects us to be good stew-
ards over His earthly gifts. His use of the
phrase my creatures shows His awareness of
and concern for all of His creations. It is our
divine commission to faithfully and thoughtfully
care for the majesty of His handiwork while responsibly meet-
ing our own needs.
In lis inFnite wisdom and oresight, the Lord proided us
with an inspired guide so that we can focus our efforts on car-
ing or lis inFnite creations. In the Doctrine and Coenants,
He declares, The fulness of the earth is yours, the beasts of
the Feld and the owls o the air, and that which climbeth upon
the trees and walketh upon
the earth; Yea, and the herb,
and the good things which
come of the earth, whether
for food or for raiment, or
for houses, or for barns, or
for orchards, or for gardens,
or for vineyards; Yea,
all things which
come of the earth, in the season thereof, are
made or the beneFt and the use o man,
both to please the eye and to gladden the
heart; Yea, for food and for raiment, for
taste and for smell, to strengthen the
body and to enliven the soul. And it
pleaseth God that he hath given all these things
unto man; for unto this end were they made to
be used, with judgment, not to excess, neither by
extortion.
5
Gods humble creatures and the earth it-
self declare to us, His children, His divinity as
the Great Creator: But ask now the beasts, and they
shall teach thee; and the fowls of the air, and they shall tell
thee: Or speak to the earth, and it shall teach thee: and the
Fshes o the sea shall declare unto thee. \ho knoweth not in
all these that the hand of the Lord hath wrought this?
6
\ith all its intricacies, this earth powerully testiFes o the
Creators divine hand in all things. Although there is much
we do not understand, we have been blessed with an inspired
curiosity beFtting our diine heritage. \hile many claim that
science has proved there is no god, we are blessed to see and
understand the connections between the Creator and His cre-
ations. The earth bears witness that God is the Creator, and
we, as His children, are privileged to enjoy and testify of His
perfect works.
REFERENCES
1. Alma 30:44
2. Moses 6:63
3. D&C 104:14
4. D&C 104:13 (emphasis added)
5. D&C 59:1620 (emphasis added)
6. Job 12:79
"The
complex
structure and
precise dynamics
of life on earth further
testify of the Creators
wisdom and
knowledge."
photo courtesy Histology OLM Atlases, April 2013
"ALL THINGS
DENOTE THERE
IS A GOD; YEA,
EVEN THE EARTH,
AND ALL THINGS
THAT ARE UPON
THE FACE OF IT
. . . DO WITNESS
THAT THERE
IS A SUPREME
CREATOR. "
ALMA 30: 44
BY LARRY ST. CLAIR
EDUCATING
Zion
BRIGHAM YOUNG UNIVERSITY IS BUILT UPON A
HISTORY OF SACRIFICE AND SPIRITUAL LEARNING
T
he Church of Jesus Christ
of Latter-day Saints has
long been a proponent
of education and higher
learning. In Nauvoo, Illinois, the
Church encouraged multiple educational
pursuits. Private and public schools were
built to instruct the youth, and courses
for higher education were held in homes,
allowing the Saints to study Greek, Latin,
philosophy, mathematics, and Hebrew.
The Church also made sure that a low-
cost school was available for those who
could only afford to pay pennies. There
were also plans to build a university, but
when persecutions arose, these plans
became impossible to carry out.
1
When this persecution forced the
Saints to move west, education remained
a primary concern in the building of
Zion. Though teachers, materials, and
funds were hard to come by, schools
were established. Soon after arriving in
the Salt Lake Valley in 1847, plans were
drawn up to construct a university. The
University of Deseret was established in
1850 and, een without an oFcial cam-
pus, classes commenced. This school
was the forerunner to what is now
known as the University of Utah and
became the model for educational insti-
tutions throughout the state. Within the
Frst Fty years o settling the Salt Lake
Valley, dozens of schools for higher ed-
ucation sprouted across Utah, marking
the beginnings of colleges such as LDS
Business College, Dixie State Universi-
ty, Snow College, Westminster College,
Southern Utah University, Utah State
University, and Weber State University.
2

Brigham Young University also owes its
beginnings to the University of Deseret.
When secular teaching was established
in the valley, the Church began to build
branches of the University of Deseret.
