4A - The Michigan Daily - Wednesday, September 9, 1998
aloe , lCirl i ttzt BatlL,
420 Maynard Street
Ann Arbor, MI 48109
Edited and managed by
students at the
University of Michigan
4'.',.-
n..
LAURIE MAYK
Editor in Chief
JACK SCHILLACI
Editorial Page Editor
'Ten hours in the car really bites the big one.'
- LSA first-year student Eric Allmendinge, who had to drive
from New Jersey because of the Northwest Airlines pilots'strike
Unless otherwise noted, unsigned editorials reflect the opinion of the majority of the Daily's editorial board.
All other articles, letters and cartoons do not necessarily reflect the opinion of The Michigan Daily.
FROM THE DAILY
U' should make book lists available to all
KAAMRAN HAFEEZ
As IT FITnNS
Low AT 2 TK K
THE RATtNt. IT'S A A LEGAL SWENSE
A DOCUMENTARY 'ITS AN ADULT SUM-W p'HtHAPS?
FRDMBCf KATORE. MYSTERY
The first couple of weeks of the
semester are always a stressful time
for students, regardless of class standing.
Students move into new homes, amend
schedules and purchase all needed sup-
plies. Of the numerous rituals in which
students partake, buying books rates as
one of the most burdensome tasks of each
semester. The current system students use
- procuring texts from a small selection
of outlets - certainly could use a measure
of revision. A few substantial but practical
changes could make purchasing textbooks
a more palatable experience for students.
The expense of college texts is the most
straining aspect involved when buying
books. To lift some of the financial load,
more competition should exist between
-bookstores selling textbooks.
A lack of competition is present
because Ulrich's Book Store, Michigan
Book and Supply, and the Michigan
Union Bookstore run the Textbook
Reporting Service. University professors
use this service to order the books they
want for each class. The list of necessary
books, 'which is not made public, gives
the three main textbook stores a large
chunk of the University market. Instead
of allowing the bookstores to run the ser-
vice, the University should compile the
list itself and make it public.
With a public list, there is a good
chance other area bookstores, even large
chains such as Borders or Barnes and
Noble, would begin selling some text-
books. Bookstores are able to return
books they do not sell to the publisher
without financial loss. Considering Ann
Arbor's large student population, many
bookstores likely would jump at the
chance for extra revenue.
Making the list prices public would
give students more places to shop,
increasing competition and thus driving
prices down. Also, chain stores, if given
the opportunity to sell to students, might
offer discounts to attract business.
A public list also would give students the
ability to shop for some of their course
materials at home, before they arrive on
campus. For this to happen professors
would have to turn in their lists of books in
a reasonable amount of time before the
semester.
Of course, time is the other major dif-
ficulty involved when purchasing books.
Students sometimes waste a good deal of
time the first few days going from store to
store looking for books that may not be
available. Even if they are, lines are
almost always long. The University, as a
part of developing a more computerized
campus, should look into including book
availability as an addendum to the online
courseguide. Ideally, the books needed
for each class could be posted with the
course descriptions. Also, area bookstores
that carry the titles could be listed.
Perhaps in the future, students could
access the inventory of each particular
title and its availability at area stores from
the University Website.
Buying textbooks has long been
fraught with difficulties. The current sys-
tem is far too inefficient and costly for
students. The University needs to play a
more active role to encourage greater
affordability and organization. In doing
so, the University will protect student
interests, which should be its greatest
concern.
11±
-
,
VIEWPOINT
Research enhances underg~ad education
BY FREDERICK C. NEIDHARDT
Welcome to the University of Michigan,
and welcome to one of the most productive and
exciting centers of research excellence in the
world!
Michigan research and scholarly activity
has touched your lives in many ways already.
Our researchers and scholars have, for
instance, developed new approaches to music
and dance, new ways of looking at history and
human evolution, proved the effectiveness of
the Salk polio vaccine, developed a gene deliv-
ery system for molecular medicine, recently
discovered the gene for cystic fibrosis, pio-
neered the field of fiber optics and holography,
invented the technology underpinning the
Internet, discovered many chemotherapeutic
agents, and the list continues to grow.
