<?xml version="1.0" encoding="UTF-8"?>
<itemContainer xmlns="http://omeka.org/schemas/omeka-xml/v5" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://omeka.org/schemas/omeka-xml/v5 http://omeka.org/schemas/omeka-xml/v5/omeka-xml-5-0.xsd" uri="https://archives.uwp.edu/items/browse?output=omeka-xml&amp;page=258" accessDate="2026-05-12T00:46:28+00:00">
  <miscellaneousContainer>
    <pagination>
      <pageNumber>258</pageNumber>
      <perPage>10</perPage>
      <totalResults>4375</totalResults>
    </pagination>
  </miscellaneousContainer>
  <item itemId="2501" public="1" featured="0">
    <fileContainer>
      <file fileId="3165">
        <src>https://archives.uwp.edu/files/original/58b15e8310ffb1a2c0f1d9ff3f208144.jpg</src>
        <authentication>4fc32de28b5976a9c029069903b7aafe</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62182">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62183">
              <text>UWP Archival Collection 02. Box 46 Folder 15</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62184">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62179">
                <text>UWPAC002_P_1101</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62180">
                <text>Professor Frank F. Mueller</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62181">
                <text>Professor Emeritus, Music.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62185">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62186">
                <text>undated</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62187">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62188">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62189">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62190">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62191">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107758">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2500" public="1" featured="0">
    <fileContainer>
      <file fileId="3166">
        <src>https://archives.uwp.edu/files/original/da3d31c0f509b1d90c913a2bc92c570d.jpg</src>
        <authentication>082e4aedb147b26f495ce869b62939e7</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62169">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62170">
              <text>UWP Archival Collection 02. Box 37 Folder 8</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62171">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62166">
                <text>UWPAC002_P_1100</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62167">
                <text>Professor William A. Moy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62168">
                <text>Professor Emeritus, Computer Science.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62172">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62173">
                <text>1973</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62174">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62175">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62176">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62177">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62178">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107761">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2499" public="1" featured="0">
    <fileContainer>
      <file fileId="3167">
        <src>https://archives.uwp.edu/files/original/e8e9b151bb987bd8e8bd6f23b07e96f4.jpg</src>
        <authentication>11a39f86c38fd0e3431fbf8f57b38c6e</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62156">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62157">
              <text>UWP Archival Collection 02. Box 45 Folder 36</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62158">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62153">
                <text>UWPAC002_P_1099</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62154">
                <text>Professor Andrew M. McLean</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62155">
                <text>Professor Emeritus, English. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62159">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62160">
                <text>1989</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62161">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62162">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62163">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62164">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62165">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107766">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2498" public="1" featured="0">
    <fileContainer>
      <file fileId="3168">
        <src>https://archives.uwp.edu/files/original/6326962bbe99d88cbbd4ef80ff000ef0.jpg</src>
        <authentication>1729a8b77e795758fab92d4cc93c098c</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62143">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62144">