In 1870, Wilson H. Dusenberry estab-
lished the Timpanogos branch of Deser-
et University in Provo. As it struggled to
Fnd Fnancial support, the Church began
to fund the school and, in 1875, named
it Brigham Young Academy (renamed
Brigham Young University in 1903). In
1876, President Brigham Young called
Karl G. Maeser as the schools presi-
dent. Brigham Young is quoted as tell-
ing Maeser, I want you to remember
that you ought not to teach even the
alphabet or the multiplication tables
without the Spirit of God.
3
This is a
sentiment that has long been upheld
by all of the universitys eleven presi-
dents. From Karl G. Maeser to the cur-
rent BYU president, Cecil O. Samuelson,
each has worked to uphold the original
value of learning with the Spirit, creating
a welcoming and modest environment
that celebrates the Churchs emphasis on
life-long learning.
So much is owed to those early Saints
and their willingness to forge ahead,
seeking after higher education even
when they had few resources to work
with. Today, Brigham Young University
stands as a nationally renowned school
celebrated for its excellent undergradu-
ate programs and successful graduates.
More than that, this marvelous universi-
ty allows students to study truths of all
varieties, including spiritual truth. The
emphasis on spiritually rooted learning
will always be emphasized in the educa-
tion of BYU students.
REFERENCES
1 . Carma de Jong Anderson, In Beauty and Holiness: The Cultural Arts in
Nauvoo. Ensign, September 2002.
2. Newell and Ueyama. Higher Education in Utah Utah History
Encyclopedia. Utah Education Network. Web.
3. Edwin Butterworth, Jr. Eight Presidents: A Century at BYU, Ensign,
October 1975.
p
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.
TEST TUBES
Testimony
and
STUDENTS SPEAK ABOUT THEIR EXPERI-
ENCES WITH LIFE SCIENCES & THE GOSPEL
S
piritual experiences can happen anywhere when
testimonies of the Lord are shared. This includes
the laboratories, classrooms, and research facilities
within the College of Life Sciences. As students
are instructed in theory, in principle, in doctrine . . . in
all things that pertain unto the kingdom of God (D&C
88:78), they obtain not only a knowledge of microbiology,
nutrition, and plant science, but also a strengthened testi-
mony of the Creators love and His beautiful creations. As
Rae Blanco, a physiology and developmental biology major
from Rockville, Maryland, says, Studying the life sciences
has strengthened my testimony that there is an omniscient
Creator. When the same professors who teach me how to
do research and experiments share their testimonies of the
Savior, it strengthens my beliefs, and that is something that
will last forever. Anne Whitehouse, a biology major from
Redmond, Washington, adds, My professors have even
used scripture in class to show how scientiFc knowledge
and our religious beliefs coincide. This strengthens my tes-
timony of the gospel of Jesus Christ. Knowing that science
and religion are not mutually exclusive increases my faith in
God and adds immense value to my education.
The more we understand about the creations on the
earth, the greater our appreciation is for the beauties of the
earth that surround us. In a fast-paced society where it is
easy to forget the daily wonders of the world, the College
of Life Sciences gives students an appreciative outlook in
addition to a Frst-class education. Kayla louston, a genet-
ics and biotechnology major from Austin, Texas, express-
es her gratitude: The more education I get and the more
classes I take, the more conFdent I am that I will not only
be successful in the career world, but also a devoted disciple
of the Christ. Anatomy, biology, and the other life sciences
classes all testify of the existence of a divine Creator. The
more I study science, the more I realize Heavenly Father
lives.
From test tubes to testimonies, professors in the Col-
lege of Life Sciences teach valuable academic and gospel
principles which ensure that graduates will leave Brigham
\oung Uniersity with strong skill sets and ortiFed aith.
These blessings not only ensure professional excellence, but
promote a life of service and learning. The more we learn
about the Creator, the better we can become like Him, and
nothing could be a more valuable lesson.
"KNOWING THAT
SCIENCE AND RELIGION
ARE NOT MUTUALLY
EXCLUSIVE INCREASES
MY FAITH IN GOD AND
ADDS IMMENSE VALUE
TO MY EDUCATION. "
THE PROFESSOR WAS PASSIONATE, KNOWLEDGEABLE,
and caring. The Gospel was incorporated to just the right
amount, and the class was built in such a way as to best aug-
ment student success. Without a doubt, this is one of the best
classes I have taken at BYU.