All of this activity provides a rich environ-
ment for you to learn and to grow intellectual-
ly and provides additional ways for you to con-
nect to our outstanding faculty. As our Provost
Nancy Cantor has pointed out, a truly great
university integrates teaching and research for
all of its students at all levels of experience and
expertise. The University faculty - engaged
in the most innovative and creative research
and scholarship - have the advanced knowl-
edge to offer you the special advantages of a
Michigan education.
As you start your University career, I invite
you to explore the opportunities and chal-
lenges that a research-intensive institution like
ours provides. Are you curious about the
incredible societal changes in South Africa as
that country moves from apartheid to democra-
cy? Are you interested in the origin of the uni-
verse and the fundamental properties of mat-
ter? How about the development of democracy
and capitalism in China? Would you like to
learn about the construction and use of large
telescopes? Or how genes can be captured,
modified, and added to an organism's genetic
potential?
Are you concerned about global warming
and the effects of rising carbon dioxide content
in the atmosphere? Does the increased partici-
pation of women in occupations and profes-
sions previously dominated by males hold a
special attraction for you? Are you concerned
about the Great Lakes and the quality of the
inland water resources of the nation? Does
AIDS, or the decreasing effectiveness of
antibiotics against disease-causing microor-
ganisms engage your concern? Are you curious
about how University forecasters provide the
nation with an annual outlook on the country's
economic health? Do you want to understand
the national debate on the public support of the
arts and humanities? Do the problems faced by
children growing up in the inner city of Detroit
engage you?
All of these questions and more are being
explored by University faculty, and you can
take part in this work in some way, even as
undergraduates.
Learning through involvement in research
and creative work has many pay-offs. Many
research endeavors involve work in teams that
might include faculty members, graduate stu-
dents, technical staff, postdoctoral fellows and
undergraduate students working on a project
together - the very kind of collaboration seen
in all areas of work today.
Many students find that engagement in
research provides a context and meaning to
their academic program; course material
makes more sense once a connection to the real
world is recognized. Frequently, students find
their grades rising.
Students learn as much about their
strengths and interests as they do about some
new area of study, making future career choic-
es easier. I know this personally. Had I not tast-
ed research as an undergraduate, I would have
followed a career path into medicine rather
than research - for me, a grave mistake. On
the other hand, some of my friends learned
through participation in biomedical research
that clinical service as a physician was exactly
the right path for them. Like mine did, your
research experiences will expose you to facul-
ty and others who can serve as valuable guides
and counselors - mentors who will be in
strong positions to write meaningful letters of
recommendation to future employers.
And remember, your engagement in
research can take many forms. For some of
you, a credit research course is appropriate.
For others, summer research makes more
sense. Some faculty members can offer paying
jobs on research projects. Talk to faculty and
graduate students about their work, check out
the hot research topics in your areas of person-
al interest or simply visit the lab or studio
down the corridor. In particular, check into the
widely acclaimed Undergraduate Research
Opportunities Program (UROP) for the chance
to join a research team during the first few
years at the University. For other leads on
research-based learning for undergraduates, go
to the Website, http://www.undergraduatere-
search.edu
Again, welcome to the University of
Michigan. Welcome to the opportunities to
participate in research, scholarship and cre-
ative activity.
Frederick C. Niedhart is the
vice president for research.
Buying a sport
utility vehicle: A
drama in 1/2 act
(Ext.: Car dealership in suburban
America. A young man ruffles his
Caesar haircut with a hat brim. He tugs
at his rugby shirt, examining the cars on
the lot. A salesman sidles up next to him
after checking him out and begins his
rap.)
S alesman: That's
a fine machine
you're looking at
there. I say 'she' to
make it sound like
we're looking at
battleships.
