https://archives.uwp.edu/files/original/f6e637efee19b9df675a8fd40552c6ca.pdf 2d46784d8a0b39e7f9e5861af4363e9f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource University of Wisconsin - Parkside Ranger News Description An account of the resource Student newspaper of UW-Parkside Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Issue Volume 6, issue 26 Headline Used for newspapers, the Headline element describes the main article of the issue. The Smith' is coming Series Number The series number of the original collection. UWPAC124 Ranger News Text Any textual data included in the document 1 erWednesday, March 29, 1978Vol. 6 No. 26ITheSmithliscoming:-......,Mike MurphyFeature EditorEvery note university breeds some creative force oft tdi. .. . h .au5an mgarusttc mt~gflty w0~dleventually go out in society and make aname for himself. ForInstance,withinthe culturalfieldof film USChad George Lucas (Star Wars) a~d NYU had Steven Speilberg (~~:IoseEncounters), ~oth men had their ears to theirart,their eyes to thesky, and their hands on their wallet. They represent th. ffile newgeneration0 Immakers who were not-afraidto unlea hth .. . . fh5 elfimagtnatrve orees inteir films.Although Parks ide is not quite in the same league as USC or UCLAin funds or population, one is still able to find, within these redbrickha.llways,.the existance of creative minds of equal stature. Whichbrings us,rnas humble a fashion as possible, to talk about Bill Barkethe local representative of the new generation.'.Someti~e next week, given thecurrentproduction schedule, Barkewill premler~, to the people of Parkside one of the most exciting andelaborate Video tape productions -to come out of the Parksidetelevision st~djos. The production, or film as it shallbelooselyreferred to, IS calledThe Smithand it is a space adventure in theflavor of its contemporiesStarWars andClose Encounters.Actually, it is unfair to associateThe Smithwith these twoHollywood offsprings for it might be misconstrued as an after-thought to capitalize on the recent upsurge in public interest of thespac~fantasygenre.The Smith,written and produced by Barke, wasconcievedas long as a year and a half ago, long before R2D2 was aglimmer in the public eye.Barke, an English major here at Parkside and notorious columnistofBarke'sGasCompanyfame, had held an interest in science fictionway back in his freshman filmmaking class. Here, Barke created a 15minute super 8 firm utilizing many of the 6asic techniques and ideaswhic~ were later to characterizeThe Smith.Barke's work ethic, aptlydescribed as "demonic drive", was initially revealed in the creation ofthis early super 8 epic. He literally restructured his present apartmentat the time to allow for a makeshift film studio.Barke's enthusiasm in film and video allowed him to get involvedin the Parkside video department some five years ago. Back inJanuary of 75 Barke, along with Glen Christensen, organized whatwas known as thePABVideowhich was basically a series ofvideotaped comedy film shorts with announcements of campusevents intersped throughout. The program also included a series ofcomedy takeoffs of talk shows and an array of creative, and oftenstrange, commercials written by Barke and Christensen to advertisePAB events.Seven shows ofPAB Videowere produced, all of which were shoton one inch video tape and released without the luxury of editing.The programs, .shown in Parkside's old Whiteskeller, garnered onlymoderate interest from students. Barke felt. because much of theshow contained black and often offcolor humor, that it wasn't•STUDENT BUYINC POWER CARD,.:::: HEAVY DUTY RIGID PLASTICDiscount cardsnow available..For students on a scholasticbudget it is often difficult toSurvive within an Inflatedeconomy. Parkside StudentCovernment Association hasInitiated a program to assist theConsumer worn student. The-1SSistanceis in the form of aStudent Buying Card which isnow available at the PSGA office(near Coffee Shoppe).The cards provide a 10 - 15%on items or services fromparticipating merchants. Thestudents must pick up their carsat the Psga office andsubsequently present their cardsto the respective merchant~ 'orthe di~ount.The program is new and still atits _conceptual ~tages but asstudents utilize the cards andpatronize the merchants, morediscounts could be madeavailable.''The Smith"condusiveto the Parksidepopulation.Undiscouraged, Barke continued to remain active in video Hebegan, in early1976,what was to be the