Page 2—Smoke Signals, Friday, September 16, 1983
I wl^llUI9i t I IWvl j , 1 • w, •
I Can Get Along With Everything Your ra Can Help
But the People They Have Here
by Tommy Aiutiii
1982-83 Resident Director
Dear Mom and Dad:
Repiioled from TbeStudeaU October IfTt
By DAN BAGBY
I am writing this letter to tell you I am half safe and unsound here at Babel
University and going through a very slow shock treatment. Before you have one
yourself, let me tell you right off I am not writing to ask you for money (The admis-
sioni dean promised to do so for me ... .); but I just want to let you know I am
here at last, and I am discovering something I never had found before.
I already have gone through the normal withdrawal symptoms of leavili;
home .... without too much trouble. The first day here I had to change a course,
and when I looked confused my advisor asked me if I needed to call my mother and
then had to yell across the room to me at a pay phone that he was only kidding.
Tuesday I went through the cafeteria line and asked if they would cook the eggs a
little longer; I was told I was welcome every morning at 6:00 A.M. to “have it my
way .... ”T1k floor monitor yesterdayJeft a note on my door that said: “I know
you may be wondering why no one has picked up your laundry you keep stacking
outside the door. You see, here at Babel U. we wash our own diapers.” I even don’t
have any trouble waiting around for my buddy next door to lend me a quarter on
Friday nights and grin from ear to ear then say,“Here's your allowance, Junior! ”
NO. I’m getting accustomed to this place—the same old brick everywhere, the
same smell of food every day, the seven.alarm clocks by which I get up (I thought
sharing one bathroom with two sisters was bad—now I have sixty-four
"bathmates” ....). Even my lending my toothbrush down the hall hasn’t
bothered me. But there’s something at>out this place I don’t know what to do with—
and I thought I’d ntention it to you. I keep thinking about my two younger sisters
and what they’re learning .... and all the strange and new experiences they will
have in the future.
My problem is people. Dad. This place is full of them. And that’s not the worst
thing: the thing that has me bumfuzzled is they are the strangest lot of human be
ings I ever have seen. Why, I never have been around a group of people that were
so much like me—and so different. Let me tell you what I think I mean.
Back home in Middletown I was the valedictorian, and my playing football and
being Mr. Everything kind of set me apart from everyone else. All of us I know
were pretty good people, but I guess after a while I got to thinking I was kind of ex
tra good—and special. Tliat made me different, and I liked it. I suppose way down
deep I felt superior, too; just a little.
And then I got up here, and I hung up my school medals and found out everyone
else has some medals, too. In fact, four out of five of the kids up and down my hall
were valedictorians, too. And I’m finding out it was much easier for me to have a
lot of friends who thought I was special than it is to be around a whole group where
no one is any better than anyone else. I think I got a little spoiled in high school.
It's more than that, though. I've noticed here for the first time some people I’d
read about but never met. First of all, there are a lot of kids from little towns I
never have heard of—and they don't talk the way I talk. I got to where I was think
ing everyone here talked funny, until the guy across the table asked me where I
was from and told me he never had heard anybody anybody with an accent quite
like mine. I wanted to laugh in his face and tell him he was weird, but on the way to
my room it struck me that we were all weird ... to one another . . . because we all
were accustomed to just hearing people like us talk.
Then I had this thing happen to me in algebra. A dark-skinned fella from India
asked to sit next to me, and before I could blurt out anything he was there. All week
I sat wondEring why he had come to my country to get an education and not stayed
in his (like you sometimes used to say at the table. Dad). He's thin, and I wondered
if he was diseased and if I’d catch something if I sat near him. Yesterday, after we
got our first test back, he had an A and I got a D; and when he saw the worried look
on my face, he leaned over and told me he'd be glad to study with me if I ever
wanted to ...
Another thing. There is this fella down the hall who came in the first day I was
here—driven in a car with a chauffeur. The clothes he had on would have paid for
my next year's tuition, and I said to myself that I might as well mark him off my
UM. The next day he was down in the cafeteria, and I heard a couple of guys talking
about him out loud as he walked by—kidding him about “having the servants take
the exams” for him that semester. He turned around—I thought he was going to
Than Just Numbers
By Dorothy A. Wallace
Professor of Business
What do the numbers 141, 142, 240,
and 243 have in common? (Disregard
the obvious point that they all contain a
four!) In case class registration has left
your brain brimming with trios of
digits, you may need an explanation.
The numbers named represent the
magic four-the four courses in accoun
ting offered by the Department of
Business. Accounting 141 and 142 are
Principals of Accounting. Managerial
Accounting 240 and Income Tax Ac
counting 243 are second-year accoun
If you are a business student or the
roommate or friend of a business stu
dent, sooner or later accounting will
become for you a household word. Some
of you who are not business students
may venture out into the field of ac
counting for an elective. To gain in
formation of benefit to yourself or so
meone else, read on.
