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September 08, 1998 - Image 29

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The Michigan Daily, 1998-09-08

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The ichigan Dai l ew Student Edion -- September 8, 199

J onversion
tto fantic
S powerul
4ii hgh school, its all about image
Any actions you took durnn those
ur fateful years had the potential
f)r either elevating or destroying your
reputation.
In my high school, as in many oth-
ers, school spirit was out. Sure, there
were the ditty pom-pon girls who ran
up and down the football field cheering
for the East Brunswick (N.J.) Bears, but
in general, it was not socially accept-
able to show any school spirit.
People who wore school colors were
iewed as spirit freaks. That is a faily
restrictive social rule, considering my
school's colors were blue and white.
There are many theories as to why
school spirit is frowned upon in high
School. For me, when hundreds of peo-
pledress the same, scream the same
hagts and make the same body move-
uetts, it is similar to the army of a
strong fascist regime.
To other high school students, school
spirit is a waste of
time.
Instead of
attending pep ral-
lies, they could
spend their time
in the library or at
the mall.
JEFFREY Regardless of
KOSSEFF their reasons,
Two Roads most high school
iverged students do not
know their alma
mater march
song. You are probably one of them.
Things are about to change.
You are about to become a student at
the University of Michigan, home of
the NCAA football and hockey cham-
pions. School pride is not only accepted
lere, but it is a way of life.
When I first arrived at the school, I
rowned at this lifestyle. As in high
school, I viewed University spirit to be
reminiscent of the Gestapo.
I had ordered season football tickets,
planning to sell them for a profit. But
my friends convinced me to go to a
game against Boston College.
As I entered the stadium, I was
amazed. There were more than 100,000
other people wearing maize and blue.
None of the students sat down for the
q ntire game. They stood on the seats ini
ront of them, banging cowbells and
singing "The Victors!"
During the third quarter, it began to
rain. I thought it would force people to
leave the stadium, but it only further
energized the crowd. It was amazing to
me that more than 100,000 people
gathered in a stadium on a windy, drip-
py day to celebrate a group of students
running around with a ball.
But school spirit is more than foot-
ball. It is institutional pride. Ever since
the Boston College game, in which we
narrowly prevailed, I have loved every
minute of Michigan football.
I don't love the game. In fact, I am
quite ignorant of it. I still don't under-
stand how a team can score two points,
and only last year I learned how a field
goal is scored. Regardless of my foot-
ball illiteracy, my time in the Big
House is unforgettable.
Bonding with thousands of people
through march songs and marshmallow
throwing is an experience that I will
never have once I am a graduate.

Fine, I don't know what a scrimmage
s, but there is nothing like the feeling
of waking up at 10 a.m. on a cool
autumn Saturday, putting on a crusty
old Michigan sweatshirt and walking
down State Street to Michigan Stadium
ith a group of friends.
When Michigan scores, the pride I
feel is not just for the football team. It
is much more than that.
Michigati is ranked at or tear the top
of almost every academic diseipline. It
offers the best public education in the
country, and in many cases, its profes-
sors are more recognized than those of
Ivy League schools.
Academia is the cause of my pride in
the University. The top-notch education
fered at the University was the reason
chose to come here. I didn't even
think about sports games.
But my love for the University mani-
fests itself within every cheer of "Go
Blue" and each stomp on the bleachers
at Michigan Stadium.
There are countless reasons to love
being a University of Michigan student.
They range from finding your niche in
the Greek system or a University activi-
to spending a productive day study-
ingI- atud researching ini the Unisersity's
tremendous library system (one of the
largest in the country.)
Maybe you'll fall in love with the
'U' because of its endless cultural
offerings or because it is located in Ann
Arbor, the quintessential college town.
Regardless of your personality or
background, you will have a reason to
sasor every moment of your time at the
Uttiversity. That love for this 181-year-
*ld institution of greatness can best be
displayed by school spirit, regardless of
your athletic intellect.
So lose your high school inhibitions,
grab a maize-and-blue pon-pon and
learn every word of"The Victors!"
Don't worry, I won't tell any of your
friends from high school.
-,'/ji' kissefis a Daile newts
editot: lie can e Lrietcld iai (-'ail at
j/wssu iN untch.edu.