foundation for theSmithfilm. Barke and Christensen concieved of a teleplay about afutunsttcsociety and began to do some research on theproject.But,asBarkerelated, his co-written Glen became involved in the research to adegree of near fanaticism. "Glen found Einstein'stheonesandIneversaw him again."Having to temporarily scrap the Idea for the science fiction filmBarke went on to organize yet another Videotaped comedy show Iobeshown to the Parkside students The show was calledCampusBizzareand it was composed of a series of four, half hour programsdesigned as both a creative outlet for Barke and other wnters and togive exposure to the media department Older Parkside alumnusmight recall CampusBizarebeing shown on TV sets placedthroughout the complex and Involving an often funny and oftenweird compilation of sketches.In early spring of 1977, Barke, along With Jack Murray and JeffUtrenta, began filming another series of four half hour shows to beknown asBizare Bizare.UnlikeCampus Bizare.which was made upof a stung of sketches,BizareBizerewas a full fledged, non-stop halfhour comedy, complete with plot, character development and evenclimax or two. The series included such classics asKiller Bologna,atakeoff of the private eye and monster movres. andBlood At BlarneyStone Manor,a perverse horror storvWith accumulated expenenceInVideo production, Barke nowdevoted his attention to the formulation of a science frcncn filmSeveral months were spent on the wntmg and rewnung of the senor.and the story continued to take on added dimensions Theproduction, which was ongtnallvtobeshot and editedInthr~weeks, was stdlInthe workings over a year laterThe complt'ted tale concerns a glgantlc, "Ingle- manned ..pacE'freighter knowna5the Smith WhICh,b" '\ome treak aCCident collide"WIth what is thought to be a meteor MISSIoncontrol, alerted to tht'pressence of the "foreign object" through a computer malfunctIon,later di~cover that the meteor isInreality not a meteor at all but dsubstance of another entity The plot In"olves MISSion Controlsuppressing the reality of the meteor's actual eXlstance from th pilotof the freighter, and the pilot's growing fear and SUSpiCionover thewhole affarrBarke characterizes his film as an excerClse Into the phenomenonof "fear of the unknown" and "man's relationship to hIS0\0\n naturecontinued on po.e 3E. Lanyonto visitParksideNatIonally known Chicagoartist Ellen Lanyon IS scheduledtoVISitParks Ide campusThursday, March 30, to speakabout her work and mteretsShewillgrve a shde-lecture on thedevelopment of her pamtmgstyle at 2 15 pm In ere nQulSt101, and later she Will m t Withstudents for cntques&dISCUS·sronsMs Lanyon was born mChicago and attended the ArtInstitute of Chicago a W II athe UnIversIty of Iowa, earnmgboth the BfA and MfAdegrees In palntmg he has hada long and mflut'nttal career a.. aprofe ....ronal arust With many..010 eehrbmon ..Inew York,ChlCdl-to,\\a~hlnRton. and otht:rmajor (Itl(>S aero.. the nationCurrpntly ~heISon thp Board ofDIft:'ctor" at theIatl nal ColIl' eArt ASSOcldtlonEllen lanyon' dpPf>ardntoa'loavIsitIng artist on 1arlh 30thIbeing ..pOn'loOflodby th lrctuu's& fine- Arts CommlUPe Her talklSope-n to the pubhc ande\leryoneISInVitedon the inside•••Letters to the Editor page 2Racine Theatre Guild page 4The AU-American Diet page 5*********er Wednesday, March 29, 1978 Vol. 6 No. 26 'The Smith' is coming_ Mike Murphy Feature Editor Every_ note _univehrsity_1b1 reeds some creative force of outstanding art1stIc integrity w o wI eventually go out in society and make a name for himself. For instance, within the cultural field of film USC had George Lucas (Star Wars) and NYU had Steven Speilberg ((lose Encounters). Both men had their ears to their art, their eyes to the sky, an_d their _hands on their wallet. They represent the new generation of filmmakers who were not-afraid to unleash th · · · · f e1r 1magmatIve orces in their films. Although Parkside is not quite in the same league as USC or UCLA in funds or population, one is still able to find, within these red brick hallways, the existance of creative minds of equal stature. Which brings us, in as humbl_e a fashion as possible, to talk about Bill Barke, the local representative of the new generation. Sometime next week, given the curren·t production schedule Barke will premiere, to the people of Parkside one of the most exciti~g and elaborate video tape productions to come out of the Parkside television st~dios. The production, or