Because accounting is not your
average college course, it doesn’t take
kindly to last-minute cramming. In
order to achieve in the course and earn
a grade you would be proud to write
home about, you may ne^ some timely
study hints, (even if you are not study
ing “the language of business” this
semester, prepare for the time you will.
Get out the trusty scissors and snip this
column. It will come in handy some
All former accounting students will
testify that there is no substitute for
hard work or for a desire to learn in stu
dying accounting, but most students
could use their study time and
classroom periods more efficiently.
The following points are not trade
secrets; rather they are techniques that
will enable students to demonstrate bet
ter their ability on tests and receive bet
ter grades-and learn more accounting
in the process!
1. Read the textbook. Reading an ac
counting text is not like reading fiction
or even like reading history,
psychology, or economics. Accounting
books are condensed. Almost every
sentence is important. Scan a chapter
for content before that first reading.
Page through it and read the major
headings. Then settle back (in a quiet
place where you will not be disturbed)
and read to understand “why.”
Because accounting is a logical subject,
strive to understand what you read.
After reading about a new topic, at
tempt to explain it in your own words.
That’s much better than being able to
quote the book. Look at all illustrations,
^member to re-read text sections
after class discussion on a given topic.
2. Work problems. A student may
understand “why they do that,” but he
must be able to do it himself as well as
understand. To a large extent, accoun
ting is a do-it-yourself course. That
means one learns by working problems
As you tackle a problem, try this ap
proach. Read the problem. Read the in
structions. Scan the problem to see
what is ahead of you. Work the problem
without “page-flipping” back to the
chapter. When in doubt, of course, look
back at the chapter, but not until you
have made an effort on your own. Page-
flipping indicates more study is needed
because you do not understand or do not
remember the chapter material. Be
neat and orderly in your work. Sloppy
calculations, messy papers, and
general carelessness cause most errors
in accounting problems.
C3ieck your problem solutions against
the solutions presented in class. Find
your mistakes. Be certain you unders
tand the correct solutions, Ask ques
tions of your instructor when you do not
In addition to working assigned pro
blems, try on your own some of the ex
ercises and problems not assigned. If
possible, rework one problem each
week from some previous chapter.
Rework problems or parts of problems
that were difficult for you. Upon com
pleting a given problem, pause to
reflect. Try to state in a sentence or two
what the problem was all about. (This
is known as identifying the “theme” of
3. Make good use of class time. At
tend class regularly. Be prepared when
you go to class. Stay up to date with
assignments. Be attentive in class.
Classes are never interesting unless
you take part. Ask questions. Each new
topic in many accounting couises
builds on previous topics. If you miss
class or do half-hearted work, you will
soon have di^iculty understanding and
relating accounting topics.
4. Prepare for tests. Do not be content
with just “getting the idea.” Be specific
in your study. Be certain you can work
problems without the aid of the text.
Concentrate on the things which seem
most important. Note the items that the
instructor emphasized in class. Identify
the topics for which most problems
were assigned. Study the special ter
minology which appears in italics or
5. Use the resources that are
available. Your instructor is a valuable
resource. So are your fellow students.
The Department of Business provides a
lab opportunity Monday through Thurs
day afternoons for students to check
problems. Tutoring is available
smile; but his kidders had turned their backs and again were talking about him. He
went on, got his food, then walked out. . . staring at all the strange faces like all of
us do . . . looking for a friendly glance that would invite him to sit down.
I ducked my head into my plate, watched him walk by, then come back. He sat
down right in front of me and asked me if he could eat with me. Before long we
were talking like two human beings, and I almost had forgotten that I didn’t like
him because he was rich . . .
Tomorrow I’m going to a Catholic church with John. Did I tell you about John?
He kidded me the first day I was here when I walked to class with my Bible under
my arm. He asked me if I was taking the course and did I know that Grader was
pretty tough? I was mad and told him he might need to read it sometime; it would
do him good. He always is cutting up in the dorm, kidding people, and I never have
liked a teaser. So I really was put out when he dropped by the other day and asked
me why I carried the Bible to classes. I start^ to quote Scripture to him,
remembering all the time what my Sunday School teacher had told me^about
Catholics. But I got stuck in the middle of Romans 3:28, and he finished it for me,
all the way to the end of the chapter! He also took me to the community center,
where he leads a boys’ group in crafts and Bible study and then coaches a basket
ball team. Don’t worry. I’m not going to become a Catholic—just find out what
some of them really are like.
I’ve got to go now. I’m excited about my next surprise: she’s from Chicago, but
she’s gentle and sweet and very decent to look at during my biology class. She likes
pizza, and I always had thought it was a tower in Italy: now I like pizza, too, but
most of all 1 like it that she thinks the Civil War is over. Mom, she’s not rude at
all... and her moral standards are higher than Grandmother’s!