HONESTLY, I THINK THIS CLASS WAS AMAZING. NOT
only is the content inspirational and fascinating, the professor
is quite possibly the best science professor I have ever had. I
appreciated his humility. I never got the feeling that he was
talking down to us. I feel uplifted because of this class. Please
use this class as a model for all science classes!
THE PROFESSOR WAS HANDS DOWN THE BEST
professor I have ever had. His genuine concern for the
understanding and success of each student was evident
and astounding. He incorporated the gospel and his strong
testimony of the creation and of God into the class very well.
This class was so worth taking even though I already knew a
lot of the science. I looked forward to attending class each
and every day!
The
Stand Students
SPOTLIGHT
AS EACH SEMESTER DRAWS TO A CLOSE, STUDENTS OF THE COLLEGE LEAVE FEED-
BACK ABOUT THEIR CLASSES AND PROFESSORS. THESE ARE SOME OF THEIR COMMENTS
"Can you think of a
better place to try
and decipher the
handiwork of God
than at BYU?"
DR. MICHAEL WHITING
I ABSOLUTELY LOVED THIS CLASS. I AM SAD THAT IT
was so short, and I sincerely hope that the professor teaches
courses or seminars next semester. This short class was such a
highlight of every week. You learn
and expand your mind so much.
The spiritual nature of the class is
very evident, despite such secular
topics.
I GOT NERVOUS WHEN TOPICS
regarding doctrine and science
came up. My nervousness was un-
necessary because the professor
was always very careful about clear-
ly explaining what was Church doc-
trine and what is left to us. He did
it in a way that was uplifting and
enlightening.
ONE OF THE BEST, IF NOT THE
best class that I have taken at BYU.
The professor is my favorite pro-
fessor here and I came to love
this class. I really enjoyed our dis-
cussions, especially those that per-
tained to the Church's stance on
some issues. I learned a great deal in this class.
THE PROFESSOR WAS AN INCREDIBLE TEACHER! HE
always ties in spiritual truth to what he teaches and strengthens
my testimony of the gospel. He makes us apply our knowledge
to our homework and real-life examples. I look up to him for
his example and appreciate the impact he has made in my life.
AMAZING COURSE! FOR A GENERAL EDUCATION
course, you learn so much. I loved that the professor would
always start with a hymn. It deFnitely brought the Spirit and
helped us concentrate. I really loved this class. Keep doing ex-
actly what it is that you are doing, professor!
I HAD AN INCREDIBLE EXPERIENCE IN THIS CLASS. I DON'T
think I have had another class (ex-
cept for religion classes) that have
been as spiritually edifying as this
class has been. Thank you to the
professor for showing me how to
see life in a new way, and thank you
for letting us see the beauty of the
earth.
THE CLASS WAS GREAT. I
loved learning the principles of bi-
ology and how they apply to daily
life and the gospel.
I LOVED MY BIOLOGY CLASS.
Every time we met, we began our
class with a hymn that brought a
special spirit to the class. I clear-
ly understood the important rela-
tionship that science and religion
have. It is not one or the other
science and religion work together
to provide many answers.
I THINK THAT IDEAL IS THE BEST WORD TO DESCRIBE
this class. I was very impressed at how well she brought gospel
topics into the discussion during lectures. I feel that my testi-
mony was strengthened through this class. And now I have an
incredible example to look to of an LDS professional in the
sciences.
I LOVED HOW MUCH THE PROFESSOR INVOLVED THE
scriptures and gospel in lecture. I learned what is meant by
nothing being temporal, but, rather, that all subjects are spiri-
tual. I had no idea how spiritual the sciences could be.
THIS PROFESSOR IS THE BEST TEACHER I HAVE EVER
had. I learned so much about science and even more about
myself and my testimony. He is an extraordinary teacher. He
changed my life!
I LOVED THIS CLASS. I WAS SO EXCITED TO BE AT BYU
and see how dierent it would be to learn the scientiFc con-
cepts here. And I was deFnitely not disappointed. Not only
do I feel like I was able to learn the basics very thoroughly, all
while I was spiritually uplifted each class period. I felt like, out
o all o my classes, this course was deFnitely one where I elt
the Spirit, especially when we talked about evolution, personal
revelation, and the stance established by the Church on the
evolution of man. Thank you so much for such an amazing
experience.
I LEARNED SO MUCH FROM THIS CLASS ACADEMICALLY,
professionally, and spiritually. The professor cared about align-
ing our spiritual belies with our scientiFc learning. It was a
great experience and I learned something new every day.
