https://archives.uwp.edu/files/original/0ff5faf6d0762429350c11a3224d1421.pdf 6322c79534987bad550b098ce8157a8d 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 11, issue 2 Headline Used for newspapers, the Headline element describes the main article of the issue. Chancellor's convocation - UW system underfunded Series Number The series number of the original collection. UWPAC124 Ranger News Text Any textual data included in the document 1 Thursday, September 16, 1982 ijf University of Wisconsin - Parkside anger Vol. 11 - No. 2 Winners of awards give outstanding service by Bob Kiesling News Editor Chancellor Alan Guskin presented Outstanding Service Awards to two faculty members and one staff member at the annual Chancellor's Convocation. Assistant Professor Chemistry Kieth Ward was awarded the Outstanding Teacher Award, and Wayne Johnson, Associate Professor of Ph ilosophy, received the Teaching Excellence Award. The Academic Staff Distinguished Service Award was presented to Esther Letven, of the Education Outreach program. Professor Ward was nominated for his award by the selection committee because, "He has all the good teaching qualities and adds something extra: a touch of humor, an honest interest, and enthusiasm about the subject matter." The Chancellor added that, "In addition to pursuing his own research, he has been in­volved in several funded grants designed to eoncourage research KEITH WARD - Outstanding Teacher Award by undergraduate students at UW - Parkside." The Chancellor cited Professor Johnson for, "teaching methods that involved the personal touch, and left each student with a very positive outlook toward not only WAYNE JOHNSON - Teacher Excellence Award learning a particular subject, but life in general." Guskin added that, "Many students reported that his courses had a significant impact on their lives." Said Guskin of Esther Letven: "Nominators of Esther Letven ESTNER LETVEN-Academic Distinguished Service Award who represent the variety of academic disciplines, are unanimous in praise of s everal of the qualities which she has brought to all her many en­deavors; her high standards, her fresh ideas and sound advice, her willingness to contribute to the efforts of others, and perhaps above all, her talents as a facilitator." Letven was recently appointed an executive assistant to the Chancellor. Selection for the teaching ex­cellence award is based on five criteria: the ability to create an effective learning environment; professsionalims in their teaching skills; knowledge of subject matter; evidence of tangible results; and exemplary character in teaching. Nominees for the awards are first selected by the student body, and later evaluated by an all -student nominating committee. The student nominating com­mittee then submits four names to the Selection Committee. It is from these four nominees that the award recipients are selected. Each recipient received a certificate and a $500 cash award. Chancellor's convocation UW system underfunded by Bob Kiesling News Editor Chancellor Alan Guskin, in his eighth annual Chancellor's Convocation address, discussed the decline in UW System funding in the last decade. In a shift from previous Con­vocation speeches, when the Chancellor outlined the state of Parkside itself, Guskin criticized the state government for allowing the University's funding to fall off sharply in recent years. "In a recent study of the financial support of public universities by each of the states," he said, "it was shown that Wisconsin has dropped from fourth in the nation in per student support of higher education in 1973 to 36th in 1981." Guskin also noted a decrease in funding from 25% of the state's annual budget to 18% in the same period. He warned that if the trend of decreasing funds continues, we would "diminish significantly" the effectiveness of the hundred -year - o ld UW S ystem While many of the University's problems can be blamed on a depressed economy, Guskin added that"... we cannot wait for that day of prosperity" before addressing critical issues. Guskin cited one proposed solution as being far too severe, that of budget cuts for the University. He further stated that one widely accepted study by the University conservatively estimated that the UW System was underfunded by $55 million, using 1973 dollars. He added that, "The study compared UW - Madison to other Big 10 universities; UW -Milwaukee to 13 major public urban universities; and UW's 11 non - doctoral universities to 50 similar state universities in six other midwestern states." The study showed the UW System to be underfunded compared to other state systems. To limiting the size of enrollments, Guskin countered, "The genius of the American higher education system is that it has developed the institutional resources to fulfill a commitment to mass public higher education. "Bringing the issue of selec­tivity and reduced size closer to home, let's use UW - P arkside as an example. Presently, UW -Parkside educates some 5,700 people a year. Suppose we reduce that figure to 5,000 p er year and cut the budget accordingly. Who should not get in and where would they go?" Guskin went on