Editorials other views
Useless
Useless Grades
by Joy Elizabeth Opaleski
Editor in Chief
These last few weeks, students
have been carrying time-bombs
in their pockets. These explosive
articles come in the form of little
green and white slip of paper
printed with meaningless letters
and names.
(Mid-term grades.) The
words alone are enough to cause
all-nighters. Many freshman
begin asking, "Do these get sent
home?" Strategically timed to
arrive immediately before Fall
Break, these grade are often the
cause of uninformed parents and
bewildered students. In my case,
they were also the cause of
concerned advisor , because like
many, my grades do not
acccurately reflect the work done
in the courses.
It is easier to pass-over mid
term marks with my parents
than explain the that X's are
because no formal test were
given, or the C is a standing class
grade until papers are handed
back. Considering the usual
parental skeptisism, my
explanations would probably not
have been believed anyway.
I have thereby come to the
conclusion that mid-terms are
useless. Either you know your
class standing by the work that
has been graded and returned, or
you don't quite know how you're
doing in a course, and neither
does your professor. A slip of
paper will not change these facts.
It merely causes unneccessary
and unproductive stress.
Although I have stopped being
shocked over the mid-semester
crisis, my concern for my advisor
still exists. In past years, I would
receive a frantic note in my
mailbox, begging me to stop by to
pick up my mid-terms and
because, "We really need to
talk." Obviously, my counselor
equated my lack of interest in
getting my grades with the lack
of scholastic interest shown by
my grades. Curious about the
franticallly scrawled note, I
breezed in to take an
appointment "to talk."
Appointment nothing! When my
advisor saw me appear at his
door, he ushered me in and
launched into an enthusiatic
lecture of how difficult freshmen
year is, the necessisity of
adjusting and how concerned he
was about me dropping out. His
concern was not eased by my
giggles. Luckily the crisis was
explained, but like a bad dream,
repeated every half semester.
How do mid-terms affect me
now? I have since changed
advisors, fearing a coronary in
my first counselor, but after my
recent marks (a 2.0 average) I
am pleased to report that
midterms still mean nothing.
War Makes a Difference,
So Can You
by Joe Groves
Guest Columnist
Since I am in the midst of preparing to teach
Jonathan Schell's The Fate of the Earth for IDS 101
and preparing to lead a panel discussion for the
Union of Concerned Scientists' Convocation on
Nuclear War on November 11, the issues surroun
ding nuclear war are much on my mind. So, when I
was asked to write a column for the Guilfordian, I
decided to share some of my thoughts on an im
mediate and difficult question about nuclear war:
what can we~especially you, as students- do to
make a difference?
I have a double answer to that question: 1) not
much; 2) quite a lot. You and I as individuals have
little to say about the policies that lead to or prevent
nuclear war. We cannot make one dramatic act that
can significantly reduce the present danger, nor can
we end that risk over the course of one year or a few
years. These limitations on our ability as in
dividuals to effect an immediate change create a
sense of impotence and encourage us to ignore the
problem, bury our awareness of the very real
danger of nuclear war, and hope that everything
will work out well.
While that is an understandable reaction, it ig
nores the possibilities for creating significant
changes in U.S. policy towards nuclear arms and
what I consider to be a moral imperative to work to
change our attitudes and policies, even if that work
proves ineffectual. If we are going to reduce
significantly the likelihood of nuclear war, we will
do so slowly, by small increments, by joining with
others, by mass public pressure. You are in an ex
cellent position to begin to act on nuclear war and to
prepare yourselves for future actions. What can you
do? are a few possibilities for starters:
1. Open yourself up to thinking about nuclear war.
Each of us must overcome the defense mechanism
of "psychic numbing" in which we close our minds
to the horrible consequences of nuclear war and the
possibility that such a war can actually occur. You
may need to do some basic reading or attend films
or information sessions about nuclear arms to begin
this process. Several of our activities on November
11 will provide you with such opportunities.
2. Participate in a vigil. As you quietly stand or walk
or hold a sign for 30-60 minutes, think about what
Friendly Talk
IF YOU WERE A
MAINTENANCE PERSON,
WHAT WOULD YOU
FIX FIRST?
Mac Herring: Lighting and locks
for security purposes; then
broken windows, heating and air
for economic heating purposes.
Linda Ryan / Belinda Marley:
Lights along walks on campus
and to the Light House.
William Jarrell: The upstairs
shower in the Pines.
Chip Pairot: The air conditioner
in the Moon Room.
Beth Dobbins: Plumbing pro
blems (clogged sinks, etc.)
Karl Miller: The garbage
disposal in the cafeteria
dishroom.
Emily Erickson: Put screens on
everyone's windows.
Kevin Stewart: Milner dorm, it's
a dump! Especially my room
where the roof leaks when it
rains.
I I
Jennifer E. Balson: I would
"de-roach" or "de-bug" the cam
pus!
Teresa A. Hymes: The ad
ministrators!
DO YOU FEEL THAT
VOLUNTARY SCHOOL
PRAYER
SHOULD BE PASSED?
Teresa A. Hymes: No - if you
have to pass a law to make school
prayer voluntary, you would of
fend both people who believe in
prayer and those who don't. If
you believe in prayer you don't
need a law that says you can do it.