film as it shall be loosely referred to, Is called The Smith and it is a space adventure in the flavor of its contempories Star Wars and Close Encounters. Actually, it is unfair to associate The Smith with these two Hollywood offsprings for it might be misconstrued as an after-thought to capitalize on the recent upsurge in public interest of the space fantasy genre. The Smith, written and produced by Barke was concieved as long as a year and a half ago, long before R2D2 ~as a glimmer in the public eye. Barke, an English major here at Parkside and notorious columnist of Barke's Gas Company fame, had held an interest in science fiction way back in his freshman filmmaking class. Here, Barke created a 15 minute super 8 firm utilizing many of the basic techniques and ideas which were later to characterize The Smith. Barke's work ethic, aptly described as "demonic drive", was initially revealed in the creation of this early super 8 epic. He literally restructured his present apartment at the time to allow for a makeshift film studio. Barke's enthusiasm in film and video allowed him to get involved in the Parkside video department some five years ago. Back in January of 75 Barke, along with Glen Christensen, organized what was known as the PAB Video which was basically a series of videotaped comedy film shorts with announcements of campus events intersped throughout. The program also included a series of comedy takeoffs of talk shows and an array of creative, and often strange, commercials written by Barke and Christensen to advertise PAB events. Seven shows of PAB Video were produced, all of which were shot on one inch video tape and released without the luxury of editing. The programs, shown in Parkside's old Whiteskeller, garnered only moderate interest from students. Barke felt, because much of the show contained black and often offcolor humor, that it wasn't ....... ,-• • STUDENT BUYING POWER CARD ~UTHOFIIZEO SIGNATURE LJNt'tY c•aAT•e VOLUMa A 9AVtNOe ~ HEAVY DUTY RIGID PLASTIC Discount cards now available For students on a scholastic budget it is often difficult to survive within an inflated economy. Parkside Student Government Association has initiated a program to assist the consumer worn student. The :issistance is in the form of a Student Buying Card which is now available at the PSGA office (near Coffee Shoppe). The cards provide a 10 -15% on items or· services from participating merchants_-The students must pick up their cars at the Psga office and subsequently present their cards to the respective merchant< 'or the di~ount. The program is new and still at its -conceptual ~tages but as students utilize the card and patronize the merchants, more discounts could be made available. ''The Smith'' condusive to the Parkside population Undiscouraged, Barke continued to remain active m video He began, in early 1976, what was to be the foundation for the Smith film. Barke and Christensen concieved of a teleplay about a futur1st1c society and began to do some research on the proiect But, as Barke related, his co-written Glen became m olved in the research to a degree of near fanaticism. "Glen found Einstein's theories and I never saw him again." Having to temporarily scrap the idea for the science fiction film Barke went on to organize yet another videotaped corned how f~ be shown to the Parkside students The show was called Campus Bizzare and it was composed of a series of four, half hour programs designed as both a creative out et for Barke and other writer nd to give exposure to the media department. Older Park 1d alumnu might recall Campus Bizare being shown on TV s t plac d throughout the complex and involving an often funn and often weird compilation of sketches In early spring of 1977 Barke, along \lith Jack Murra and J ff Litrenta, began film mg another eries of four half hour how to b known as Bizare B1zare. Unlike Campu Bizare, which \\,a made up of a string of sketches, B1zare B1zare wa a full tied d, non-stop half hour comedy, complete with plot, charact rd " lopm nt and e n climax or two The erie included u h cla Ic a ,lier Bologna. a takeoff of the private eye and monster movie , and Blood Ac Blame Stone Manor. a perver e horror ~tor With accumulated e perience m video production. Bark nov. de oted his attention to the formulation of a I n 11 tton ttlm Several months were spent on the ,,ntmg and r \\rittn, of th ,crIpt, and the tory continued to take on add •d dim n,1on~ Th production, \\h1ch ,,a on ,mall\, to b ho and !d1ted m thr '"eeks. wa till m the ,,orkmg~ over a \. ar lat r The completed tale con erns a gI anti • m •le m nn d p c freighter knm n as th . m,th '"h1ch b ome r a ac 1d •nt, l.Oll1d with what I thought to be a meteor \11 sIon control, al rt d to th pressence of the "foreign obiect" throu h a computer maltun 10n, later d1~cover that the meteor Is m real1t not a m teor at all ut sub tance of another entIt\ The plot m-.ol-.e, Mis 10n ontrol suppre~ mg the realit\ ot the meteor\ a tual I tance from th pilot of the freighter, and the pilot gro, ... ing fear and u\pIcIon o er th whole affair Barke characterize ht iilm a an e cercI e into the ph nom non of "tear of the unkno,"n "and "man· r lat1on hip to ht ov. n natur continued on page 3 E. Lanyon to visit Parkside on the inside ... Letters to the Editor page 2 Racine Theatre Guild page 4 The All-American Diet page 5 ********* Wednesday, March 29, 19782Proposed program for honor studentsStudent proposes faculty viewsTo the Editor:When an accusation is publicly expressed,itgenerally isexpected that arebuttal will be quicklyreciprocated. Such, however, has not been the casewith recent opinions aired in the Ranger.Specifically, these letters have criticized certaininstructors and their classroom conduct. Thoughthese criticisms are important for several reasons,one reason is particularlycrucial.When certainexpectations, attributed to the instructors andpresented to the students, are frustrated, tensionand anger is created which can eventually lead tougly confrontation. Thus, without reiteratingspecific names and events, this article will firstreport personal observations regarding thecriticism, andsecond,initiate aforum encouragingaregular exchangeof constructive views betweeninstructors andstudents.One complaint accusesinstructors of implyingthat students are inferior. This is an interestingaccusation. Indeed, before suggestinga person isinferior, the word's connotative and denotativemeanings must be clearly understood. If inferiormeans "situated lower down or nearer what isregarded as the bottom" (Webster's Third NewInternational Dictionary, Unabridged, 1966, p.1158)or"situated underorbeneath" (TheAmericanHeritage Dictionary of the EnglishLanguage,DellPublishing Company, Inc. 1976, p. 365), it isdifficult to graspthe instructors meaning.In fact, the term, as used here, is'ambiguous.What are the students physically beneath? Further,could the students be below something?Academically, the students may not possesstheinstructors accumulation of information. But hisshould not determine any inferiority. Being wellinformed does not guarantee provocative insight.Further, a well informed person does notnecessarily mean a person capable of reason.Likewise,if inferior meanslessintelligent, it mustinitially bedetermined what isintelligence andjusthow it could be accurately measured, i.e.questioning the assumption that intelligence isreducible to atwo orthreecodedigit. However, inall fairness,it is true instructors may confront theEditor's note:The following;s the text of the program for 'Academicalfy Talentedand Specially SkilledStudents'whichwasapproved by the Faculty"stonewall" effect: studentswho wiil not criticize,Senate last Iuesdev bya 15-5margin.andwho will likely become withdrawn if forced to ProblemStatementrespondby a determined instructor. But assuming Thereisconcern that UVV··Parksidewill not continue to attract orthis illustratesinferiority isamistake. Non-response ·retainacademically talented and specially skilled students. Presentlysimply illustrates non-response.itappearsthat manysuchstudentsdo not evenconsider ParksideasaMoreover the students are desiring education valuable option for their university work. Others may choose tobutreceivinginstruction. Thisisthe secondgeneral attend Parkside,but areexplicit about then plansto transfer asSOOnobservation. Used here, instruction means: the aspossible. ~processof putting information into the students. Cognizant of the potential problems that could arise from suchSpecifically, the students are given only the studentattitudes. andatthesametime wanting to avoid the creationinstructor's interpretation of the subject material of a program sohighly structured asto place students in anHonorsand isthen, via testing, required to duplicate that College, the Academic Policies Committee proposes to attract andinterpretation. This is, literally, memorization and stimulate these students