to say that currently 25-30% of Parkside students were not in the top half of their high school class, a traditional admission standard at most universities, and that standard admission exams would bar "highly motivated, mature people" from attending Parkside. Guskin closed his address by urging all concerned to demand their elected representatives share their views of access and quality in the UW Sy stem. "This issue is too important to ignore and too complex to treat with a few simple words." CHANCELLOR ALAN GUSKIN THURSDAY, SEPTEMBER 16 7:00 p.m. - 11:00 p.m. The Stormy Rice Band performs country & western - rock. Union patio 7:00 p.m. - Dusk Hayride around inner loop road 8:00 p.m. - T il ?? Bake Contest - bring your best baked goods in for judging Best Western Outfit Contest Find the Needle in the Haystack Contest (All on Union Patio) 8:15 p.m. - 9:15 p.m. Square Dancing with a "real" caller. No experience necessary. You can learn the basics on the spot! FRIDAY, SEPTEMBER 17 11:30 a.m. - 1:00 p.m. Marvin and the Dogs Union Patio 1:00 p.m. - 2:00 p.m. Student Organization Recruitment Fair Union Patio 2:00 p.m. - 3:30 p.m. More of Marvin and the Dogs 7:30 p.m. - 9:00 p.m. Movie: "The Blues Brothers" sponsored by PAB Union Cinema - $1.50 A dmission with University I.D. " 9:00 p.m. - 1:00 a.m. Mill Street Foundation - Union Square Sponsored by PAB SATURDAY, SEPTEMBER 18 10:00 a.m. - 11:00 a.m. Cartoons in Union Cinema - Free 11:00 a.m. - 12:00 p.m. Children's Games - Union Patio Coordinated by the campus Child Care Center 11:00 a .m. - Til ?? Volleyball Tournament 12:00 p.m. - T il ?? Turkey Shoot (Ages 18 and up) Intermediate Turkey Shoot (Ages 13-17) Cornish Hen Shoot (Ages 12 a nd under) Editorial Prestige is game's name Most institutions of higher education seem to have a certain mark of prestige. Prestige is important. Few people would argue with that. There are traits about Parkside, however, that make people think this campus lacks prestige. Parkside is clearly a commuter campus. For this reason, it's all too easy to attend a class and then go home. Students simply aren't involved in anything on campus that aids them in learning more about the school they attend and the people who attend it with them. Taking time to meet new people and get involved is important to the prestige of this campus. It could give this university the sense of camaraderie many people think it cries for. For too long students have used Parkside as a stepping stone to save money, before transferring to a bigger campus. Many fail to see the advantages of Parkside over a large campus like Madison. With the present ratio of f aculty per student at Parkside, students can take ad­vantage of the familiarity between the faculty and students that doesn't exist at a larger campus like Madison. If Parkside as a whole, is to gain its prestigious reputation in the eyes of the students, the students themselves must work to do their best in every way possible. No one else will do it for us. If we allow our educaction to come strictly from a classroom and textbook, it won't amount to much more than memorized facts and theories. Find the time to take an extra step into the world erf ca mpus clubs and organizations. You may not always like the way things are done, but that's the real learning experience. Learning to work with people and doing your best even if i t is difficult. Parkside is a great and prestigious learning institution. Don't give up your chance to be a part of that. Letters to the editor IT'S THE ISRAELIS. SIR. THEY SAY THEY'LL build THEIR SETTLEMENTS ANYWHERE T HEY P \M WELL PL EASE. Dear editor: I do not like to use the term "common sense", since it is basically undefinable and means only what the user wants it to mean. But there are certain basic principles which just cannot be rationally argued against, even if I'm not sure what to call them collectively. There should be a term for such things, if there were, perhaps we would not be witnessing their abandonment today among so many "enlightened" people. A prime example of such a principle is the one which states that we not rush into something without first examining it. Hardly anyone would disagree with this, yet the way many people, in­cluding most in the news media, tend to form their decisions on public issues today suggests that this principle is being forgotten or abandoned. What we now have is an idea that public proposals — treaties, laws, constitutional amendments, etc. — should be judged not by careful analysis of their possible effects but merely by the "symbolism" attached to them. I should point out that this is not just a tendency of "liberals"; "conservatives" often demon­strate this attitude as well. It shows, for instance, in the attitudes of supporters of the Kemp - Roth tax cuts, of measures designed to "restore traditional morality", and of many of th e anti - abortion proposals, to name examples. Still, on balance, I would have to say that those who call themselves liberals are more inclined toward the tendency to judge by "symbolism" alone. For those who still might not get the drift of what I'm saying, let me begin with an example from