IRIBS
Page 22
{The Blue Banner}
Norms
Continued from Page 20
no reverence for parents or old age.
They are impatient of all restraint. They
talk as if they alone knew everything and
what passes for wisdom with us is fool
ishness with them. As for girls, they are
forward, immodest and unwomanly in
speech, behavior and dress.”
Has nothing changed? It is absolutely
arguable that the current generation thinks
about self-serving benefits more than ev
erything else.
There is also a decreasing value on past
knowledge and experience.
Wood pointed out the disparity behind
the changing emphasis on experienced
knowledge, explaining when he needed
assistance with some internal struggle or
another, he would ask his father, or his
grandfather.
The past served as an experienced guide
and as a reference.
Now, the past seems to serve as a what
not-to-do cheat sheet with less signifi
cance.
Wood said some disparity might come
from the understanding of other ideals.
The idyllic small-town values orbit
around the idea that the small town is the
center of one’s universe.
There is no other reality than day-to-
day life.
“People (are) more aware of alterna
tives that change our relationship with
the rules,” he said. “My inclination is that
there is just more information out there and
people have more choices, or a perception
of more choices.”
This mass customization of a personal
ized and individual society may be good,
or it may not.
When people synchronize with another,
they form bonds and relationships that so
cial norms cannot define.
How they choose to get there is entirely
up to them.
What do you think about this topic?
E-mail us at www.thebluebanner.net
Graduation
Continued from Page 19
mesters. McClellan said she is not sure
if students are thoroughly aware of UN-
CA’s requirements, but the information is
available for them.
Academic advisers, check sheets on the
advising Web site and catalogs outlining
requirements are a few of the many re
sources available to students.
Degree Progress Advising Reports are
perhaps the most useful tools, and both
students and advisers use them to check
academic progress.
“The first thing I recommend that stu
dents do is to run DegPAR,” McClellan
said. “We make it available to incoming
transfer students prior to their enrollment
so that they can see how their transfer
credits match up against UNC Asheville
requirements.”
Despite requirements like topical clus
ters and intensive courses, UNCA students,
especially those with only one major, can
graduate in four years if they apply them
selves early enough in the process.
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