Spring 2013 11
10 BYU College of Life Sciences
HOW THE GOSPEL WORKS HAND-IN-HAND WITH
TEACHING IN THE COLLEGE OF LIFE SCIENCES
plus SCIENCE FAITH PEACE equals
W
hen it comes to studying science, some students
worry that concepts learned in their classes will
present challenges to their faith. There is great
value in addressing this concern through class-
room discussion since students often feel reluctant to ask for
help with their worries. Even when they do, they sometimes
become confused by misinformation from well-intentioned
but under-prepared associates. These confusions and concerns
can lead to unnecessary crises o aith or rejection o scientiFc
ideas. Years of experience helping students through these im-
portant moments in their education has shown me three ways
that instructors beneFt students during these times: proiding
a trusted example, guiding students through thoughtful rea-
soning, and discussing relevant doctrinal references.
Faculty members throughout campus provide
numerous opportunities for students to wit-
ness their commitment to the gospel. This
is often apparent in the caring way they
conduct class and interact with the stu-
dents. It is reinforced by opening class
periods with prayer to invite the Spir-
it. Sometimes, it is through scripture
and personal testimony. Students
especially appreciate the occasions
when faculty members discuss con-
cepts that are traditionally associated
with religious controversy and give rea-
sons why they are not negatively impacted
by such issues. For example, I have found that
students are Frst surprised and then relieed when
I tell them that I do not have answers for how many of the
scientiFc principles mesh with arious scriptural passages.
My willingness to accept such ambiguities because
of a deep foundation of faith and testimony
appears to liberate and comfort students.
Their concerns are often born of limit-
ed experience or perspective and they
may not yet realize that they can faith-
fully follow Christ and live the gospel
without having all their questions
resolved. Moronis words are partic-
ularly helpful at such times: Faith is
things which are hoped for and not
seen; wherefore, dispute not because ye
see not, for ye receive no witness until af-
ter the trial of your faith.
1
It is important for students to understand
that science and true religion do not differ in their
search for truth, and vary only in their methods and focus.
For example, President Howard W. Hunter once wrote, Sci-
entiFc research is an endeaor to ascertain truth, and the same
principles . . . are used in the quest to establish the truth of
religion . . . Ask, and it shall be given you; seek, and ye shall
Fnd, knock, and it shall be opened unto you.``
2
This process
of asking, seeking, and knocking requires real work. Indeed, in
the early days of the Church, Oliver Cowdery was taught that
a simple request or truth is insuFcient ,see D&C 9:-8,. In
both scientiFc and religious quests or truth, one must study,
ponder, and reason. Beyond that, however, the methods differ.
I often use the metaphor of truth being a needle in a hay-
stack of falseness. Revelation through the Holy Ghost can be
compared to a magnet that pulls the needle directly from the
haystack, while the scientiFc process works in a dierent way.
In science, the stalks of hay are examined individually, and dis-
carded when proven false. Thus, truth is approached gradually
by eliminating false hypotheses. With the magnet procedure,
only a few key truths are revealed, usually by addressing the
whys of our lives and providing us with guidance for our be-
havior. Consequently, most of the answers we seek concerning
the hows of the world are left for us to discover through the
painstaking methods of science and experience.
It is the slowness o the scientiFc process and the ery di-
ferent focus of revelation and scripture that perpetuate the gap
between our questions and the number o deFnitie answers.
This emphasizes the need for students to develop patience,
tolerance of ambiguities, and humility to recognize that the
amount of real truth we possess is very limited. Scriptural pas-
sages are helpul here. lor example, students can Fnd com-
fort in recognizing that it is not the Fathers intent to reveal all
things at this time: Yea, verily I say unto you, in that day when
the Lord shall come, he shall reveal all thingsThings which
have passed, and hidden things which no man knew, things
of the earth, by which it was made, and the purpose and the
end thereofThings most precious, things that are above, and
things that are beneath, things that are in the earth, and upon
the earth, and in heaven.
3
Students are also warned against
the common practice of attempting to bridge gaps in their un-
derstanding by fabricating explanations that accommodate a
mortal perspective. Although it is intellectually stimulating to
speculate in this way, this practice becomes problematic when
these speculations convert to personal beliefs that result in an
abandonment of faith or a rejection of science. Instead, stu-
dents are encouraged to not limit deity in this way. They are
reminded that truth is likely to be bigger and broader than
our earthly ideas. The comment of the Lord to Isaiah makes
this point very clear: For my thoughts are not your thoughts,
neither are your ways my ways, saith the Lord. For as the heav-
ens are higher than the earth, so are my ways higher than your
ways, and my thoughts than your thoughts.