thr<:>ught.he following program forreiteration; in turn, the ability to heed directions academically talented and speciallv skilled.and to comply passively is strengthened. Further, Introduction \this method deletes other legitimate views and The Academic Policies Committee believes that Parksideshouldthus, the student is denied an opportunity to develop a program that will attract and will help to retaincritically examinethosediffering opinions. academically talented andspecially skilled studentsthis programwillOn the other hand then, what is meant by provide students with a more intense, accelerated educationaleducation? Broadly speaking, education should experience along with increased interaction with students withdevelop a person's capacity for humanity; similar skills. It capitalizes0"1options already available to allhumanity defined asthe ability to relate to oneself Parkside students aswell(1Sintroducing a number of new options.and others 'in a creative and loving manner. It seeksprimarily to .provide specially talented students with aForemostthen, education should guide a person's favorable academic and social climate, particularly in their first twoselfdevelopment.yearsat the University, for many the period before many studentsThird, presenting the subject material in a havefound their major and before they have found - on their ownunorganized manner is yet another aggravation. - other studentswith similar Interests.Thus,while the student mayWhat isquestioned hereisanabuseof the popular participate in the program through out his/her acaderruc.cgreer. itlecture method of instructing. Simply, the student focusesmore on the first two yearsand is intended to complementisquestioning only thepresentation ofthe material, andnot replaceeither theacademic orsocial activities offered inthenot the preparation. Generally, a sound disciplines.presentation should include a solid foundation, Target Population and Admission Standardsfollowed with specific details, and finally, ~an This program will be open to the following three groups ofassortmentof interpretations. What isdeplored isa students:presentation opening with a detailed topic, Group AStudents exhibiting exceptional skills in anyone areaofproceedingtoanothertheme,andthen returning tostudy..the initial topic because omitted elements are (Suchstudentswill havehadaunique experience inastudy area;thissuddenly remembered.must documented by a letter of reference or an exhibition of workThese then, are three personalobservationswhere appropriate. They must obtain a favorable recommendationwritten asa supplement to recent RangerLetters. from a review committee following apersonal interview.)How~ver,this isonly one opinion. What isneeded Group BNew Freshmen exhibiting high academic scholarship innowISfaculty response. Exchange of honest andhigh school (genera fly rankingin top10%ofhigh school class)open views are necessary before disruptions (These students must submit a letter of recommendation from apermanently obstruct the educational process of member of their high school faculty, and must have a favorablebothpresentandfuture students.recommendation from areview committee subsequentto apersonalMartin A.Shimekinterview.)GroupCTransfer or continuing students who have an overall CPA of3.5 or better afteraminimumof12credit hours.f(These students must submit a letter of recommendation from afaculty member inthestudent'sareaof interest, and haveafavorablerecommendation from the review committee following a personalIntervlew.lRetention StandardsThebenefits which all studentswill derive from this program will,of course,dependonthequality of the program andon the efforts ofeachindividual student. Tothis end,the program steeringcommitteewill conduct a yearly review of each student, recommendingretention in or dismissal from the program.Content\tntensttvComponentIt is believed that students participating in this program arecapa.bleof a more intense educational experience than istypicallyprovided. Thespecific nature of this program will be determined bythe.student and his faculty advisor, and may include theseor otheroptions:A.Likeall ~arksidestudents',those in this Programwill beassignedafac~lty a~vlsor.