page 2 The iMHce OPINION November 16,1990 Fine Print: You Are Subject to Change The Editor's Desk Jennifer Woodward Well, it's finally here! I though this day would never come. I apologize for T/ie Lance's delay, however, we ran into many technical difficulties. Two weeks ago Sharon and I attended a conference for college newspapers in Washington, D.C. The conference proved to be a real success and we learned so much - especially how to use our computer system! We had no idea its capapbilities. If you notice the paper seem s to look much improved, more professional. We're so happy and pleased. During the course of the conference we discovered that we could lay out the entire paper on the computer! It took us a while, however, to get the hang of it - therefore, the delay. Sharon and I had the chance to speak with many other students and we were given plenty of advice and helpful hints. We feel that we could do so much with the newspaper and we try harder with each new issue. I've been pleased with out efforts so far. However, we seem to have run to the end of our rope - at least I have! Many of the editors at the conference spoke of "Editor Burn-out!" and, amen, I can attest to that! I enjoy working with the newspaper, in fact I love it! But there comes a time when you realize that enough is enough. I hope to continue with my efforts, however, there is so much that this staff needs for it to continue full speed. After speaking with the other newspaper staffs I realized how inadequately equipped we are. To run a strong student newspaper we need at least two more Macintoshes, more software, a printer, light tables, and a publiation room. At the present time we work out of the communications office and one computer. This is not enough! We also need to give our staff members academic credit. This will ensure the continuation of the papers success after my graduation, and will also give students the incentive to join and remain on the staff. I feel that my plea is well justified. The academic credit could be a strong boost to the Mass Communications program. Also, the addeded computers and software will be another added bonus. Desk-top publishing is the the wave of the future, and we need to be educating our students before they get out in the real “ „ The Great Role Models of TODAY! By Diane Reid , , ^ I am not frequently prone to offer St. Andrewsdoes have that coveted “name Those “greats” have become great (and I am uneasy about Dr. Dubs’ projec- one of our Senate ^eungs and for- my private reponse to public state- recognition.” From my own experience, renowned) because they are gifted with tions concerning what he mi^ have mallyadckess us on the matter. What he ments, but I am rather concerned about names like Bushoven, White, Bringle, an ability to help students make respon- learned had his professors and peers seems to be saying is that St Andrews the tone of Dr. Dub’s article, “Ubi Prust, Bayes, Alexander, Walters (I could sibledecisionsregardingtheirownlife- challenged him in some way other than is expenencing a Great Role Model SuntTTheGreatRoleModelsofYesteiyear,” go on and on) are recognized nationally styles, ethical mores, vocations and yes, the ways in which they did. More cm- drought - we are lost with few accept- which appeared in the Oct. ISedition aswellasregionally.Certainlyaprofessor’s even teaching styles. These “greats” do cial however, is my displeasure with able role models, left to reminiscence of The Lance. ability to empower and educate students not impose their own values upon their the innuendos within those examples fondly about Yesteryear when all was As a senior majoring in both politics within the classroom greatly fosters such students; rather, these professors/role and projections. If Dr. Dubs means to grand. ct,,dents and and religion, I have been fortunate to reputations; but there is, as Dr. Dubs models/ mentors try to move students imply certain professors at St. Andrews I sincerely hope te ow experience many, though certainly not articulates, more to teaching than what Qui of the “copy teacher” mode. These do stroke their egos by treating students I have ™srea is artic all, of the St. Andrews “greats”-those isdonewithintheconfinesoftheclassroom. folks attempt to empower students, to as “chicks” who should trust only the derstoo is mtent. i thora professors who have excelled so well According to Webster’s Ninth New help students find their qmI way, based mother hen,” do encourage illegal drug St. Andrews is blessed a p e intheirvocations,consistentlymaking Collegiate Dictionary, the word ‘teach’ These Great Role Models of THIS Year abuse, and do lead careless lifestyles ofmostexce ® ‘ Tvimanent nositive impacts upon the “applies to any manner of imparting pnobablyseethemselvesnotaslheexample that are the source of “scurrilous col- we can a in . lives of their students. As one begins information or skill so that others may of the good teacher, but as examples of lege and community gossip, perhaps communa nc ness a iJrctan- entering the upper levels of higher leam.” St. Andrews has historically provided persons who make decisions based upon he should be so bold as to confront them out trying to impose our par i u education and initiates dialogue with a rich environment for teaching, has what knowledge they have, accepting directly with his displeasure. Also, if dards or perspectives upon eac professors from universities across the continued this traditon throughout my the consequences of those decisions. Dr. Dubs is not pleased with the moral asm ivi ua s. country about one’s undergraduate ex- time here, and will undoubtedly in the but not imposing their experience and andethicalstandardofthestudenllead- perience, it is encouraging to discover future prove unfailing in its mission, decisions on others, especially students, ership on campus, I hope he will attend A Response By Matt Sutherland The United States is clearly on its way to an inclusive society; slavery has been eliminated, discrimination laws have been etched into the books of federal law, and women’s rights have levelled with those of men. Inclusive language isyetanotherchangeof thought easing its way into the steaming bath tub of the English language. But inclu sive language is an institutional change; it is a reform being instilled mostly in educational facilities. It cannot be a battle among people, as the guest edito rial in the last issue of TteLance seemed to suggest with its underlying oppres sive attitude. I have converted to inclusive lan guage and should state first that I both understand the importance of and abide by it. I am “born again.” But the move- mentfcrinclusivelanguageis,for Americans, as inescapable as Christian evangelists are to African tribespeople. All writers familiar with and fond of the old lan guage are ultimately doomed to change their ways.. Anyone sticking with the now old-fashioned grammar will be automatically labelled a chauvinist - not an admirable title, especially for someone who, perhaps innocently, or