Newspapers / Chowan University Student Newspaper / Oct. 24, 1969, edition 1 / Page 3
Part of Chowan University Student Newspaper / About this page
This page has errors
The date, title, or page description is wrong
This page has harmful content
This page contains sensitive or offensive material
inquiring PHOTOGRAPHER Smoke Signals, Friday, October 24, 1969—Page 3 Do you know whaf is available to you in science? By FRANK GRANGER The purpose of this column is to provide space for your questions and opinions on campus issues. We welcome the questions and will try to use those we feel have inter est to our readers. Questions should be Q|aken to the graphic arts building or mailed ”o the Inquiring Photographer, Chowan College, Box 34. Question: The lunch line on Tues days and Thursdays is long and slow. Do you think students are justified in “line breaking?” What should be done or not done? Where asked: McSweeny Hall Jennie Summerlin, sophomore, Warsaw, N. C. “Well, I’ll tell you the truth. I think here ought to be some wa in which students with classes should be able to eat early, but you can’t do that be cause then everybody would do it. It’s best to leave them as they are. Tom Manning, sophomore, Teaneck, N. J. “If hey opened he line early it might help. You couldn’t have a special line because there wouldn’t be any place to put it. It’s hard to say. If they could ar range some way to do it, I think it would be all right, but I can’t ’ think of a way. Tom Hoggard, sophomore, Hampton, Va. “I think they should op- ' ‘ en the line right after chapel. Line breaking shouldn’t be done. I don’t see how it could be stopped unless sa person with authority took ID numbers and , that’s sort of childish. ^ - Rick Muzika, freshman, Durham, N. C. “I don’t believe its’s justified for the simple reason that it’s not fair to the person who got there before them. As to what can be done? QlVt'’* "«aSS*'dftWn or somethng? Isay it is the cafeteria’s respon sibility. Carl Sell, freshman, Virginia Beach, “I don’t see very many people breaking in line. I eat late. I don’t think it is any great problem. Martha “Sam” Dodd, sophomore, Empor ia, Va. “I think they should open the line right after chapel be cause those in 12:30 classes don’t have time to eat. It’s hard to say if they are justified, be cause those in 12:30 classes are rushed. Dis ciplinary measures are not being taken as they should be. The cafeteria is responsible for this. Lorriane Brinkley, freshman, Norfolk, Va. “I don’t think they are justified in line breaking because you can't do it on other days and other people want to eat just as bad. I really don’t know what should be done ^ except open the line early. Bertie Ann Baggett, sophomore, Windsor, N. C. “I don’t think they are justified in line breaking. They have no way of knowing it other persons have just as good reasons. Opening the line early would solve the problem I think. Speeding up he service would help. Call , downs are being given, but I haven’t seen any one breaking. Don't brag on coffee - too risky Maxwell House, which makes you-know- what, has completed a survey that shows coffee makes the difference between an idle, irritable day and a hard-working one to many housewives. It’s hard to see how the poll could have come out different. At the same time, we feel impelled to warn Maxwell House about flaunting its survey findings. If these claims get any substantial attention the Surgeon General is likely to turn up a report that caffeine, which is present in most coffees, contributes to abdominal cancer, Bright’s disease, and ingrown nails. Next thing you know, somebody will be trying to ban it from the breakfast table.— Asheville (N. C.) Citizen By PROFESSOR GEORGE HAZELTON The Department of Science and Mathe matics has beeti housed in Green Hall since September 1956. Almost all the mathematics courses have been taught in Marks Hall since its opening in 1965. A discussion of the department’s mathe matics program has been given in another article in this paper. This article will be limited to the science area of the department. Green Hall was made possible by gift from Mr. and Mrs. Rufus J. Green in honor of Green’s mother, Mrs. Mary Olivia Green, class of 1863. The building was designed for a total student body of 400. When it opened in 1956, the college enroll ment was 235. The department’s enrollment in science was 117; 73 in biology, 40 in chemistry and four in physics. In fall 1969 the college’s enrollment was 1300. The department’s enrollment in science was 617; 449 in biology, 134 in chemistry and 34 in physics. Although the present building was cer tainly adequate in 1956, the five-fold increase in the science enrollment has put much strain on the building’s capacity. An immediate physical evidence of this is the rundown appearance of the building’s interior. However, the lack of