Young Man: Oh
yeah, it's dope,
man. Those joints
from Ford are tight,
yo JAMES
S: You just MILLER
bought the Puffy
anthology, didn't
you?
Y: Fuckin'A!
S: Fabulous. Listen, Y - can I call
you Y? Good. Y, as a salesman I pride
myself on being able to size up people
fairly quickly.
Y: You could tell I'm still wasted?
S: No, no, not that. I can tell that
you're a man of taste and class. Except
for the vomit on your hat.
Y: Dude, it's not my vomit. Last night
night, Dave and Mark crashed in my
room like totally wasted ...
S: Whatever. Look, Y, I'm not going
to waste your time figuring out your
price range or what the best car for your
specific needs might be. If your family
was that practical, you would have been
killed and eaten before you could swing
a seven iron.
You're here for a car that will make
an impression. A car that says I'm
better than my neighbors.' A car that
says 'I deserve the fruits of my father's
medical degree and/or idiot middle
management meatball job.' You're
looking for a Compensator. Am I
right?
Y: Absolutely, S. I was talking to my
dad and new mom and he said it was
September and time for me to get a new
car so I could drive home a couple times
a year, drive to the bar, haul stuff, drive
to Backroom, pick up my friends, drive
to class, drive to the bar ... anyway. I
know some like, poor kids, who have
old cars that just sorta do what they
need them to and get like, mileage and
stuff. But what is that shit? Drive
around in some little hatchback? Who
am 1, my little Mexican gardener or
something?
S: Too true. There are just too many
little satisfactions that a car like the
Compensator can provide for you. Do
you like to menace people at cross-
walks? Fly out of the alley net to
Rick's? Just this model year we've
added a row of burnished steel spikes
to the front grill. And, if I may, only
the Compensator keeps you a full 18
inches higher off the ground than you-
brothers.
Y: Excellent. I'm like totally diggin'
this car. What about the sound system?
S: I'm glad you asked, Y. You know,
a lot of car makers would just fill up
their high-end models with woofers
and bass tubes. Frankly, I think that
makes you looks a little, shall we say,
ethnic. (Y shudders.) Well, you won't
find that on the Compensator. The
sound engineers at Execuberry are in'
touch with the musical needs of today'
little Aryan listeners. The Compensato
comes with a stereo system that fea-
tures both little red lights and little
black buttons. The speakers are
designed to yield the highest quality
sound across the spectrum. Anything
from Matchbox 20 to Rusted Root will
sound like they're right in the back seat
with you.
Y: Kick ass! What if like, my Hookup
wants to listen to like some Indigo Girl
or Bob Dylan or some shit?
S: No problem. ThetCompensator's
system is programmed to automatically
adjust to any kind of white music.
Y: Sweet.
S: Y, I'm glad you mentioned the fair-
er sex.
Y: Who?
S: Women
Y: Oh.
S: Y, I'm going to be honest with you.
The lacrosse team has given you nic9
little pecs and a cute waist. The over-
powering, whitebread nature of your
heredity has left you hairless and toothy.
I'm guessing you do pretty well with the
ladies.
Y. At least the drunk bitches. Or the
dumb ones. Or the ones who like, feel
bad about themselves and will do things
to like, make you like them and stuff.
S: Close enough. I'm not going to
make any promises I can't keep, but1
think that if you leave the lot driving a
Compensator, you're success with the
ladies will not suffer. Catch my drif?.
Y: Totally.
S: Good. The Compensator's on-
board computer comes equipped with
10 digitally stored songs that can be
FDA ar protection
FDA approves the 'morning-after' kit
T wenty years ago, women were given
T the right to practice greater control
over their reproductive capability. But until
last week, women still did not have access
to many of the options available for pre-
venting an unwanted pregnancy. On Sept. 2,
the Food and Drug Administration added
one more option when they approved the
PREVEN Emergency Contraceptive Kit.
