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Editorial and Opinion Page Catch the Spirit of the West! \dopt a Wild Horse or Burro | from the Federal Government. I For an information packet call | 1-800-417-9647 A public service ol Ibis publication I 1 C at oltna Indian \ oice is published every Thursday by Fust American Publications 304 Normal St. - College Plaza Post Office Box I07S Pembroke. North Carolina 28372 Phone (919) 52 I-2826 Fax (919) 521-1 975 Connee Brayboy, Editor Subscriptions One year in NC. $20.00 Out of state. $25.00 Second Class Postage Paid at Pembroke. NC WRITE NOW! INDIAN POW-WOW i **V\jb CALENDAR FREE! The many colorful Indian Pow-Wows. rodeos, and cclebrauons held throughout the U.S.A. and Canada each year are fun for all. but sometimes very hard to know abouL The North American Nauve American Indian Informauon and Trade Center in Arizona will send you a quarterly calendar/schedule in return for a priority mail S3.00 self addressed stamped envelope (9"xl2"I. (Send four envelopes for the entire year with postage. Overseas should send S 9.00 U.S. funds tor postage. Note: Post office will not accept Hnr^j postal meter strips: leave date empty. No envelope! ntf reply! Send to: Indian Calender. NATTTC P.O. Box 27626 Tucson. AZ 35726-7626 U.S.A. LETTER TO THE EDITOR - -July 25, 1997 CONTACT: Yvonne Maria Leow 910.844.5000-- Maxton, NC j READER RESPONDS TO ROBERT DELANE SHAW'S REQUEST To The Editor: I am extremely happy to respond to the Thursday, July 24, 1997, 'Ad Request' in The Robesonian as to "Why Robert De (Lane) Shaw Should Not File for Re-Election to the Luniberton City Council." I, Yvonne Maria Leow, do firmly believe Robert DeLane Shaw is very intelligent based on his demonstrated knowledge, experience, and dedication. Council Shaw is courageous enough to speak whenever necessary for a Progressive Prosperous Future for All People. Therefore, Robert DeLane Shaw should seek Elections (1998) for the-North Carolina House of Representatives for Robeson, Hoke, and Scotland Counties?District 87. Robert DeLane Shaw will do better than Democrat Donald Bonner who has proven his 'inability' to gain successful legislative achievements for the People of Robeson, Hoke, and Scotland Counties?District 87. l Democrat Donald Bonner received Grade "D" from the Insider, a State Government News I Service. Can Bonner's Political Grade of "D" be interpreted as "Dunce", "Dummy", or "Disappointment" to the people who supported him? Democrat Donald Bonner always shouts he is a Retired Educator. Maybe his 'brain' is also Retired. Robert DeLane Shaw will enter the "Doors of the General Assembly with High-Ranking - . |_ Military Credentials and Political Expertise." Robert DeLane Shaw, I am sure, has an "Active Brain."?Therefore, "He Should Seek Elections" for The NC House of Representatives for Robeson, Hoke, and Scotland Counties?District 87. Peace Be Unto You. AMEN. I - r-lrr-.. ,, Yvonne Maria Leow 1 [ yuw ^ Have you done your homework? Have you saved enough'Are you as prepared for college as your kids are? We are here To show you how the equity in your home can Ite a smart way to help pay lor some ol tlx- big things in life Like college educations With a Wachovia liquity Hankljne. depending on your equity and the size ol your line, you may Iximiw up to 100% of the equity in your home And our "Prime l%?"* rale, like all ol our honx- equity lending rates, is not a teaser thus going to automatically shixx up alter six months Paying lor college can lx" a testing experience We can eliminate (he guesswork wTTe re. ... - r \ WACHOVIA "MVtcci: 01097 Wachovl? CofpofiHofi h;,.( WWWiWACMOVIA^COiil - :*? ?SOB' 3?f-'i :'**:- Wight ^ "ant you to kPow Account! tubfart to crad-1 approvaf B*iad rm * i*m o> ?1S 000 *49 999. APR * t* to 1H over the Prima Rat* puf*ahad m Th* Wat Straff >jurnaf Aa ot 7/13/97 APR rfftga* from 0 50H to tO 30* in OA and 0 SO* to Lnnj 11 00* *> SC d*perv?ng on An* */e. add it *A)f*c1 to change Ma* mum APR 10* Mrwnufn $3 000 kne ff/e required i H rabffa up to 1500 bawl upon balance* transferred from other natltufione try 9/tKV97 through fractal txr* M*urd checks wfach (QH net at an immediate advance on yoi* accymnt Rebates nvmd try KV31/97 Con* At yo<* taa adnvjr regarrknq tha derkjrttxvty o* rrtaraat AvaAatrto to flA NC and SC rasrdeot* rmfy Property rarav* raqiarad ffar ends 0/31/97 Mtmtw f01C Along the Robeson Trail by Dr. Stanley Knick 1 Director, VNCP Native American Resource Center ) ^ - ? :1 -y In the past three weeks, we have been discussing the Lumbee in context. We have seen that situating the Lumbee in a broad context requires analysis of many types of evidence ? prehistoric, historic, cultural, and so forth. We have also seen that what gets accepted as evidence must be carefully examined, and that evidence is often transitional just as interpretations are often preliminary. Another part of using evidence to help situate the Lumbee in context requires discussion of how and why human beings think what they think. Human thought can be conceived of as occurring on three levels: knowledge, wisdom and understanding. The most elemental level is knowledge, the bits of information which we pick up as we move through time and space. As children grow, they spend much of their time learning new things. At first the knowledge they gather concerns their immediate needs ? simple things, like which of the big humans is Momma and whichTit^ms are edible and which are not. Then they explore other things ? what else is in the room, in the next room, in the outside world. Their growing up is a process of gathering knowledge, the bits of information that will help them deal with their culture and their world. These bits of information are the most basic building blocks of evidence and context. As time passes and more knowledge is gained, eventually most people start to see patterns in the bits of knowledge. They begin to see that there are relationships among the bits of information. They get to