sufficient space to conduct classes, to properly store appara tus, and for preparation is our most pressing problem at this time. It is a credit to the faculty that they continue to perform with such excellence. The proposed new Science building will, of course, solve this problem and the faculty is most hopeful that we will not have to continue in our present building for long. The most modern and best equipped building cannot alone teach the student. (According to some recently expressed ideas, these items may account for a rather large percentage of the teaching effort!) The students are most fortunate that the faculty of this department is, in general, strongly academically orientated and also dedicated to teaching. The writer has had the opportunity to become acquainted with most of the two- year colleges in North Carolina and I think, quite objectively by the way, that our course offerings in science and mathematics are of the best quality. The curricula offered by the depart ment are many and varied. We offer good, strong basic courses in biology, chemistry, and physics. The course content of each is continuously under review and open to improvement. Suggestions for improvement now under discussion by the faculty include a year of general biology rather than one term of botany and one of zoology, more specialized courses in biology, more use of modern teaching aids and modern lab apparatus and the introduction of new ideas in the method of teaching. We offer two courses in physics. Physics 181-182 is an introductory course in college physics. It includes a study of mechanics light, and modern physics. Modern physics is defined by most people as physics after 1900 relativity, atomic fission and fussion, and quantum mechanics, topics which are most important to the student’s understanding and appreciation of modern technological advances. Physics 185-186 is a more thorough and rigorous introduction to physics than is offered in Physics 181-185. It is designed for engineers and other curricula needing this level of physics. The mathematical maturity of students is assumed to be of the calculus level. This course tends to be of a more technical nature with more emphasis on problem solving. Both courses carry three hours of lab work per week. Most of the lab problems are traditional but an effort is being made to introduce more realistic and meaningful labs. Two of the more interesting lab exercises are one in which the student measures the magnetic field of a coil of wire in terms of the weight of a common piece of string, and the ratio of charge to mass of an electron. It is most important that students gain the knowledge necessary to form intelligent opinions about underground nuclear explo sions, appropriations for space travel, and the ratio of mega-tons to number of people killed It is hoped that Physics 181-182 will help the student gain this knowledge. While the college does not offer a liberal arts physics course, Physics 181-182 does not require an overabudance of mathe matical sophistication. Any student taking Math 103 should be able to do the math required in the course. ’* We teach a university-parrallel general chemistry course. There is an attempt to see chemistry, the structure of matter and the changes it undergoes, as a group of related periodic concepts rather than completely unrelated facts to be memorized. In the first semester atomic structure, bonding, gas laws, and stoichiometry are studied. The three hour weekly laboratory gives students an opportunity to collect data and apply knowledge gained from the lecture sessions. Experimental determinations include formula for a metallic chlorate, atomic weight of a metal in a metallic chlorate, specific gravity of a metal, and acid-base titrations. In the second semester, discussions are centered around chemical equilibria and distortions thereof as predicted by LeChat- elier’s Principle. LeChatelier’s Principle is of such broad application that it is observed in situations such as changing the temperature of a chemical reaction, exceeding the legal speed limit to return to the dormitory before closing time, and hopping on one foot be cause the other is broken. A major portion of the second semester laboratory is quali tative analysis. In organic chemistry pure memory is de-emphasized with emphasis shifted to understanding fundamental ideas which afford a basis for predicting what should happen in a system which one has not actually encountered. Some of the fundamental ideas include bonding, stereo-chemistry and character istic reactions of the various orgaiiic groups. Nuclear magnetic resonance, infrared and ultraviolet spectroscopy are studied rather vicariously. The basic theory is discussed and students are allowed to interpret some prepared spectra. In the laboratory sections the stu dent gains experience in synthesis