BOKSAND B ATHROBES

iving- earning programs not
for all students, choose wisely

By James Miller
Editorial Page Staff Writer
Our university is a behemoth of an
institution. Even though we're not as
large as our Big II brethren Ohio State
and Michigan State, the University has
in the neighborhood of 35,000 students
and an army of faculty and staff. We
also have enough land in the middle of
Ann Arbor to parcel out into fiefs. This
is a huge place.
Given the complexity and size of a
university like ours, incoming first-year
students may feel as if they are thrown
into their classes and residential life with
no anchor, no direction and no help. To
combat this impression, the University
has what are called living- learning pro-
gramtis. These programs, without using
confusing, post-secondary education-ese
to describe them. are programs that com-
bine a student's academic environment
with their lIs ing environment. Most of
these programs are created for first and
second year students.
The first of these programs is the
Lloyd Hall Scholars program, housed in
the Alice Lloyd residence hall. The old-
est on campus, founded in 192, the
Lloyd Scholars program offers its own
teaching staff and academic advising
programs, allowing it to offer the
advantages of a small liberal arts school
(360 students) with the resources of a
large, research institution like the
University, a claim that most
living learning programs make.
The Lloyd Scholars program requires
its students to complete one commttunity
ser ice course practicum, one writing
workshop and one other course from its
offerings. Apart from these require-
ments, the program offers classes on a
wivide range of topics in the humanities
and the science, which can be miixed in
with other offerings from the rest ofithe

University curriculum.
One of the more recent additions to
the living-learning stable is the 21st
Century Program, housed in Mary
Markley residence hall. The purpose of
the 21st Century Program is to help stu-
dents make a smooth transition from
high school to college. It provides an
environment that encourages students
both academically and socially.
Students in this program must complete
a one-credit seminar, a subject mastery
workshop and "actively participate in
21st Century Program activities."
The goals of these first two programs
are similar. They both try to ease stu-
dents into the University environment
and help them make use of all the
resources available to them without
overwhelming them with meaningless,
out of context information. Both pro-
grams cultivate discussion within its
classes and residences, attempting to
draw out students and engage them in
University life.
The remainder of the programs are
more academically oriented. The Honors
Program admits only the top 10 to 12
percent of students admitted to the
College of LS&A. Applicants must have
a 1410 SAT, 32 ACT, 3.8 GPA and all the
rest of the academic accolades you
would expect. First-year students must
take a humanities seminar their first
semester. Apart from that, they must take
two honors courses a semester.
The Honors Program, despite its
rigid academic standards, is rather flex-
ible unit. They provide housing in South
Quad residence hall, but students are
not required to live on the Honors halls,
if they choose not to. Upon entering
their junior year, students must elect an
Honors concentration, but can pick
from an extensive list that spans nearly
all of the University departments.

The final program is the Resideitial
College, housed in East Quad resilence
hall. The most involved of all the pro-
grams, the RC has several require-
ments. Students must hve in East QuLd
their first- and second-year. [hey Isal
must take a first-year seminar mnd
demonstrate proficiency in a forcigm
language. To this end, the RC oilers
intensive, eight credits per semester
language courses as well as readings
seminars. Apart from that, RC sttidenn
are allowed to pick classes from xiy
section of the University, as well as
their major.
The RC curriculum focuses mainly
on either the humanities or the social
sciences. Interdisciplinary approaches
describe most of classes and students
are encouraged to discuss and talk in
class as much as possible.
The RC offers its own academic coun-
seling, allowing you to design your own
major, as well as its own social events.
Other living-learning programs
include Women in Science and
Engineering, housed in Cousins resi-
dence hall and Undergraduate Research
Onnortunitv Protmim whith will h
housed in Mosher-Jordan residence hall
this year.
So, is a living-learning program right
for you? Some people will tell you that
they are too stifling, that they don't
allow you to look around and find your
own way. This is mostly untrue. Nearly
all of the programs go out of their way
to make sure that their students have
access to all the University offers.
They also provide the small, careful
environment in which to explore these
new possibilities. If you're looking for a
way to take in the University without
drowning in faces and course schedule,
it would do you well to see if one of
these programs fits you.

Students in the Residential College - one of the numerous living-learning pro-
grams on campus - are able to express themselves through theatre prdactions,

Engler forgets hiS sup of term
limits, wavers on t any key issues

By David Wallace
Daily Editoial Page Writer
I arlier this summer, Go. John Engler
completed a I i-clay, 39-city tour entitled
"Michigan First in the 21st Century Bus
tour." With this tour, Engler officially
began his campaign to become
Michigan's governor for a third term.
Englers decision to seek the gover-
nor's position contradicts a promise he
made eight years ago to serve only two
terms. For a political figure to maintain
his or her integrity, it is important that
he or she follow through on campaign
commitments. Engler's latest change of
mind illustrates the lack of integrity that
prevents him from being a commend-
able governor.
Knowing the distaste people have
had to third terms since the days of
George Washington, Engler's campaign
looks upon Iis third term as necessary
to continue the reforms he brought
about in his previous terms.
Iwnet set's his first term as used pri-
marily to get the state back on track
from the disarray left over from Gov.
Jim Blanchard's era in office. The cam-
paign portrays Engler's second term as
a period of reform.