If you don't believe in prayer you
shouldn't be put on the spot about
it.
Jennifer E. Balson: I believe a
moment of silence before class is
quite acceptable. It does not force
anyone to involve themselves; it
is an option. It worked at my
Quaker High School.
you are doing and why, reflect on the issues that
concern you. This process of making a public state
ment, however small, with a group of friends and
strangers with similar concerns can have a surpris
ingly powerful effect on you. Two vigils are coming
soon: Weds. Nov. 10 at 4:30 in front of the Old Post
Office in downtown Greensboro; Thurs., Nov. 11
in front of Founders Hall.
3. Take political action. Sign petitions; write your
Senators and Representatives; vote for candidates
sympathetic to nuclear arms reductions; work for
candidates and groups. These are small actions, but
if they are sustained by many people over the
course of several years, they can influence political
attitudes.
4. Join a national group that works on nuclear
issues. For an annual fee of S2O-$35 you can join an
organization that will keep you well informed on
issues and give you numerous ideas for action.
Some of the better known groups are the Center for
Defense Information, SANE, Union of Concerned
Scientists, Fellowship of Reconciliation, Educators
for Social Responsibility, American Friends Ser
vice Committee. I can provide information and ad
dresses for these organizations and others.
5. Take courses that relate to nuclear issues. Use
your time here at Guilford to educate yourself on
these issues for future action. Some courses
(International Politics, Christian Attitudes on War
and Peace,'and others) can provide you with an
analytical framework for nuclear issues. Numerous
other courses as diverse as Ecosystems and
Cultural Anthropology can sensitize you to human
and environmental issues, and broaden your
perspective in ways that enable you to deal better
with a nuclear world. The Peace and Justice Con
centration and the Intercultural Studies Concentra
tion aim specifically at this sensitization. Indeed,
most courses at Guilford reflect these broad con
cerns if you only look for them.
You will have many opportunities while you are at
Guilford to grapple with the issues of nuclear war in
both thought and action. If we are going to help tilt
the world away from nuclear war instead of seeing
it slide closer to the brink, then many of us- all of
us- need to start the long, slow process of small ac
tions that can grow into effective, weighty
movements. Why not start by exploring possibilities
further with us on November 11?
Karen Hemmer: Yes. People
should be permitted a special
time to pray if they want, and
others should respect this right.
Chip Poirot: The first amend
ment is clear: "Congress shall
make no law establishing a
religion..."
IN YOUR OPINION,
WHAT IS THE MOST
PRESSING ISSUE
ON CAMPUS?
Emily Erickson: Binford lock-up
rules!
Beth Knutson: Apathy of the
students! Too many people think
Guilford (is bad), but no one ever
does anything to improve their
situation. A few people do and
then everyone else benefits or bit
ches about it.
Karl Miller: The proposed con
version of Archdale Hall into a
dormitory for students.
Letter
to the
Editor
"Party" Not Fun
Dear Editor: *
In response to the article C
"Party Alumni Style" in your ~
last issue, I was somewhat hurt s
and disappointed as to the stu- j
dent response to Homecoming
82. As one of the three organizers
of student Homecoming ac
tivities, 1 do not feel that I can let
this article pass without com
ment. It is extremely disappoin
ting that after many hours of
organizing contests and other
events, students felt that the best
part of the weekend was "the
floating bar." What does this tell
you about where our students' in
terests lie?
As to the so-called lack of
publicity of the jello-eating con
test, OPEN YOUR EYES!
Posters were all over the place,
and it was written in the newslet
ter for two weeks prior to the
event. Jello was used instead of
pies upon request of last year's
participants. What especially
upsets me is the request for the
event to be better organized. How
can one be organized when only
three people who signed up for
the contest in advance show up to
participate?
I thank you for your
"constructive criticisms," but it
seems the problem lies in the
apathy of the students. Three
people cannot be expected to plan
a concert for Friday, hold a bon
fire/pep rally, and build floats
for a halftime parade. These can
only come from more student in
volvement and support!
Now, I have a "constructive
criticism" for the student body:
become involved if you want any
of these fun activities to continue
or materialize, not only in
Homecoming, but all year long.
Your few student leaders cannot
do everything without your sup
port and will soon tire of your
apathy and give up. Lend a hand
or give them a pat on the back for
a job well done; constructive
criticism is not needed unless it is
accompanied by some active par
ticipants willing to help make the
suggested changes.
Sincerely,
Beth Overton
Conrad Plaut: Lack of pressing
issues. (Nothing to get riled up
about - with the exception of
nepotism.)
David Nash: Finding a creative
way to combine socializing and
work.
Linda Ryan Belinda Marley:
Financial Aid.
Mac Herring: Student Apathy -
voting, organizations, communi
ty spirit, etc.
Ann Ciuba: Locking our doors at
1 a.m.
Jennifer F. Balson: The B'nford
lock-up rules! They stink!
Kevin Stewart: Financial aid for
people that are deserving. I'd like
to commend the Community
Senate for doing its part with
their student loan fund.
Ernesto Calderon: "Watcha doin'
tonight?"
Page 5
Friday, November 5, 1982