of or ganic compounds and their derivatives. Biology 101 is a one-semester course in general botany. It is recommended both for students who will specialize in botany or related sciences and for the larger number of students who will take botany as a required or elective part of a liberal arts curriculum. A survey of the plant kingdom is given only in sufficient depth to give the student a good understanding of the scope and diversity of the plant life on earth. ’The major plant groups are illustrated by common representatives of the groups, with emphasis being placed on their structure, physiological processes, evolution, and heredity. The biological importance of the plant groups as well as their environmental relationships'ar^also'cansidierediiiTbeialass meets six hours per week, three of which are spent in the laboratory. During the laboratory period students are acquainted with plant representatives and with important botanical principles. Biology 102 considers molecular biology to be essential for the understanding of the subject. However, since most of our students enter a profession in which their primary contact is with the organism, emphasis is placed on a balanced treatment of struc ture, diversity of form, and functional anatomy. Consideration is given to the unity of life and the adaptations of life to this planet in all its various environments. Emphasis is directed toward appreciation and basic understanding of general princi ples and laws of the animal kingdom, star ting with the one celled organism and pro gressing to the complex with emphasis on the phylogenetic approach. During the laboratory periods repre sentatives of the major phyla are studied, with emphasis on the anatomy and morpho logy of the animal. The frog is studied as the typical vertebrate in lab, and man is con sidered the representative vertebrate dur ing lectures. Biology 221 and 222, Human Anatomy and Human Physiology respectively, are taught basically for nursing students. How ever, other students may elect to take either or both of the courses. Anatomy employs a systematic approach to gross anatomy at the organ level. The laboratory utilizes charts, models, pre served materials and fresh materials to illustrate the structure of man. Topics discussed in Human Physiology include muscle activity, buffer mechanisms, gaseous exchange, respiration, properties of blood and circulation, enzyme activity, urine formation, nerve impulse transmiss ion and endocrine activity. Although these topics are discussed individually, their interaction and the re sulting stability of the internal medium of the organism, homeostasis, are stressed through-out the course. Apparatus such as the kymograph, vitalometer, sphygmomanometer, and Spectronic 20 colorimeter are used in the laboratory to observe principles of human physiology. Biology 241, Microbiology, deals with organisms too small for the human eye to see. These are less than 0.01 mm. (0.004 inch) in diameter and includes both plants and animals that are this small or have a stage in their life history that is microscopic. While the above definition includes all life, we do not cover that much, but give emphasis to the bacteria and other Thallo- phytes and the Protozoans that are important to man’s welfare. The morphology and physiology of micro bes are stressed throughout the course in lecture and laboratory. Basic principles and techniques of culturing and isolating of species and straining methods are mastered. Specific enzymes necessary to certain physiological activites are determined through the use of media containing carbo- hydrated and other nutrients separately in combinations. The value of straining and the use of specific nutrients are necessary as aids in the identification of all microbes and especi ally is this true of bacteria. The environment of bacteria (microbes) is as important as the environment of each of our cells is to our body. The effect of the degree of radiation, pH, temperature and antibiotics is determined since these affect the rate and the direction of growth and even the morphology of the organism. Some emphasis is placed on microbial genetics (some bacteria reproduce sexu ally) through reading of material, and in the laboratory using specific species of fungi. After the first few laboratory periods, students are given blocks of work and work at their own speed within scheduled dead lines as to dates of completion. Each student works alone. One or more research papers written, 12 articles are read and reported on, and a laboratory notebook is turned in. The final grade is determined from both laboratory and lecture work, each counting the same amount. Biology 241, potentially meets all require ments of! a!i science -coursei' Jinteresting, challenging, open-end experimentation, demanding in both patience and time, and very satisfying as