4

It is gratifying to watch students relax and shed the con-
cerns that have previously troubled them. They want to learn
and to be aithul, but their ears can be stining. \hen reed
from such fear, they are truly grateful. Certainly, the opportu-
nity to observe and facilitate this kind of growth is one of the
sweetest blessings of serving at Brigham Young University.
REFERENCES
1. Ether 12: 6
2. To Know God, Ensign, Nov 1974
3. D&C 101 : 32-34
4. Isaiah 55: 8-9
"Faculty
members
throughout campus
provide numerous
opportunities for students
to witness their
commitment to the
gospel."
IT IS GRATIFYING TO WATCH STUDENTS
RELAX AND SHED THE CONCERNS THAT HAVE
PREVIOUSLY TROUBLED THEM.
BY JOHN BELL
Fostering
PROFESSORS AT BYU DISCUSS THE
RELATIONSHIP BETWEEN THE GOSPEL
AND SCIENCE THROUGH RESEARCH
I
n the eloquent words of John A. Widt-
soe, an apostle of the Church of Jesus
Christ of Latter-day Saints and an early
professor at Brigham Young Universi-
ty, The Church supports and welcomes
the growth of science . . . [and is] not
hostile to any truth, nor to scientiFc
search for truth.
1
The truth of Widt-
soes words is seen in the College of Life
Sciences and throughout BYU. While
members of the college are involved in
various disciplines and possess diverse
talents, they all investigate the complexi-
ties o lie through scientiFc inquiry, and
they all seek for truth within an educa-
tional environment that is based on gos-
pel principles.
Within the College of Life Sciences,
the realms of religion and science co-
incide on a daily basis. Dr. Byron Ad-
ams, professor of evolutionary biology,
describes how the gospel and science
converge for him into faith. Dr. Ad-
ams describes, If faith is something
you do, just like you do an experiment,
then faith is no longer something that
you just hope for. Instead, its a way of
knowing that is not all that different
from scienceyou act on something
with the full expectation that the out-
come is knowable.
Dr. Joshua West, a professor of pub-
lic health, describes how the Spirit can
innuence scientiFc progress as it per-
tains to his Feld: In public health, we
are learning how to use our mortal ex-
perience. Were talking about improving
quality of life, and that invites the Spirit.
It is very service-oriented. We are talking
about how to make life better for human
beings.
The gospel and the sciences both en-
courage a search for truth and motivate
the human mind to investigate complex
issues. Growth and development can be-
come an enabling power or scientiFc in-
vestigation. Dr. Joshua Udall, a professor
and researcher with a specialty in plant
genetics, says, One of the wonderful
things about our gospel is that we have a
very open mind. I think all scientists are
curious by nature, and I think it would be
ery diFcult to do research i there were
constraints on what truth you were al-
lowed to discover or any truth you were
willing to accept.
Professors in the College of Life
Sciences express great faith in their stu-
dents and recognize the value of teach-
ing them to consider scientiFc principles
within the framework of their beliefs.
Dr. Adams adds, I think the best thing
we can do for our students is give them
a solid foundation in critical thinking
and reasoning. And we can do it here, at
BYU, where they can explore perceived
challenges to their testimony in a safe en-
vironment, where spirituality is nurtured
and welcomed into scientiFc discussions.
There are many, many, plain and simple
scientiFc truths that are uniersal, incon-
trovertible, and that do not diminish but
instead strengthen our appreciation for
the grandeur of life.
Within the College of Life Sciences
we are able to see the beneFts o explor-
ing science through the framework of
gospel principles. Thus, college faculty
and students are prepared to investigate
the inFnite realm o scientiFc possibility
with the gospel as their foundation.
REFERENCES
1. Widtsoe, John. "Evidences and Reconciliations." Vol. 1. 129.
A
DESERT
Oasis
THE LYTLE PRESERVE IN SAINT
GEORGE, UTAH, RECEIVES AN
IMPRESSIVE UPDATE
A
pproximately thirty miles west of Saint George,
Utah, off of Old Highway 91, a unique ecosystem
brims with everything from Gila monsters to a Josh-
ua tree forest. This hidden oasis is the six-hundred-
acre Lytle Preserve, a research and operational facility owned
and maintained by Brigham Young University. Originally an
old homestead dotted with hand-crafted adobe houses, the Ly-
tle Preserve is currently a prime research center on land devel-
opment and preservation methods, including burned land re-
covery. Researchers are attempting to develop techniques that
help enironments quickly recoer rom wildFres and other
natural disasters.