~tudents in.the Program,with theaidandapprovaloftheiradvisorwill plan an Individualized courseof study.B_.In order for thesestudentsto explore in greater depth academicareasof study of special interest to them, students in the Programmay develop a study program that goes beyond the usual work of any~ourse. This study program would be planned with the courseInstruc~~rand if completed successfully, would earn for the studentanadditional credit inthat course.Astudent may carry no morethant~reesuchadditional credits persemester.Studentsshalt registerforRaneer ia written and edited by students 01theUAiveraity01Wiaconain...Parkslde and they are solelyreaponsible lor its editorial policy a.ndcontent.Student praiseselection committeeTo the Editor:~RSHIPS- SCHOLARSHIPS- SCHOLARSHIPS- SCHUlApplication forms are available in the Financial AidsOffice for scholarships tobeawarded to Kenosha Countyresidents through the Kenosha County Clearing House forScholarships. Thisorganization coordinates-the scholarshipsoffered by several women's organizations in Kenosha.Students fill out one application but will be considered byseveral organizations. Due April 10.ARSHIPS- SCHOLARSHIPS- SCHOLARSHIPS- SCHOUI would like to thank thefollowing people for theirassistancein making the Spring1978 Elections a success:' theElections Committee of theP.S.G.A. Senate, Jon Flanagan,Tim and Terry Zuehlsdorf, JohnStewast, Mark Merten, JeffSwenki, John McKlosky and ofcourseall the candidates.Also I wish to thank LaurenGehrig in the Computer Centerand the people in StudentRecordsoffice.MaryMortl, ElectionsCommitteecontinued on po,e 8LAST \.fEK'SC~RTOON,FfATURING11FEMLILE Fffi THE FIRST T1N6,BROOCHT .nENUMERWSCOMPl.AlNTS, GRIEVANCES, IlND EVENTHRfIlTS TO NY GOOD/lEI/LTIIFROMGlJr'SlJ/JO51T[D TIlELOUQUALITYCfNYCIIARACTER.IlNDVOILA!!IFOUNDITI ]FINIlLLYUIlSA BLE TO DRill)IlFULLYDEVELOPED (IIARACTERTI-JIIT DROVE ALLMYMilLEFRIENDSEC5TATICAUY:n '--.-~LJILD.'~J.U-~~~......lr-.\-- - - c-._'-'-'-'-~~SOISPENTTI-JIS(¥lSTWEEKSLAVINGOVERTHISUJRTOONTRYING TODISCO/ERUIIAT 'lJJS I"1ISSIfl;TIIAT TI-JE5f GUYSSEEMEDTO TNINK TI-JEYCWLDN'T SURVIVEWITHOOT.ARE'tOU'MEN"SATISFIED?\'r-f'~-LJ-?!. m..c .... ~._~I ,[-4.'·II,· I.i·,L "Wednesday, March 29, 1978 2 Proposed program for honor students Student proposes faculty views Editor's note: The following is the text of the program for 'Academically Talented To the Editor: When an accusation is publicly expressed, it generally is expected that a rebuttal will be quickly reciprocated. Such, however, has not been the case with recent opinions aired in the Ranger. Specifically, these letters have criticized certain instructors and their classroom conduct. Though these criticisms are important for several reasons, one reason is particularly crucial. When certain expectations, attributed to the instructors and presented to the students, are frustrated, tension and anger is created which can eventually lead to ugly confrontation. Thus, without reiterating specific names and events, this article will first report personal observations regarding the criticism, and second, initiate a forum encouraging a regular exchange of constructive views between instructors and students. One complaint accuses instructors of implying that students are inferior. This is an interesting accusation. Indeed, before suggesting a person is inferior, the word's connotative and denotative meanings must be clearly understood. If inferior means "situated lower down or nearer what is regarded as the bottom" (Webster's Third New International Dictionary, Unabridged, 1966, p. 1158) or "situated under or beneath" (The American Heritage Dictionary of the English Language, Dell Publishing Company, Inc. 1976, p. 365), it is difficult to grasp the instructors meaning. In fact, the term, as used here, is' ambiguous. What are the students physically beneath? Further, could the students be below something? Academically, the students may not possess the instructors accumulation of information. But his should not determine any inferiority. Being well informed does not guarantee provocative insight. Further, a well informed person does not necessarily mean a person capable of reason. Likewise, if inferior means less intelligent, it must initially be determined what is intelligence and just how it could be accurately measured, i.e. questioning the assumption that intelligence is reducible to a two or three code digit. However, in all fairness, it is true instructors may confront the and Specially Skilled Students' which was approved by the Faculty "stonewall" effect: students who will not criticize. Senate last Tu,esday by a 15-5 margin. and who will likely become withdrawn if forced to Problem Statement respond by a