skills and knowledge are acquired. In case the above frightens any student, it must be stated that very few F’s (only two in five years according to the insturctor) or D's have been received by students as grades. It is not rare for a whole class to earn any grade below a C. Biology 241 is taken by students in science- related curricula. Botany 101 is a pre-requi- site except for nurses who fulfill this science requirement by having completed anatomy and physiology. I wish to thank the following professors who assisted me in the course description of their discipline: Mrs. P. Dewar, chemi stry; James Dewar, human anatomy and physiology; J. P. Harris, Biology 102; Mrs. S. Bowers, Biology 101; Mrs. D. Fau- cette, microbiology. Undertakers became morticians. Gar bage collectors became sanitary engineers. Now some economic forecasters are calling themselves “econometricians.” If past ex perience is any guide, the only thing that happens when people choose more flossy titles is that their prices go up. — Charles ton (S. C.) News and Courier And all because of 'The Beard’ By FRANK GRANGER Joo had been at the drive-in with some friends when his father’s secretary called and left the message for him to come to the office where his father worked. “It’s about my beard,” Joe said to himself as he stepped into his car. Ever since his mother died, Joe had be come accustomed to seeing his father at the office. He would prefer not to see him at all than to go to that place. “It was just a business appointment for him.” It had to be about his beard. The beard that he had grown and shaped himself had become a symbol to him, a symbol of his pride and independence. Now his father was going to get into it. “Well, let’s see him try to make me shave,” Joe spoke out loud as he roared into the heavy afternoon traffic. “What does he think he’s going to do — whip me?” The words sounded funny to joe, A whip ping! He hadn’t had one of those in years. In fact he couldn’t even remember his father ever having given him one. His father never took time to use physical force. He’d just fuss a lot and make threats which he never had time to carry out later. It was his mother’s job to do the whipping. And boy could she swing that amber brush! Well, that was a long time ago and now he was grown seventeen years old six-foot two and 180 pounds. “Don’t need nobody for nothing.” he mus ed. What would his father try to do — cut off his allowance ground him take away his car? “I’ll show him” he thought. “I’ll move in with Bob and Hank over on the campus. Then what could his father do? He was already getting his meals at school and Bob said they had lots of room. The more he thought the better he liked the idea. No rules no extra work. Great, it would be just great. He could move his cot and clothes, be on his own in every res pect. Joe parked his car and walked into his father’s office. “Hello, Mrs. Jenkins,” he greeted the secretary nodding to the other office force. “Hello, Joe.” , Mrs. Jenkins pointed to his father’s office. “He’ll see you now.” Joe walked into the well-lighted room and closed the door. All eyes were on him. He used to want to explore among the books and cabinets, but now the idea of a pro longed visit was revolting to him. To be summoned to the office for a lecture was worse than the whippings had been when he was a child. His father looked up and motioned for him to sit down. “How’d school go today, Joe?” he asked. “Okay, I guess,” Joe answered. His father looked at him for a second and then said, “Joe, I’ll get right to the point. Ever since your mother died you have changed. I know it has been hard. It’s been hard on me, too, but that’s no reason for your becoming a Hippie.” “I am not a Hippie,” Joe said sharply, waiting for his father’s slow temper to rise. “Look, Joe. You and I don’t see eye to eye, I know, and I don’t expect you to agree with me all the time. But that beard is a disgrace, and you should be ashamed.” Student nurses get an early start Heading for the classroom at the Roanoke Chowan Hospital in Ahoskie are several of Chowan’s student nurses. They will receive classroom instruc tion from Mrs. Sarah B. Tankard and Mrs. Wanda Edwards of Chowan’s nursing department, who also supervise the clinical experience of the girls in the hospital. The student nurses identified above are Sydney Graves, right, followed by Joyce Ellis, Betty Sowers and Melba Fowler. 