Good-bye for now—and have my bed ready for me at Thanksgiving; I’m going to
be exhausted from breaking all these stereotypes . . .
At one time or the other, all of us have
raced to the emergency room of a
hospital. We had been involved in an ac
cident, either in our homes, at work, or
on the highways. A brdcen arm, a
severe laceration, a heart attack, or a
bad bum are all emergencies. Sore
throats are not!
Some (Jiowan students are finding
this out when they get billed for sore
throat emergencies. To make matters
worse, Chowan’s student insurance will
not help unless it is an accident. For ex
John had suffered from a bad sore
throat all day. His throat hurt when he
talked and swallowed. He felt really
l3ad. During the morning he went to see
Mrs. Wright in Penny Infirmary, who
told him to see one of fte local doctors.
However, John did not want to give in
to a sore throat and he did not want to
use his money paying a doctor or buy
ing prescribed medication. He went to
bed with the hope he could rest and his
sore throat would go away. On several
occasions, as he tried to sleep, he ad
mitted to himself that he needed to go to
a doctor. But, he convinced himself
things would get better.
During the night, John’s throat
became worse and he asked his room
mate to take him to the Emergency
Room of Roanoke-Chowan Hospital in
Ahoskie. Within a few minutes, they
were in Ahoskie. John’s throat had been
But, John was hit by reality when he
was billed $25.00 for the use of the
Emergency Room and $20.00 for the ex
amination by a physician. He still had
With better planning John could have
saved himself some money and misery.
Had he gone to a local doctor the ex
amination would have cost him $15.00
rather than $20.00. He would have saved
the fee of $^.00 which he paid for the
use of the Emergency Room.
through Special Services. The Study
Guide which accompanies the textbook
is excellent for further study and
6. Stay organized. Keep all papers
and boo^ related to the class together.
Have a special place in your room for
storing them. Date and organize class
notes. Store loose problem sheets and
class handouts in a specially marked
folder or envelope.
Students who follow these sugges
tions are certain to see positive,
beneficial results in their accounting
courses. Accounting need not be a
source of worry. It is seldom that cons
cientious effort is not rewarded.
The Mathematics Learning Lab is
now open in Camp 106 at the following
Monday 2-5 with Owens, Narron
Tuesday 2-4 with Harden, Narron
Wednesday 2-5 with Shrewsbury,
Thursday 2-4 with Wooten
The lab is to help any Chowan College
student with mathmatics.
The biggest improvement In
40 years has made U.S. Savings
Bonds an ideal investment.
A variaWe interest rate lets
you share in rates offered by
today’s securities market. No limit
on how much you might earn.
What makes this improved
Bond ideal is that you’re protected
by a guaranteed minimum. And if
the l^nd is heH to maturity, you’ll
double your money.
Xi(e another look at this
opportunity without risk.
A Public Service of This N«wsp*p«r
& Th« Advertising Council
It’s the beginning of a new year and
residence life is in full swing.
Sophomores are reacclimating
themselves to school work and dor
mitory life while freshmen are ad
justing to life and school away from
Both freshmen and sophomores are
by now acquainted with their RA and
should have met the Residence Direc
tor. To the sophomore the RA is nothing
new and most are probably indifferent
to their RA. To the freshmen the RA is
someone they can depend on for in
formation, advice, guidance and friend
Students have mixed feelings
towards RA’s; sorne dislike them
because they’re authority figures,
others are inifferent to them, but most
like them as friends and respect their
RA’s should be respected for the posi
tion they hold and not be disliked or put
down for this position. RA’s are not
policemen nor are they dictators, they
are responsible people doing a job that
they were hired to do. RA’s should be
friends, counselors and role models to
the residents on their hall.
The RA’s responsibilities include im
plementing and supporting college
policies, assisting the ^sidence Direc
tor in the maintainence and manage
ment of the residence hall and to per
form all the neccessary functions to en
sure that his hall runs smoothly. The
RA must perform all these duties plus
many more while at the same time
maintaining average or above average
grades. RA’s are also often called upon
to aid and/or direct ■•ther activities and
clubs on campus. An RA s schedule is
not an easy one to maintain and many
students could not handle the things
that RA’s must handle. But RA’s are
exceptional individuals and have been
trained and instructed to handle prac
tically every situation.
The RA selection process is rigorous
and only the best of the group are of
fered positions as RA’s. First of all, RA
candidates must apply for a position
and go through a rigorous interview
process which involves being interview
ed on three seperate occassions by RA’s
and RD’s. These interviews provide the
basis for selecting RA’s. The can
didates are questioned regarding how
they would handle different situations,
their backgrounds and their goals.