The Lytle Preserve was purchased in 1986 from The Na-
ture Conservancy. It allows students and educators to learn
more about the mysteries of the desert and Gods creations.
As Ken Packer, Lytle Preserve Coordinator, says, There are
so many questions we dont know the answers to in the desert,
and the only way to learn more is to be out there in the heat of
the day working away. With land test plots and experimental
outposts nestled near research facilities, the preserve is an ex-
citing frontier of exploration that is drawing widespread atten-
tion. Researchers from Idaho State University to Germany can
be found working with the faculty there to better understand
burned land recovery, mysteries of the Mojave Desert, and ep-
isodes o one-hundred-year noods.`
One-hundred-year noods` are so nicknamed because they
are supposed to happen approximately once a century. At
the Lytle Preserve, one of the lowest points in Utah, howev-
er, noods hae been occurring ar too oten. 1he last major
nood ,in 2010, destroyed, in the words o Packer, literally
everything, including our entire
infrastructure. Rebuilding ef-
forts continue to move forward
and the outcome looks promising. A twenty-four person dor-
mitory complete with a classroom, common area, and kitchen
was recently completed. Constructed on raised ground as a
sae haen against uture nooding, the dormitory is built in a
Spanish-Southwest style complete with wide verandas and ap-
pealing adobe architecture. This new facility will allow students
to stay on site while also consolidating research and academ-
ic material into a centralized area. It is also environmentally
friendly, with solar panels and backup generators providing the
only sources of power.
These updates are part of a larger vision that Packer hopes
will culminate with a deeper understanding of and respect for
Gods creations. As Packer says, Lytle Preserve research adds
to the knowledge of mankind, and the better we understand
Gods creations, the better stewards we will be.
New facilities, innovative research, and an unparalleled in-
structional setting make it an exciting time to be associated
with the Lytle Preserve. Current research will continue and new
programs will be developed to utilize the facility. The preserve
is an important part of the College of Life Sciences effort to
sustain real-life research, and the treasures and discoveries this
desert oasis holds are unlimited. The best way to study nature
is to be out in it, and the Lytle Preserve provides an unrivaled
exploratory opportunity.
COLLEGE UPDATE
JOSHUA UDALL WORKS WITH COTTON
IN THE GREENHOUSE
JOSHUA WEST STUDIES THE USE OF
TECHNOLOGY TO PROMOTE HEALTH.
BYRON ADAMS PERFORMED SOIL RESEARCH IN ANTARCTICA.
For more information, please visit
http://mlbean.byu.edu/LytlePreserve
14 BYU College of Life Sciences
Nathan Lewis came to Brigham
Young University as an undergradu-
ate in 1998. He left for an LDS mis-
sion to Spain from 1999 to 2001,
and also took advantage of various
academic opportunities, including
internships in Washington D.C. and
Seattle and a study abroad in Jeru-
salem. He studied biochemistry and
obtained a bachelors degree from BYU in 2006. Lewis contin-
ued his education at University of California San Diego where
he received his Ph.D. in bioengineering in 2012.
Lewis completed his post-doctorate position at Harvard
Medical School and is now in an assistant professorship po-
sition here at BYU in the biology department. Some of his
current research interests include computational and systems
biology and the analysis of next-generation sequencing data.
He met his wife, Maria, in a BYU student ward. They mar-
ried in July 2003 and have two daughters, Anabelle and Livya.
Both girls are clamoring for a puppy and, now that Lewis has a
real job, there is really no way he can say no.

locks
B
uilding
OLE SMITH, VICE PRESIDENT OF FACILITIES, RECEIVES THE DISTINGUISHED SERVICE AWARD
T
he College of Life Sciences is
pleased to present this years
Distinguished Service Award
to Ole M. Smith, Vice Pres-
ident of Facilities at Brigham Young
University. The Distinguished Service
Award is designed to pay tribute to an
individual who has given exceptional
service and has made meaningful contri-
butions to the college. Ole M. Smith, as
this years recipient, has given extraordi-
nary service throughout his career, and
has served the Church of Jesus Christ of
Latter-day Saints in many capacities and
in many nations.