the recent debate on the nuclear freeze resolution in the House of Representatives. Those who watched the evening news could easily tell which congressmen were getting the most extensive coverage. A typical speech we would see would sound something like this: "My fellow representatives, I have heard many today raising the questions of verifiability, of Russian motivations, of whether or not we're ahead of Russia, and other such things. To me, all of these questions overlook the most important, central point, that is, whether we, and our children, and our children's children, are going to be able to live in peace without the threat of nuclear destruction over their heads. I have two children of my own, and just last week, I was talking with my nine -year - old daughter about what she wanted to be when she grew up, and do you know what she told me, she told me, 'Daddy, I don't know if I'm going to get to grow up. What if we have a nuclear war?' I'm sure many others here who have children have had the same experiences. Please, my fellow representatives, for the sake of our children, we must pass this resolution." That sounds so humanitarian, so thoughtful, doesn't it? Who but the most heartless, unfeeling person could fail to be swayed by such an outpouring of conscience? This was the type of speech given by many congressmen — a nd by so many outside that domain as well. It is very humanitarian. It's also hogwash. I don't care if I'm called heartless for saying so. Because while there are indeed rational cases both for and against a nuclear freeze, this type of speech classifies as neither. It tells us nothing, absolutely nothing, about what actual effects Editor's notes by Pat Hensiak Editor Fear not! There is life after class. Fallfest '82 starts this weekend. Its may not seem a lot like fall (green leaves, warm weather) but it is. Stop at Fallfest and see if there is something that appeals to you. If you are in­terested in clubs and organizations, go to the Student Recruitment Fair on Friday af­ternoon. In this issue of Ranger, Bob Kiesling covered Parkside's award - winning faculty and staff, and the Chancellor's yearly convocation. Tony Rogers fills everyone in on the foreign film festival, which starts next week. Tickers are still available. Don't miss it! If you've been wondering what others have been thinking about the CSA bookstore operation, read Jenny Tunkieicz' story and 'voices in the hall.' Dan Dowhower explains the ins and outs of Peer Support, which is available on campus for everyone. Vince Gigliotti of Campus Security informs the permit holders of their rights as well as responsibilities. Also in this issue, we've added the new crossword section, "Mind Sports." We'll try to run one every week. Also in sports, "Pro Picks" are back. This year instead of giving away a free pitcher of beer (no longer Parkside policy), we will give away a free 'Union' small pizza. Next week we'll start a new series on the majors Parkside offers, how to get the major you desire, and the career op­portunities that go with it. the particular resolutions under consideration will have. What it actually says is "We've got a terrible problem. If you agree that the problem is terrible, you will support anything advocated as a solution to it." That is an utterly fallacious approach. The issue is not whether the problem (in this case, nuclear arms) exists, it is whether the solution advocated will actually solve this problem, make it worse, or create a new problem in its place. It is these questions which should be asked when any public proposal is examined. I am not heartless or anti - idealist, but when I hear speeches like the above I put my heart in the icebox. I really can't stress it strongly enough that this type of approach to public proposals is wrong. It doesn't take any brilliance to see that proposals should be judged by examining their actual possible effects rather than their "symbolism"; I feel almost as if I'm writing a full - page letter just to state that two and two make four. But the fact is that this idea of judging by "symbolism" has become standard practice, par­ticularly in regard to certain proposals which are favored by the media. The treatment of the Equal Rights Amendment was a classic example ; on no other issue I can recall has objective scrutiny been so relegated to the back seat. The calls for a total ban on hand­gun ownership following the Reagan shooting showed a similar disregard for scrutiny. And there are many other examples. I have unfortunately not seen the film Reds yet, but according to many critics, the basic message of the film is that it was John Reed's idealism that was important, even if the solution he thought would lead to his ideal in fact produced something of the opposite. I hope people don't take this as a con­firmation that it's alright to judge proposals primarily on their idealistic symbolism. Such is not true idealism put into practice, it is a corruption of it. I realize I will probably get some snubbing from friends who consider themselves idealists, but that's a chance I'll have to take. I don't want to see true idealism destroyed by this fallacious