After the interview process the last
selections are made by the Residence
Director and the Associate Dean of
Having been hired the new RA’s must
attend several training sessions during
the spring semester and must report to
school five days early for more training
seminars. These sessions include lec
tures and films on drugs, human sex
uality, alcohol abuse, first aid and col
lege policies and procedures.
These things along with a person’s
normal personality, make up an RA.
RA’s are people who can and will help
in almost every situation and are happy
These things along with a person’s
normal personality, make up an RA.
RA’s are people who can and will help
in almost every situation and are happy
to do so is you give them a chance.
The Dean of Students is charged with
the responsibility of administering stu
dent development program which: (1)
supports the academic program; (2)
meets the out-of-class needs of the
students; and (3) fosters the growth of
the college. The goals and objectives of
Student Development are in keeping
with the stated purpose of CJiowan Col
lege. Dean Lewis explained, “My
associates and I work to help students
gain a philosophy of life which will lead
to their development into responsible
citizens and leaders. ”
Clifton S. CoUlns, Director of Finan
cial Aid, helps students meet their
financial obligations so they can enroll
and remain at Chowan College. He also
heads the work-study program. His of
fice is located on the ground floor of
historic McDowell Columns.
Mary Moren, Director of Counseling
and Career Development, maintains an
office on the ground floor of Whitaker
Library in the area occupied by Special
Services. She is available to students
for personal as well as transfer counsel
ing. She sponsors the Student Govern
ment Association and the C3ieerleaders.
Dean Roy G. Winslow, Associate
Dean of Students, is responsible for four
major areas; (1) Residence Hall Life;
(2) Campus Safety and Security; (3)
Postal Services; and (4) Housing. Much
of his time is given to student discipline.
Also, he coordinates student activities
through the Residence Hall Directors.
Dean Winslow’s office is located in the
Linda Hassell, serves as Coordinator
of Housing and Director of Postal Ser
vices. As the Coordinator of Housing
she makes room assignments and ar
ranges for room changes. One of her big
concerns is seeing that people have
compatible roommates. With
assistance from student workers she
sees that mail is handled properly and
speedily. Ms. Hassell maintains an of
fice in the Housing Center.
Mrs. Deretha Thompson, Mrs. Neal
Stanfield, Mike Bradley, Charles A.
Zucker, Barry P. Hurdle and Kenneth
Bunker are responsible for students (93
per cent of the student body) who live in
residence halls. Residence Directors
and Associate Residence Directors
work with Dean Winslow in scheduling
and organizing such events as
“Anything Goes” and Campus pro
gramming. Helping Residence Hall
Directors and As^iate Residence Hall
directors with their varied respon
sibilities are Resident Assistants who
are responsible for the residents of a
particular floor or section in a
Mr. Jack Britt, Chief Campus Safety
and Security Officer, is responsible for
the safety and security of students and
their property as well as for the
buildings and grounds of the college.
He is assisted by a Night Campus Safe
ty and Security Officer and two officers
who work only in the area of Belk and
Jenkins Halls at night. Mr. Britt’s office
is located between Belk and Jenkins
Sarah G. Wright, Director of Health
Services and Marie S. Elliott, Night
Nurse, are located in Penny Infirmary.
Their emphasis is on wellness. “The
importance of keeping students well so
they can attend class regularly is
understood by Mrs. Wright and Mrs.
Elliott,” said Dean Lewis.
Ben J. Utley, Director of Admissions,
and the three Assistant Directors of Ad
mission, Lynn Gruber, Paul Traywick,
and Pam Evans, are responsible for
making college-bound high school
seniors aware of the benefits available
to students who elect to study at
Chowan college. They visit high schools
and participate in college day pro
grams from New York to Florida.
Thomas F. Martucci, Director of
Lakeside Student Center, wears three
hats: (1) Director of Lakeside Student
Center; (2) Director of Intramural
Sports, and (3) Wrestling Coach. His of
fice is located in Lakeside Student
(jWu/i|/i66s()0/t0 C(»cimb6/i Comm6/(CG
p. O. BOX 303
116 E. MAIN STREET
L>Uu*j*e6sbo*o. Ca*o(i»a 27855
Augait 25, 19S3
On behali oi thz MuA.(/u&ibow Chamber CormeAce, I mould
tike, to take. thli> oppo>Uunity to uiilcom you to UuAinsLeMbono and
aheXkuA you. vul a netuAning itudmt a ouK ChambM.
o CotmeAce. mejnbeM Mitt be. p/wud to iejwe. you. you havt any
que^tior^ about ikLfi^fLe.tibow and the. bu&'ine.ii commniXy, do
not he^-Uate. to come, by ouJi oi£ice tocated in the KobeMi-Vauahan
Vittage. Cenie/t on Hain St/ie.et.
We hope you have a iucceii(uC yeaA.
duAing yQuA colteglaXjt coAjteA.
^ain, we t,wpponZ you
ay P. ViU