Before this announcement, many women
were kept in the dark - never presented
with all of the medical know-how surround-
ing pregnancy prevention. For years,
Planned Parenthood offices, some campus
health centers and rape crisis clinics offered
morning-after pills, but the drugs and the
technique used - a series of pill-taking -
were never widely accessible, nor dis-
cussed. Women now have more options, and
rightly so.
The kit is $20 and will be available by
prescription at the end of September. The
pills work up to 72 hours after having
unprotected sex, prevents pregnancy 98
percent of the time and have a shelf life of
up to one-and-a-half years, allowing easy
storage at home. The ease, reliability and
accessibility of this form of contraception
give women a back-up to consistent and
regular contraception.
Opposition to the mass sale and market-
ing of the kit has already been voiced, par-
ticularly by religious leaders, which claims
it is another form of abortion. But the PRE-
VEN kit does not terminate an established
pregnancy, it prevents or delays ovulation,
prevents fertilization of an egg or prevents
implantation of a fertilized egg. Yet it is this
type of moral opposition that successfully
stopped contraceptive manufacturers from
selling nills that the FDA annroved as safe
and effective morning-after remedies in
1997. Finally, what has been deemed safe
and has been available to women in Europe
for years is now available to women in the
United States.
What the United States has yet to
approve is the French abortion pill, RU486.
This pill actually ends a pregnancy up to
several weeks after conception. While side-
effects often include nausea and vomiting,
this pill is yet another effective option that
the United States keeps from all women.
For women to fully take advantage of their
right to choose, every medically based and
approved option to end or prevent pregnan-
cy should be available.
But with this new option comes a higher
degree of responsibility. Though the PRE-
VEN kit prevents pregnancy, it does not
prevent sexually transmitted diseases.
Regular use of condoms - the only form of
contraception that can prevent the spread of
many STDs - should always be a part of
any sexual relationship. This morning-after
option should not be used as standard con-
traception, but instead for emergency situa-
tions only. This milestone for women's
reproductive health needs to be dealt with
responsibly.
The newly approved kit could reduce
half of the 2.7 million unintended preg-
nancies per year and could significantly
reduce abortion rates, experts say. But
women still deserve more options. The
right to control their own bodies and
reproductive responsibilities should be
total and complete. While this FDA
approval and later mass distribution is a
step in the right direction, it is not enough
for the millions of women in the United
States.
LETTER TO THE EDITOR
White males
suffer great
discrimination
TO THE DAILY:
I will always remember
Justice Lewis Powell, who
recently died at the age of 90,
as the swing vote on the
Court that was responsible
for one of the greatest injus-
tices in the history of this
country. Since the civil rights
laws were passed in 1964,
establishing the right of all
people to equal justice under
the law, there had been those
who attempted to usehthese
laws as a cover for inflicting
racism and discrimination
against white males. Quietly,
programs and policies began
to sprout up all over the
country giving preferences of
one kind or another to
the face of the civil rights
laws, they were allowed to
continue.
What Powell and the
Supreme Court did in 1978
(through the Bakke decision
and later through the Webber
decision) gave legal sanction
to these racist policies. The
Supreme Court basically
established two classes of
individuals in this country,
women and minorities who
are accorded unconditional
protection from discrimina-
tion in all facets of society,
and white males who are
denied such rights.
Today, discrimination
against white males is ram-
pant throughout our society.
From school admissions to
scholarship awards to busi-
ness recruiting policies to
job promotions, white males
are routinely discriminated
against. American white
males have grown so accus-
without affirmative action.
In interviews taken since
the 1978 rulings, Powell
expressed surprise that
these affirmative action
decisions caused so little
uproar among American
white males. I suppose he
felt white males accepted
these policies because of
guilt and feelings of
deserved punishment. It is
time that this complacency
end. Americans of all class-
es who believe in true jus-
tice should stand up and
demand that discrimination
be ended once and for all.
Through the political
process, political protest,
and organizations such as
the American Civil Rights
Coalition, Americans must
stand up together and
demand an end to Powell's
filthy legacy.
i