ap­proach to proposals. There are objective and rational arguments for as well as against all of the proposals mentioned; it is these arguments which should be weighed out against each other, not clouded out by enticing but irrelevant speeches about sym­bolism. I hope that students on both sides of the spectrum will keep this in mind. And I hope that those arguing against what I've said will ac­tually do so — t hat is, defend the idea that proposals should be judged by symbolism rather than by close scrutiny. R. K. Becker 552-9682 Students have authority by Curt Pawlisch Most students are probably unaware that under Wisconsin state law, they have authority to share in the governance of their University institution. Unique to the University of Wisconsin system, this statutory authority allows students to work with administration and faculty to establish policy for their campus. Specifically, Section 36.09 ( 5) of the Wisconsin statutes reads that "... students shall have primary responsibility for the formulation and review of policies concerning student life, services and in­terests." In addition, students ". . . have the responsibility for the disposition of those student fees which constitute substantial support for campus student ac­tivities." Clearly, students, through their elected represen­tatives to student government, have been granted a vital role in determining the quality of life for each UW campus. This authority has been in existence since 1974 when the state legislature passed the final piece of merger legislation (what is now Chapter 36 of th e Wisconsin statutes). Merger refers to the unification of the Wisconsin State University system with the University of Wisconsin system which was accomplished with a series of legislative enactments beginning in 1971. A merger committee, composed of regents, university administrative of­ficials, and students, agreed to the language of 36.09 ( 5), one of the most controversial aspects of the final merger bill. Currently, the University system is governed by a 16 -member Board of Regents composed of 14 citizen members who serve 7 - year staggered terms, and two state officials: the State Superintendent of Public Instruction and the President of the Board of Vocational, Technical and Adult Education. The Board selects a President who heads the administration over­seeing the 13 universities, the 14 two - year centers, and the ex­tension service that make up the University system. Essentially, the Board establishes the policy for the UW system, the President administers that policy. The current President is Robert O'Neil. Each University campus is headed by a chancellor who oversees the administration of his institution. The chancellor, who is appointed by the Board of Regents, shares his governing authority with the faculty and with students. The amount of power which students actually posses under 36.09 ( 5) has been a matter of continuing controversy. Since merger, there have been two court cases between students and chancellors, one of which reached the state supreme court. To protect the power of student governments, the United Council of U niversity of Wisconsin Student Governments has been charged with presenting student views to the Board of Regents and to the state legislature. United Council is governed by an Executive Board made of elected members of student governments from 11 of t he 13 UW campuses. The Board members Continued On Page Five ganger Pat Hensiak Bob Kiesling Tony Rogers Tammy Shuemate Masood Shafiq Juli Janovicz Andy Buchanan Mike Farrell Jeff Wicks Jolene Torkilsen Maureen Burke, Dowhower, Stephen Kovalic, Rick Luehr Tunkieicz RANGER is written and edited by students of UW-Parkside and they are solely responsible for its editorial policy and content. D C6D every Thursday during the academic year except during breaks and holidays, IS p.r ir,'ed by the Union Cooperative Publishing Co., Kenosha, Wisconsin. Written permission is required tor reprint of any portion of RANGER. AM correspondence should be addressed to: Parkside Ranger, University of Wisconsin Parkside, Box No. 2000, Kenosha, Wisconsin, 53141. Letters to the Editor will be accepted if typewritten, doublespaced on standard size paper with one - inch margins. All letters must be signed and a telephone number in­cluded for verification. Names will be withheld for valid reasons. Deadline for letters is Monday at 3 p.m. for publication on Thursday. The RANGER reserves all editorial privileges in refusing to print letters which contain false or defamatory content. Editor News Editor Feature Editor Sports Editor Photo Editor Copy Editor Business Manager Ad Manager Distribution Manager Assistant Business Manager STAFF Carol Burns, Kari Dixon, Dave Kalmar II, Carol Kortendick, John , Robb Luehr, Debra A. Pfaff, Jennie MORE INFORMATION DownloadundefinedFull Screen 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 11, issue 2, September 16, 1982 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 1982-09-16 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 budget cuts chancellor alan guskin convocation james mckeever outstanding service awards university funding