the place where they see, for example, that the material which went into making the chair they have been using every day is the same material that grows outside in those tall brown things with the green leaves on them. This seeing the patterns among the bits of knowledge is the beginning of what I call wisdom. At this level of thought, the world becomes one made up not only of singular bits of matter (chairs and trees), but one which contains definable relationships ? recognizable patterns of contextual evidence. Most people spend the greatest portion of their lives in these two Revels of thought ? gathering information (knowledge) and recognizing patterns (Wisdom). Ordinarily as more knowledge is gained and more time passes, additional patterns are recognized until a person reaches a place where everyday life is full of knowledge and wisdom ? information and patterns. It is easy for us to operate at this level, because we can usually see or figure out the context and meaning of things. Some humans, especially in modern society, rarely seem to go very far past this point. But there is a third and higher level of human thought ? what I like to call understanding. It is much more common in traditional or tribal cultures than it is in modern or industrialized cultures. It begins when people have had enough experience and maturation to realize that the bits of information (knowledge) and patterns of relationships (wisdom) are themselves connected in more profound patterns formed by the patterns themselves. At this level of thought it is possible to come to the realization that not only are chairs and trees made from the same material, but also that there is an implied balance in the relationship between chairs and trees. The more chairs we make, the fewer trees there will be (unless we plant more trees). This realization leads to the understanding that not only are chairs and trees connected to each other in a relationship which implies a certain balance, but that all things are connected to each other in a complex universal relationship which must be kept in balance. This leads to an understanding of the balance and harmony of the universe. This is a very broad context. When we examine evidence in the historical and cultural study of a people, we must look for the bits of knowledge and the patterns (wisdom) made by those bits of knowledge. We must include the conventional wisdom as well as the unconventional. But we must also look for the deeper patterns which exist at the level of understanding. This attempt to see the Lumbee in context takes us far afield, to the realms of archaeological, historical, cultural, medical tflpd dth er"w*ji?j ?n c e. Whenever we find reasonable connections between the information and patterns in these various realms of evidence, we will be on the way to interpreting, ^t the level of understanding, the Lumbee in context. In the next segment, we will continue discussion of the Lumbee in context. For more information, visit the Native American Resource Center in historic Old Main Building, on the campus of The University of North Carolina at Pembroke. Calculator Workshop fpr Teachers Recently Held at UNCP Pembroke?Students inarca high t schools may soon give up pencil and \ paper to solve math problems and turn to computers. The second an- \ nual calculator workshop for teach- i crs was held from July 7-11 at the i University of North Carolina at Pembroke. Eight high-school teachers and one UNCP teacher took part in the 40-hour course designed to help teachers introduce graphics calculator-based laboratories (CBL.) into college and college prep classes Dr Lxonard Casciotti and Dr Don Beken both of UNCP coordinated the class with Ohio State and Texas Instruments. They in\itcd teachers from each school in the region to take part in the program "This is becoming such an important aspect of the professional world that the students from this region will not be able to compete for jobs if they cannot manipulate a computer, especially the small graphics and the CBI.s." Casciotti said The high school teachers came from Cumberland and Robe soncounlics along with South Carolina schools. InstructorStuarl Moskow it/, of f lumboldt Slate University in California. was recruited by Ohio State University through the Teachers Tcaching w ith Technology program "The students did very well." Moskowilzsaid "They gelhcrccarly and leave kite every day I had to teil hem to take a break, or to go home .vhen class was over." This course marked the second car that UNCP has worked with Ohio State to offer graphics calculalor courses for teachers. Linda Hafcr,aUNCPmathtcachcr said. "This is an exciting tool that we hop w ill make students want to learn. It takes math out of the text book where the student is able to see the problem, the equation and the answer." The students learned how to graph the rate at which coffee cools using the Texas Instruments 81 graphics calculators and a CBL. which is a device that can measure changes in barometric pressure, temperature, altitude, nnd light They also learned how to write a series of equations that allows them to graph their findings "We arc no longer restricted by. what we can dowilh pencil and papcit and the problems have more mcarH ing." Stuart said "Now we can tcacli students, not what buttons to push| but what methods to use- like how td draw with math programs, how tq download information off of a cotm pulcr directly into a graphics calctu lator and graph the answers " The Texas Instruments 81 calculator is a cutting edge tool for stDdenls and professionals Texas instruments helped fund this project and also gives discount rates to anyone buying one of their products while taking the course f VINYL 700] Starling at 3."" Kitchen & Bath Union chapel Road, P.O. Box 1497 Pembroke, NC 28372 ,
The Carolina Indian Voice (Pembroke, N.C.)
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July 31, 1997, edition 1
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