              <text>UWP Archival Collection 02. Box 45 Folder 24</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62145">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62140">
                <text>UWPAC002_P_1098</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62141">
                <text>Professor Peter A. Martin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62142">
                <text>Professor Emeritus, English. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62146">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62147">
                <text>1995</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62148">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62149">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62150">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62151">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62152">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107768">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2497" public="1" featured="0">
    <fileContainer>
      <file fileId="3169">
        <src>https://archives.uwp.edu/files/original/13821ac5cbcbbf282affca2791da8073.jpg</src>
        <authentication>1d6ae1f6720172d0279a313befb1e5b7</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62130">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62131">
              <text>UWP Archival Collection 02. Box 45 Folder 9</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62132">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62127">
                <text>UWPAC002_P_1097</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62128">
                <text>Professor Carl Linder</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62129">
                <text>Professor Emeritus, English. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62133">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62134">
                <text>undated</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62135">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62136">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62137">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62138">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62139">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107769">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2495" public="1" featured="0">
    <fileContainer>
      <file fileId="3171">
        <src>https://archives.uwp.edu/files/original/7cde400bd03f1369395482d7b520009d.jpg</src>
        <authentication>b60de7cadd9e07557965876cef6aaa5f</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62104">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62105">
              <text>UWP Archival Collection 02. Box 44 Folder 25</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62106">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62101">
                <text>UWPAC002_P_1095</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62102">
                <text>Professor Richard Keehn</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62103">
                <text>Professor Emeritus, Economics.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62107">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62108">
                <text>1995</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62109">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62110">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62111">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62112">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62113">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107770">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2494" public="1" featured="0">
    <fileContainer>
      <file fileId="3172">
        <src>https://archives.uwp.edu/files/original/ffa47279d90a220410202b5efd0740c9.jpg</src>
        <authentication>19c60071cb36d8ba99492a9155871793</authentication>
      </file>
    </fileContainer>
    <collection collectionId="7">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44607">
                  <text>University of Wisconsin - Parkside Photo Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44608">
                  <text>Photos documenting the history of UW-Parkside. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44609">
                  <text>History of Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="44610">
                  <text>Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62091">
              <text>UWPAC002</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="94">
          <name>Original Location</name>
          <description>Series, box, and folder number of original resource.</description>
          <elementTextContainer>
            <elementText elementTextId="62092">