In making his promis eihtars
ago. IEngler himtselfi mut Iv !ltthat
politicians lose at lersi sim c( their
effectiveness after serving "tw tirms inl
office.
Campaigns focusing cni ier politi-
cIams are notutu a uicommtr111r011 tAictic, esfu-
cially against incumbents. hut tpoliti-
cian making claims that term limits are a
necessity for government to function
optimally should believe il his or her
own messuge. With his newly inaugurat-
ed campaign, Engler apparently does not.
Also puzzling is the inclusion il Ithe
state Constitution, passedh in Ifl19%6, of a
provision limuitiug gcvernors to tiwo
terms that will take cffcct after Eingler
leaves office.
Engler supported the Constitution, so
his rejection of an issue he recently
advocated is all the ruore unsettling.
A lick of support for issues he loud-
ly champions is nothing res. E ducati0n
is a priority Engler ofte 1.11rkc on,
speaking of his desire for Iite t I'
M ichi"an to develop the best schol}s i
the country.
While he talks aiurr.t helping, schor .
Engler shows i genteraiyunfriendly
attitude towards Mich-ians educational

c rems. Schools not meeting expecta-
tions on standardized tests do not rouse
support front rEngler, and have met with
ihreats of decreased funding. Such a
response is baffling, as a faltering
school would only be hurt more when
faced with less money.
Another recent showing of Engler's
backing out on education is his 1.5-per-
cent increase in funding to the
U iisersity. I his increase is way down
from the levels of presious years.
flhe result will be felt heavily by
the University, and will result in larg-
er increases in tuition than in past
years. Higher education is a necessity
to produce the skilled workers needed
in the 21st Century, and Engler's
stingy distribution of funding demon-
strates an inability to properly recog-
nice the steps needed for the state to
be competitive with others across the
country.
Sngler's flip-flops on key issues
d:cmrnsitrane a Lack of personal imtegri-
ty. Ore with integrity knows the values
for i hich he or she stands, and does not
suer from them. Engler does not pos-
ses this quality so crucial for public
serasnts.

Violence, tragedy can be avoided
By Jack Schillaci to prevent domestic violence and sexu- that those who leave abusive relation-
Daily Editorial Page Editor al assault. In addition, it should publi- ships almost invariably need.
On the evening of Sept. 23, the cize the wide variety of services avail- First-year students venturing out
University community lost a little bit of able through SAPAC and various other alone on their own for the first time
its innocence. Tamara Williams, an University programs. Everyone must need to be wary also. Domestic vio-
LSA senior who excelled in a pre-law learn the boundaries of their relation- lence on campus will not be eliminated
curriculum, was murdered by her ships with others and what types of until the entire University community
boyfriend Kevin Nelson in front-of her behaviors may lead to future abuse. takes a stand and works together to pre-
North Campus apartment. But simply helping students from vent it. Awareness is the first step
Her death marked a tragic moment getting themselves into a bad situation toward preventing further dangers for
for students - both those who knew is not enough. Students should learn all students, and the University must con-
her and those she had never met. The that they can about the signs other tinue to play an educational role in this
murder came as a sobering shock to the exhibit when enmeshed in a dangerous issue.
University community - showing that relationship. They should also be avail- Dailt StaffReporter Jason Stoffer
walls of academia cannot protect stu- able to provide the emotional safety net contributed to this story.
dents from all of the realities and hor-
rors of thue ouutside world. The social
plague of don estidevioheuc was fore d
into the spotlight.
Nelson had been arrested numerous
times for beating Williams in previous
years. But her pleas for help, like those BOO KSTO RE
of so many other victims of domestic 549 E. Universtry. 662-3201
violence, went unheard ..iwe re more than a bookstore!
But domestic violence at the a
University does not end with Tamara
Williams. There are no doubt numerous
other victims out there - hiding the
evidence of their abuse from those thatI
surround them. Sarah Heuser, the train-
ing and education program counselor at i l PER 600bok
the University's Sexual Awareness
Prevention and Awareness Center, said"
"one-fourth to one-fifth of female col-
lege students are sexual assault victims
during thir college years " no
T he University should do more to,
educate incomnmg students about how HOURS: M ri 9-6at 9:30-5 Sun 12-5 EXTENDED HOURSDURING BOOKUSHI

Michigan governor John Engler has decided to run for a third term, despite his
promises that he would not campaign after completing two terms.
City of Ann Arbor
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