determined instructor. But assuming There is concern that UW--Parkside will not continue to attract or this illustrates inferiority is a mistake. Non-response ·retain academically talented and specially skilled students. Presently simply illustrates non-response. it appears that many such students do not even consider Parkside as a Moreover the students are desiring education valuable option for their university work. Others may choose to but receiviR~ instruction. This is the second general attend Parkside, but are explicit about their plans to transfer as soon observation. Used here, instruction means: the as possible. process of putting information into the students. Cognizant of the potential problems that could arise from such Specifically, the students are given only the student attitudes, and at the same time wanting to avoid the creation instructor's interpretation of the subject material of a program so highly structured as to place students in an Honors and is then, via testing, required to duplicate that College, the Academic Policie.s Committee proposes to attract and interpretation. This is, literally, memorization and stimulate these students thr~ugh t_he following pro9ram for reiteration; in turn, the ability to heed directions academically talented and specially skilled. and to comply passively is strengthened. Further, Introduction this method deletes other legitimate views and The Academic Policies Committee believes that Parkside should thus, the student is denied an opportunity to develop a program that will attract and will help to retain critically examine those differing opinions. academically talented and specially skilled students this program will On the other hand then, what· is meant by provide students with a more intense, accelerated educational education? Broadly speaking, education should experience along with increased interaction with students with develop a person's capacity for humanity; similar skills. It capicalizes 0<1 options already available to ali humanity defined as the ability to relate to oneself Parkside students as well as introducing a number of new options. and others · in a creative and loving manner. It seeks primarily to provide specially talented students with a Foremost then, education should guide a person's favorable academic and social climate, particularly in their first two self development. • years at the University, for many the period before many students Third, presenting the subject material in a have found their major and before they have found -on their own unorganized manner is yet another aggravation. -other students with similar interests. Thus, while the stydent may What is questioned here is an abuse of the popular participate in the program through out his/her academic~er, it lecture method of instructing. Simply, the student focuses more on the first two years and is intended to complement is questioning only the presentation of the material, and not replace either the academic or social activities offered in the not the preparation. Generally, a sound disciplines. presentation should include a solid foundation, Target Population and Admission Standards followed with specific details, and finally, an This program will be open to the following three groups of assortment of interpretations. What is deplored is a students: presentation opening with a detailed topic, Group A Students exhibiting exceptional skills in any one area of proceeding to another theme, and then returning to study. · the initial topic because omitted elements are (Such students will have had a unique experience in a study area; this suddenly remembered. must documented by a letter of reference or an exhibition of work These then, are three personal observations where appropriate. They must obtain a favorable recomm~ndation written as a supplement to recent Ranger Letters. from a review committee following a personal interview.) However, this is only one opinion. What is needed Group B New Freshmen exhibiting high academic scholarship in now is faculty response. Exchange of honest and high school (generally ranking in top 10% of high school class) open views are necessary before disruptions (These students must submit a letter of recommendation from a permanently obstruct the educational process of member of their high school faculty, and must have a favorable both present and future students. recommendation from a review committee subsequent to a personal Martin