'Mrs. Chase' is the center attraction Chowan’s dummy, Mrs. Chase, is the object of attention of this group of student nurses receiving instruction from Mrs. Sarah B. Tankard, professor of nursing. The scene is one of the classrooms at Roanoke Chowan Hospital in Ahoskie. Student sampling indicates liking for Shorb Brothers Chapel program “I am not a Hippie, and I am not ashamed of myself,” Joe said more sharply still. “Joe I don’t have time to debate the question,” his father said a little more ang ered than before. “Here is a check for $50. As soon as you shave, the money’s yours. And I’ve never known you to turn down money.” He sat at the desk waiting for Joe’s reaction. Joe picked the check off the corner of the desk where his father had placed it. Slowly like a great animal that had been shot he raised the check to his face. Looking at the neatly typed business check, he studied the words and his father’s hand written signature. Joe let the check drop slowly to the floor. Unable to speak he shook his head and raced out the door, slamming it as he left. He ran down to the wash room and flung open the door, causing the backstop to bend out of the wall with a sharp crack. Grabbing a broom handle he swung with all his strength at the window. The thick glass broke in large ragged chunks. Seiz ing a razor sharp piece he scraped at his face with violent force. Large bloodv chunks of hair fell into the sink. He seized and cut until he could no longer recognize the face that stared at him from the mirror. Blood dripped on the sink and floor as he dropped the glass. Once again his movement was of an ailing animal of the jungle. Leaning against the wall, he grabbed his head in his hands and cried. By FRANK GRANGER A fresh approach was taken last Tues day to the regular chapel assembly. The Shorb Brothers of Washington, D. C. pro vided for both assemblies a mixture of songs of various appeal, but with one common spiritual message. The Shorb foursome (three are brothers) are often called the “Ambassadors of Sacred Song.” They preform over 325 concert dates a year as well as being owners of Praise Record Co. of Silver Spring, Md. Their first song recorded was "Teen ager” which they sang Tuesday. Others included “The Impossible Dream ”, Rainy day service added at library Whitaker Library now has an umbrella check-in service for those rainy days com ing up. Instead of leaving your umbrella unattended in the lobby, it will now be poss ible to have it kept safely behind the circul ation desk. You are asked to shake your umbrella as dry as possible, close it, and bring it to the circulation desk. An identification sys tem of numbered tags has been worked out to insure easy identification of property. When an umbrella is checked in it will be tagged with a number. You will receive a corresponding number tag which you must give to the desk attendent when you wish to retrieve your umbrella. This system is expected to be quick, efficient, and safe, so a rainy night need no longer be a deterrent to study or research. This new service is the direct result of student suggestions concerning the need. Librarians are happy to listen to any sugges tions from students and these often result in some immediate direct action. For instance, the library now has book.s by Rod McKuen and Harold Robbins due In student suggestions. So to all students, thank you for your cooiK-i ation. iiiid we liopo our newest service will be ;i rcnl luMii'lit “Exodus”, “Daddy Sang Base, Mama Sang Tenor” and “The Lords Prayer.” Merlin, Hubert, and Wilbert Shorb are brothers. Paul Cook, a Canadian sings base and accompanies. They have made no personal changes since the first re cordings. Their concerts find them any where from a church to Mr. Vernon Squ are singing for a group of hippies. In past years they have performed before as many as 40 college audiences. The Shorb Brothers go to great lengths to avoid the “predictable religious sound” and the clutter of “ecclesiastical cliches.” They say their aim is to “pre serve the simple message of the Bible, and to present it so that all will hear “in their own language!” A general sampling of opinions on campus favored the switch from tradit ional chapel programs and stated enjoy ment of the Shorb Brothers concert. 'Rings and Things' was popular at coffee-house On campus this week the "Rings and Things,” a coffee-house group, performed in the student union Monday through Thurs day night. This coffeehouse entertainment was spon sored by the SGA. There was no admission charge and guests were allowed to wander in during their leisure time. This group is a new one of many sounds and vocal images. They expore a tremend ous variety of material Irom blues. lo\e. pop-rock and French-Canadian folk, They ha\e pi'iniously preformed at the Bitter End in Now York City. Cate Lena in Saratoga Springs. New Penelope. Yellow Door and Expo H7 in Montreal TIu' iiuMubiTS nil' Canadian, but each has a difl'iMViil nationality — Welsh. Irish. Si'ollish and Nof;n)-lndian Their appeal is iiniMMsal wliother lliey are singing in Kii^lish itf Krt'niii
Chowan University Student Newspaper
Standardized title groups preceding, succeeding, and alternate titles together.
Oct. 24, 1969, edition 1
3
Click "Submit" to request a review of this page. NCDHC staff will check .
0 / 75