              <text>UWP Archival Collection 02. Box 44 Folder 24</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="7">
          <name>Original Format</name>
          <description>The type of object, such as painting, sculpture, paper, photo, and additional data</description>
          <elementTextContainer>
            <elementText elementTextId="62093">
              <text>Black and white photograph</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="62088">
                <text>UWPAC002_P_1094</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62089">
                <text>Professor Frances Kavenik</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62090">
                <text>Professor Emeritus, English. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62094">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62095">
                <text>1981</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62096">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
              <elementText elementTextId="62097">
                <text> Faculty</text>
              </elementText>
              <elementText elementTextId="62098">
                <text>Emeriti</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62099">
                <text>UW-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62100">
                <text>The Board of Regents of the University of Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="107763">
                <text>Still image</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="103">
        <name>faculty</name>
      </tag>
      <tag tagId="46">
        <name>people</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2493" public="1" featured="0">
    <fileContainer>
      <file fileId="3048">
        <src>https://archives.uwp.edu/files/original/70de1b7d96fa70d884067512e4d39df4.pdf</src>
        <authentication>10caa6cbc13ca8e699742e56b9e0c075</authentication>
      </file>
    </fileContainer>
    <collection collectionId="8">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45717">
                  <text>University of Wisconsin - Parkside Ranger News</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45718">
                  <text>Student newspaper of UW-Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>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.</description>
      <elementContainer>
        <element elementId="97">
          <name>Issue</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="62076">
              <text>Volume 4, Issue 10</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="96">
          <name>Headline</name>
          <description>Used for newspapers, the Headline element describes the main article of the issue.</description>
          <elementTextContainer>
            <elementText elementTextId="62080">
              <text>Registration Fall 1971</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62087">
              <text>UWPAC124 Ranger News</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="98">
          <name>Notes</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="90832">
              <text>No Issue 9 exists.</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="1">
          <name>Text</name>
          <description>Any textual data included in the document</description>
          <elementTextContainer>
            <elementText elementTextId="90833">
              <text>"tH E LI F. P.Y UWP, ' a, • &amp;INOSHA CAMPUS&#13;
- WASHINGTON RO.&#13;
FREE&#13;
Registration&#13;
Fall 1971&#13;
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SITURDIY&#13;
htut&#13;
2 34567&#13;
I t l0 11 12 13 14&#13;
211, 17 11 19 20 21&#13;
••&#13;
21 ~25262728 31&#13;
5&#13;
12&#13;
'• si. .. __ ..... -:-'t Act. Bldg.&#13;
' "fhe fllwks Ind&#13;
Sii.111111," p· '-11ti · ier Paow&#13;
6&#13;
October&#13;
1 2&#13;
3 4 5 6 7 8 9&#13;
10 11 12 13 ·14 15 16&#13;
17 18 19 20 21 22 23&#13;
24 25 26 27 28 29 30&#13;
31&#13;
labor Day&#13;
13&#13;
late Registration Week. :&#13;
20&#13;
No More Refunds!&#13;
Rosh Hashonah&#13;
~ ~ 27 11,111 4&#13;
concert i:....._ :oo pm -1111111. . ·.&#13;
it, "Sh&#13;
lltrastreet" op on ~ · Golden , 7:oo p.m.&#13;
1 2&#13;
Rec1strat10n Ends&#13;
7 8 9&#13;
Classes Beain .&#13;
14 Film, ' 'The Gokl Rush", 15 16&#13;
Charlie Chaplain .&#13;
Laurel &amp; Hardy Last Day to add classes Harold Uoyd&#13;
Charlie Chaplain&#13;
Laurel &amp; Hardy&#13;
Harold Uoyd&#13;
21 22 23&#13;
28 29 30&#13;
Yom Kippur&#13;
1971 SEPTEMBER&#13;
3&#13;
10 11&#13;
17 18&#13;
last Day for 60 per&#13;
Ref d&#13;
Dance , Alp a appa&#13;
umbda Sl&gt;O d 9 00&#13;
24 o re , " Rosemary s&#13;
Bab(, 8 00 P ude t&#13;
Act. Bide . 7Sc&#13;
pm&#13;
1971 &#13;
NEWSCOPE August 23. 1971&#13;
,.M ~ ,,~constructive deed that im&#13;
university or improves SOCi~ro.l!ll!he&#13;
You will encounter on car:-&#13;
sons who will tell you that ~. Per.&#13;