A. Shimek interview.) Group C Transfer or continuing students who have an overall GPA of 3.5 or better aher a minimum of 12 credit hours. , (These students must submit a letter of recommendation from a faculty member in the student's area of interest, and have a favorable recommendation from the review committee following a personal Ranger is written and edited by students of the University of Wisconsin-Parkside and they are solely responsible for its editorial policy and content. Student praises interview.) Retention Standards The benefits which all students will derive from this program will, of course, depend on the quality of the program and on the efforts of each individual student. To this end, the program steering committee will conduct a yearly review of each student, recommending retention in or dismiss.al from the program. LARSH I PS• SCHOLARSHIPS• SCHOLARSHIPS• SCHOi Application forms are available in the Financial Aids Office for scholarships to be awarded to Kenosha County residents through the Kenosha County Clearing House for Scholarships. This organization coordinates.the scholarships offered by several women's organizations in Kenosha. Students fill out one application but will be considered by several organizations. Due April 10. AR SHIPS• SCHOLARSHIPS• SCHOLARSHIPS• SCHOU LAST \JEEK'S CARTOON, FEATURING election committee To the Editor: I would like to thank the following people for their assistance in making the Spring 1978 Elections a success: the Elections Committee of the P.S.G.A. Senate, Jon Flanagan, Tim and Terry Zuehlsdorf, John Stewast, Mark Merten, Jeff Swenki, John McKlosky and of course all the candidates. Also I wish to thank Lauren Gehrig in the Computer Center and the people in Student Records office. Content, Intensity Component It is believed that students participating in this program are capa_ble of a more intense educational experience than is typically provided. The specific nature of this program will be determined by the_student and his faculty advisor, and may include these or other options: A. Like all ~arkside students·, those in this Program will be assigned a faculty a~v1sor. Students in_the Program, with the aid and approval of their advisor, will plan an individualized course of study. B. In order for these students to explore in greater depth academic areas of study of special interest to them, students in the Program may develop a study program that goes beyond the usual work of any ~ourse. This study program would be planned with the course mstruc~~r and if completed successfully, would earn for the student an additional c~edit in that course. A student may carry no more than Mary Mortl, Elections Committee th_ree such additional credits per semester. Students shall. register for continued on page 8 A FEMALE FOR TUE FIRST T/Nf, SO I SPENT TIJIS f¥JST WEEK /IND VOl!A !! I FOUND BROUGHT _ME NUMEROUS SLAVING OVER THIS CARTOON IT! I FINIJLLY lJAS COMPl.ll/NTS. GRIEVANCES, /IND EVEN TRYING TO DISCO/ER l.JUAT , ABLE TO DR~W A FULLY Tl/REI/TS TO NY GOOD J/E!lLTJJ FRON ~S MISSIM; TJIAT Tl/ESE GUYS DEVELOPED CllllRACTER QJr5 IJJ/0 5/T[D T/1£ LOLJ SEEH[D TO TJIINK TIIEY TI./AT DROVE ALL MY M/ILE _ _;;QU:..;_~-=-Ll::::TY:;::-=OF-....:11:..::.Y~C:...'.'...:IIA~RA;,;_(1.'..::E!:...:.R ____ CCU_LD_N_'T_S_UR_V_IVE__;.:.lJ_IT:.:_HOO..::....:.T_:_· __ FRIENDS £ C5TflT/C ALLY ~ •. -,\ ~ · ~7 IJILD' ·rt· . 'r:t:fJ .. ,~~-LU~~~ . 'r--------:·----~ .;....;;.;;-:. ~~ .:..:,l.c('1~r ~ I \ I I~; I • I J ARE YOU 'MEN'1 SATISFIED? MORE INFORMATION Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Parkside Ranger, Volume 6, issue 26, March 29, 1978 Description An account of the resource Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis. Date A point or period of time associated with an event in the lifecycle of the resource 1978-03-29 Subject The topic of the resource College student newspapers and periodicals Student publications University of Wisconsin-Parkside--Newspapers Format The file format, physical medium, or dimensions of the resource Newspaper Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Kenosha, Wisconsin Type The nature or genre of the resource Text Publisher An entity responsible for making the resource available University of Wisconsin-Parkside Rights Information about rights held in and over the resource The Board of Regents of the University Wisconsin System education division george lucas library Mike Murphy science fiction steven spielberg