Smith has worked in the construc-
tion industry or oer thirty-Fe years.
lollowing his education at B\U ,192-
1978), he began his own construction
company, OSCO General Contractors,
which is still in operation today. This
business eventually led Smith to work
with the Physical Facilities Department
at Church headquarters. After sever-
al years working with the LDS Church,
he became heavily involved in President
Gordon B. Hinckleys 1998 goal to build
one hundred temples. Smith was one of
three men called to serve in this capacity.
Through it, he oversaw the completion
of twenty-six LDS temples: twenty-one
in Latin America, and Fe in the U.S.A.
and Canada. In 2001, he left this position
to serve the Church as mission
president of the Chile
Santiago West Mission
for three years.
Lately, Smith
oversees all con-
struction projects
on BYU campus.
His team of talented
individuals has been
employed in the design
and construction of many
recent buildings, including the
Broadcasting Building, the Hinckley Cen-
ter, and the Joseph Fielding Smith Build-
ing. For the College of Life Sciences in
particular, Smiths knowledge and experi-
ence has been key in facilitating the plan-
ning and construction of the new Life
Sciences Building, an electron microscope
facility, and the Bean Museum expansion,
among other projects. Each of these proj-
ects has beneFted the college immensely
and will allow or signiFcant deelopment
in education and research.
Smith is recognized as a valuable asset
to the university. He has served as As-
sistant Administrative Vice President for
Physical Facilities since May 2005 and
has thoroughly enjoyed his involvement
at BYU. As he says, Over the years, I
have been offered a number of jobs
by various companies, and even other
universities. It takes me about two sec-
onds to say No, thank you, because my
only interest is building the Kingdom.
Whether its building chapels throughout
the Caribbean and South Ameri-
ca or working for BYU and
building academic build-
ings that teach and
train the future of the
Church. Thats what
I enjoy doing most;
thats what interests
me in my life. I love to
be involved in the work-
ing of the kingdom in any
area that I can be of service.
Beyond the joy his work brings
him, Smith loves spending time with
his family. He and his wife, Dena Baker
Smith, have eight children and eighteen
grandchildren. Smith attributes much
of his success to Dena, recognizing her
as a source of constant support. I fol-
low the good advice and example of my
wife, he says. She is a wonderful exam-
ple to me.
Through his service and generosity,
Smith stands as an extraordinary exam-
ple. When asked what advice he has for
anyone embarking in Church service,
he simply says, Trust that youre doing
what the Lord has called you to do, and
enjoy it.
Trust that
youre doing what
the Lord has called
you to do, and
enjoy it.
MEL OLSON
AFTER 48 YEARS OF SERVICE, FOOTBALL COACH
AND EDUCATION INSTRUCTOR MEL OLSON IS
HANGING UP HIS CLEATS AND CLIPBOARD
Robert Johnson was born in Del-
ta, Utah, and grew up in American
Fork, Utah. After serving a mission
in the Netherlands, he enrolled at
Brigham Young University in 1986
and graduated with a bachelors
degree in botany in 1991. He went
on to receive a masters degree in
plant ecology in 1993 and a Ph.D.
in plant and wildlife sciences in 2008, both from BYU. His
legacy at BYU continues now as a new associate professor of
biology in the College of Life Sciences.
Considering himself a people pleaser, Johnsons greatest
work is in making a happy home with his wife, Jeanne, and
their four children. With only one son and three daughters,
their house is ruled by women, a fact that has Johnson shop-
ping more than he might prefer.
Currently, Johnsons research is focused on plant taxono-
my as well as plant and insect interactions. He is working on
a project involving seed predation in Asteraceae by tephritid
ruit nies.
FACULTY NEWS
ROBERT JOHNSON NATHAN E. LEWIS
M
el J. Olson began his Brigham Young University experience as a highly touted football recruit from Wyoming. After
forty-eight years as a player, coach, and teacher at BYU, Olson retired on January 1, 2013.
Olson came to BYU in 1963 and played on the football team through the 1969 season. In 1970, he graduated with
a bachelors degree in physical education and was immediately hired as an assistant football coach. During the
ext twet, ,eas, Osc eeJ ccac teams tat wc te !934 atca camcs, a,eJ 'tee ccw qames, aJ eaeJ
thirteen WAC championships. And he did it all while earning both a masters (1973) and doctorate (1980) degree from BYU in
physical education.