terribly old-fashioned. that t~ q ali&#13;
build a better world is to deslro 'Yay ~&#13;
that the place to begin is the ui It,iIlI&#13;
They will tell you how YOUhaIVel1ity&#13;
.&#13;
repressed and oppressed (s. ve b";,,&#13;
probably hadn't noticed) ': y~&#13;
gladly supply you with ~ea~_ YiiII&#13;
opiruons on the subject YOU ~ ~&#13;
care to tlunk about indepen&lt;lA.:'.'lIt&#13;
student government. the drug- -&#13;
campus poJicies, or any nl1lllBetlIe,&#13;
important public issues. You Willber of&#13;
these parties by their e .1aIot&#13;
negativism,' and by their r~~qt'DI&#13;
attribute low motives to te:' ~&#13;
"Malice," Thomas JeffersoO erl.&#13;
obs~rved. "will always fin~once&#13;
motives for good actions." There.bad&#13;
place in a university communityql1O&#13;
malice, or discourtesy. or ~&#13;
tiveness. My experience with s!udeoI&#13;
is that they want to work on the ~&#13;
struclive side, and that those :&#13;
appeal to them on the basis of Degaij&#13;
ideas and values get a small and"::&#13;
following.&#13;
The most important single um.&#13;
can do fpr .yourselves and for:;&#13;
cam pus this year is SUCCeed&#13;
academically. Studies of studebl&#13;
satisfaction ar~ very clear onthe pciat&#13;
that the most Important ingredieat iD&#13;
satisfaction is academic success.U YfAI&#13;
do well you will be pleased Willl&#13;
yourselves. and pleased with lh.&#13;
campus.&#13;
This is not a call to drudgery 8IIdI&#13;
dull life. Far from it. Most of you 1liD.&#13;
no doubt. succeed in your studies IDd&#13;
also find time to participate in ltlJdeot&#13;
government, work on campus ID.t&#13;
community problems. pursue priv...&#13;
pleasure, and do many other things !bat&#13;
will give you satisfaction in these, the&#13;
best years of your lives.&#13;
I repeat: this will be our best yeor.&#13;
and you will help make it so.&#13;
To all new and returning students I&#13;
want to extend a warm welcome. This&#13;
will be UW-Parkside's best year. and&#13;
you will help make it so.&#13;
Those of you who have visited or&#13;
studied on campus this swnmer have&#13;
seen the tremendous surge of activity&#13;
connected with our building program.&#13;
This has been a time in which paper&#13;
drawings, long in the making, have&#13;
begun to take the shape of buildings.&#13;
utility tunnels, parking lots, roads, and&#13;
orr-campus apartments. I compliment&#13;
you for not complaining about the&#13;
unsighthness and inconvenience involved.&#13;
and take it as an indication that&#13;
you understand that these activities are&#13;
necessary if we are to build here a true&#13;
university that will serve you and the&#13;
many gen rations of students that will&#13;
come after you&#13;
What is less visible, but even more&#13;
Important, is the expansion and improvement&#13;
of our educational program.&#13;
We now have more courses, covering&#13;
more fields and specialties, and in&#13;
gr ater depth, than ever before. We&#13;
nave more faculty. and better-qualified&#13;
ra ulty, thi year than last. We have&#13;
JOined all the other campuses or the&#13;
VOII rstty on pledging special and&#13;
&lt;.'OOtlnumg errorts to strengthen unoergraduate&#13;
teacbing. You will be the&#13;
beneficiary or all these developments.&#13;
You wilt also find the faculty deeply&#13;
Involved In scholarly activities, and&#13;
wrth important tasks in community and&#13;
institutional service, In some cases you&#13;
'''II participate directly in those activities,&#13;
and in all cases you will benefit&#13;
from faculty involvement in pursuits&#13;
other than teaching, Teaohing is&#13;
enriched by scholarship and by parucrpauon&#13;
in problem-solving efforts&#13;
out sid the university. University&#13;
pect es sors and college teachers are&#13;
alike 10 that teaching is their first&#13;
responsibility. But the university&#13;
professor has a special obligation tc&#13;
discover new knowledge, to share that&#13;
knowledge with others, and insofar as&#13;
CARL'S PIZZA&#13;
,.. Four Sill'l 9". 12" • I.... _ 16"&#13;
AlSO&#13;
• I"S • $' GHOTI • CHICKIN&#13;
GNOCCHI VIOLl • LA SAG"'''&#13;
• .!o(A FOOD. SANDWICHU&#13;
CAUY-OUTS - O£lIVUY&#13;
"YOU .tHe •. WI _.,HC"&#13;
657 -9843 or.&#13;
658-4922&#13;
A Message From The Chancellor&#13;
0:&#13;
W&#13;
o&#13;
0:&#13;
o&#13;
m&#13;
..J&#13;
..J&#13;
W&#13;
0:&#13;
0:&#13;
«&#13;
o&#13;
CHANCELLOR WYLLIE&#13;
possible apply it 10 the solution of the&#13;
problems of society.&#13;
In ail of this we are really talking&#13;
about students, for without students to&#13;
serve there would be no large need for&#13;
buildings. or faculty. or staff. What&#13;
should be better understood, however,&#13;
is that universities exist to serve&#13;
students intellectually. Whatever else it&#13;
does, a university must nurture the life&#13;
of the mind. It should value reason&#13;
above feeling, fact above opinion, and&#13;
achievement above failure. It should&#13;