ignorantly, just wanted to ace his or her research paper. It is an equal trade, though; the writer surrenders his or her uncensored or unmodified, style for a wider range of readers and less criticism. For inclusive language is not only a change in lan guage; it is a change in thought. The readers he or she gains are people who have also been accustomed to inclusive language and who now, in the mode of “inclusiveness,” expect it. But the more people made aware of this change, the more pressure is on others to use it. The writer, therefore, hasn’t much say in whether or not he or she wants this bargain. Indeed, those unwilling to conform have tried to solve the problem. And it seems there is no real answer, unfortu nately, except to reorient oneself to this new thought. Using the possessive “their” in place of “his or her” or “one’s” is definitely not a solution; most writers, I assume, would rather write something correctly than incorrecdy. Other argu ments against inclusive language are more philosophical than resolvable, and effectually feeble. I grew up writing and learned early what used to be proper English. I do not resent inclusive language. I resent not having a choice, having the decision made for me, and the idea of being helplessly converted to something with out hope of return, of having a big part of my thought processes reworked. In an individually-oriented society, it is sometimes difficult to realize that one must change oneself in order to benefit others. There is no battle, though. There cannot be one; from the moment the idea was pondered it was determined. It is a gradual change in history, and will become as easily taught, learned, and used as the language the generations of our time grew up with. The conflict I, like many, must learn to live with is rooted in chronology. If we are uncom fortable at this stage of the develop ment of the language, we are simply “ in the wrong place at the wrong time.” By the way, will someone please tell Sesame Street to change that song to, “One of these kids is doing his or her own thing?” To the editor; Oct.27. Monday, after the initial shock each person involved (specifically here, insecure authoritarians. We believed watched the Burris representatives and of the pain and cast and reactions to the Ken Keuster, Dean Greer, Stacey Leff, that all students were encouraged to administration treat her as a non-per- We chose to attend St. Andrews medicine had settled, she was informed her mother, her roommate, her friends) become individual personalities, not son, incapable of decision-making or Presbyterian College because we loved by Ken Keuster and Dean Cynthia Greer each brought to the situation a different just one subset of the personality of the accepting consequences. In a matter of the atmosphere of acceptance and en- that she would have to go home. viewpoint;howevernooneeverattempted institution. four days, she was sodehumanized and couragement. Having been involved Although wedoagreethatacademically to mesh these viewpoints into a work- Other questions which this situation depressed and overwhelmed by self- with disabled r)eople or ourselves being Staceywouldprobablybebetteroffhaving able compromise; in some instances, brings to surface include the following: worthlessness that she no longer had disabled we greatly admired what we withdrawn, we are extremely angry and viewpoints were not even acknowl- (1) Why are not all students who are in the mental or emotional energy to fight, thought to be the attitude of the ad- confused as to why her wishes were not edged. This extremely paternalistic action academictroubleandinjuredsenthome? Therefore, we, her friends, are fighting ministration toward the disabled. We only never inquired about, but also ig- was not a part of the policies presented (2) When did the policy change regard- for her. We are not asking that the believed that these students were en- nored. She wanted to stay at school and to us as prospectives nor as students, ing injured Burris residents? Appar- decision be changed, but that the poli- couraged to do for themselves all that “attend” classes through cassette tapes How can an institution which is praised ently it has changed, if not in writing, at cies and reasons behind the decision they could' specifically, to think, to until her leg was healed enough to get so vehemently for its encouragement of least in application, during the course are explained. We believe that as fel- make immediate and life decisions back into the chair and cross the lake, the disabled to be and act as equally of this semester. In the past even stu- low students affected by the same andtoaccepttheconsequencesofthese She began doing that first thing Monday viablehumans,ignoreoneofitsstudent’s dents who have had a lengthy hospital administration, we have the right to morning. She was willing to fight to wishes on an individual level? Why stay have not been told to go home. (3) know how and why the system works. We fear that either we have been maintain or even improve her grades was Stacey Leff not advised of what the Why the change? (4) Or is this policy If St. Andrews has become patemalis- creatly mislead and suddenly disillu- and willing to accept the outcome of doctors and Burris representatives and not written but left up to individual tic and over-protective, it will soon sioned with the case of Stacey Leff or the battle, whatever it would be; but acaademic advisors belived to be the cases as Ken Keuster and Dean Greer suffer from the very faults which it has else the policy of the administration she was not allowed to even have input best option academically and medi- see fit with no imput from the student warned us against. towaidBuirisresidentshasbeenchanged as to the ultimate decision. Despite the cally; then encouraged to decide how involved? Why are no guidelines in without prior knowledge Thisarouses facts that Stacey is 20 years old and she would like to address the situation: writing if this is the case? (5) Point Sincerely, so many negative and confused emo- economicallydependentforcoUegemonies to stay and fight or to withdraw, heal blank: Why is the student not involved KrysWood Quincy Kaufman tions that they cannot all be named, on sources other than her immediate then return later? in decisions which affect the academic. Shelly Mendenhall Terry L. Federice Stacey Leff was a third year student family, her mother was able to sign her We came to St. Andrews because it social and emotional life of the stu- Elizabeth Chesky Knsty Yates at St. Andrews. She suffersfromchild- out of school against Stacey’s wishes, encouraged people of all abilities to dent? KimBiglm hood arthritis and is not a straight “A” We are not denying that other factors grow and mature into contributors to Having been involved in the whole student She broke her leg Saturday, exist in this situation. As with any situation, the social good, not to be stifled by process ofrequiring Stacey to leave, we I ' i i

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