After accepting a faculty position in 1990, Olson helped create a coaching minor at BYU based on his dissertation topic, The
Ocst0ctc aJ va0atc c' a Ocacq J0catc O0c00m' Ts was ce c' te st 0vest, cqams te atc tc
be accredited by the National Council for Accreditation of Coaching Education (NCACE).
As a dedicated teacher and administrator, Olson served as the director of the newly founded Physical Education/Teacher
Education (PETE) program as well as Assistant Department Chair for the Department of Exercise Sciences.
Through the course of his career, Olson was active in various professional organizations, working on the coaches council
for the National Association for Sport and Physical Education (NASPE) and the American Alliance for Health, Physical Education,
Recreation and Dance (AAHPERD) where he served as a board member and president for the Utah chapter.
s w'e, 30sa, aJ te ve cJe ave awa,s s0cteJ Oscs messve caee Tc0q ,eas c' aJ wc-, JeJca-
tion, and immeasurable contributions, Olson has left an indelible mark on the university and its coaching pedagogy.
SMITH CREDITS HIS SUCCESS TO HIS FAMILY.
BRIGHAM YOUNG UNIVERSITY College of
301 Widtsoe Building, Provo, UT 84602
LIFE SCIENCES
Nonpiofit
0iganization
0.S. Postage
PAID
Biigham Young
0niveisity
Paris Travel Guide
1hls was parL of an exLenslve book, enuLled Like A Parisian, of self-
researched and curaLed lnformauon abouL Lhe clLy of arls. lL was
deslgned uslng hoLoshop, lllusLraLor, and lnueslgn. All of lL ls my own
work.
Parisian
Like a
a guidebook for the less-than self-assured
compiled by Shelby Boyer
like a
BRIGHAM YOUNG UNIVERSITY
University Press Building
Provo, Utah
14
1
2
3
4
5
6
7
8
9
10
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
11
12
13
14
15
16
17
18
19
20
onze
deuze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
uhn
duh
twah
cat
sank
cease
set
wheat
nu
deese
owns
dooz
trez
catorz
cans
says
dee-set
deez-wheat
dees-nu
van
MonTuesWedThursFriSatSun
lundi mardi mercredi jeudi vendredi samedi dimanche
luhn-dee/mar-dee/meh-kreh-dee/joo-dee/vahn-dreh-dee/sam-dee/dee-mansh
fact:
16
When the European Union was formed, most of the countries banded
together with a new monetary system, known as the European Monetary
Union. ese nations share a monetary system with coins and banknotes
known as euros. In France, fractions are noted with commas.
Euro Coins
e euro is divided into 100 cent with 8 coins of dierent value.
2 1 50c 20c 10c 5c 2c 1c
Every euro has a common side
showing the value while the other
side can portray a national image
varying by the issuing bank. Each
coin is a dierent size, increasing
with rise in value. ey also each
have a unique edge, meant to allow
those with vision impairments to
note the dierence.
Euro Banknotes
ere are eight euro banknotes of
dierent value in use.
500 200 100 50 20 10 5
Euro banknotes are identical
regardless of nation with
both sides having a common
design. Each denomination
has a distinctive color, size,
and design inspired by
a historical architectural
period, from classical to
modern, representing
dierent centuries.
18
ere are multiple ways to get around paris. From walking to biking to
using the metro, Paris oers unique and cheap methods of transportation
throughout Paris and even out into nearby areas.
Velib
A self-service bike rental option, Velib is revolutionizing the way to see
Paris. With over a thousand stations around Paris open 24-hours a day
for rentals, returns, and exchanges, Velib allows you to take any bike and
return it to any station for a small half-hourly fee, making it a popular
option for seeing the city.
1-day ticket for 1,70 euros
7-day ticket for 8 euros
Good only for seven consecutive days from the date of purchase
Pick up either of these short term options at any velib station or online.
Accepts any major credit card.
If a bike is not returned within 24 hours, your card will automatically be charged 150.
About the bikes
ree gears with an adjustable seat and a basket along with a nger-
touch bell. Includes automatic lights for nighttime riding.
If you stop somewhere and leave your bike, be sure to use the anti-the
lock provided with each bike. Insert the end of the anti-the device into
the lock and remove the key. To release the lock, simply replace the key.

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