help students discover that knowledge&#13;
is the most enduring source of power,&#13;
and that effective power is a function of&#13;
trained intelligence and disciplined&#13;
capacity. The right "trip" at a&#13;
university is ·a trip of intellectual&#13;
discovery. The right "involvement" is&#13;
the grappling of the mind with a concrete&#13;
problem. The right "action" is the&#13;
~r~-:=:::~s.::=:=:::~:=:::::~~:=:=:::::::::::::::::::::::::::::::~:=:::::::::::::::::::=:=:~:~:;:::::::::::::::::::::::::::::::::::::;;:~:!:~&amp;:!;!:;i~&#13;
I CHAT N CHEW Ii&#13;
~!40th Avenue &amp; 52nd Street i!ii PHONES&#13;
Editorial&#13;
Business&#13;
Editor Warren Nedry&#13;
Copy Editor John Koloen&#13;
News Editor Marc Eisen&#13;
Fe~ture Editor Paul Lomartire&#13;
Business Manager JOM Gray&#13;
Summer Newscope is ,.&#13;
independent student newspoper&#13;
composed and published nSIY&#13;
through the summer ..... ill&#13;
students of the UDiversityII&#13;
Wisconsin-Parkside. Stydot&#13;
obtained advertising fllldi II!&#13;
the sole source of reveille fer&#13;
the operaHon of Newscope.6,111&#13;
copies are pririted aDd&#13;
distributed through Iht&#13;
Kenosha and R-acine COlD·&#13;
munities as well as Ibt&#13;
University. Free copieS II!&#13;
avaiiable upon requelil&#13;
KENOSHA&#13;
SUNDAY THRU THURSDAY&#13;
11 A.M. TILL MIDNITE&#13;
FRIDAY &amp; SATURDAY TILL 2 A.M.&#13;
HAMBURGERS 40¢ &amp; 24¢&#13;
SUPER-CHEW(Triple decker)&#13;
NEWS STAFF&#13;
Bob Borchardt, Darrell Borger,&#13;
James Casper. Jim Koloen. Bill&#13;
Sorensen.&#13;
CONTRIBUTING&#13;
WRITERS&#13;
)\1i.ke ~tevesand. Janet :sabol,&#13;
Mike Starr.&#13;
BUSINESS STAFF&#13;
Connie Kinsella, Dave Kraus&#13;
Don Marjara. Barb Scott. '&#13;
TUESDAY, WEDNESDAY, AND THURSDAY&#13;
9:00 a.m .• 5:00 p.m.&#13;
6:30 p.m .. 9:00 p.m.&#13;
FRIDAY&#13;
9 :00 a.m .. 5:00 p.m.&#13;
GENUINE&#13;
$24.95&#13;
UNIVERSITY&#13;
Page2 . ·Ew COPE August23, 1971&#13;
constructive deed th'at irn&#13;
university or improves soc·P~oves the&#13;
famous for&#13;
CARL'S PIZZA&#13;
In Four S11~s 9~. 12- • 14# . 16-&#13;
AlSO&#13;
• RIIS • SPAGHnTI • CHICKEN&#13;
GHOCCHI • RAVIOLI • LA SAGHI&#13;
• U fOOO • SAHOWICHU&#13;
CAll-,Y-OUTS • DELIVERY " YOU ••HG •• Wf •1ttHc·•&#13;
657-9843 or,&#13;
658-4922&#13;
A Message from The Chancellor&#13;
CHANCELLOR WYLLIE&#13;
a:&#13;
w&#13;
l?&#13;
a:&#13;
0&#13;
m&#13;
.J&#13;
.J&#13;
w&#13;
a:&#13;
a:&#13;
&lt;(&#13;
0&#13;
You will encounter on c~e Y.&#13;
sons wh9 will tell you that m~us_ Pit.&#13;
te~ribly old-fashioned, that t~ts 1s au&#13;
build a better world is to destr e ~ay to&#13;
that the pla~e to begin is the ;)/ 11, and&#13;
They will tell you how you h tversity&#13;
repressed and oppressed ( ~ve beei&#13;
probably hadn't noticed) Since YOII&#13;
gladly supply you with ~ea~nd Iii!;&#13;
opinions on the subject you Y·tnade&#13;
care to think about indepen rnay ~t&#13;
student government, the drudent1y '&#13;
campus poJicies, or any nu g scene,&#13;
important public issues. You ~~r of&#13;
these parties by their pe . know&#13;
t&#13;
. . . d rs1ste t&#13;
neg~ ivism, an by their readin n&#13;
attribute low motives to 1&#13;
~ to&#13;
"Malice," Thomas Jeffers O ers&#13;
observed, "will always fio~ once&#13;
motives for good actions " Then . had&#13;
l ... · re1s~&#13;
p ace m a uruversity cornmu ·t&#13;
malice, or discourtesy or dnt Y for . ' estruc tiveness. My experience with stud ·&#13;
is that they want to work on the ents&#13;
structive sjde, and that those 1&#13;
~ppeal to them on the basis of nega;v 0&#13;
ideas and values get a small and shoe&#13;
following. rt&#13;
The most important single thing YOO&#13;
can do for _yourselves and for the&#13;
campus. this year is succeed&#13;
ac~dem~cally. Studies of student&#13;
satisfaction ar~ very clear on the point&#13;
that the most important ingredient ·&#13;
satisfaction is academic success. If y! do well you will be pleased With&#13;
yourselves, and pleased with the&#13;
campus.&#13;
possible apply it to the solution of the&#13;
problems of society.&#13;
In all of this we are really talking&#13;
about students, for without students to&#13;
serve there would be no large need for&#13;
buildings, or faculty, or staff. What&#13;
should be better understood, however,&#13;
is that universities exist to serve&#13;
students intellectually. Whatever else it&#13;
does, a university must nurture the life&#13;
of the mind. It should value reason&#13;
above feeling, fact above opinion, and&#13;
achievement above failure. It should&#13;
help students discover that knowledge&#13;
is the most enduring source of power,&#13;
and that effective power is a function of&#13;
trained intelligence and disciplined&#13;
capacity. The right "trip" at a&#13;
university is ·a trip of intellectual&#13;
discovery. The right "involvement" is&#13;
the grappling of the mind with a concrete&#13;
problem. The right "action" is the&#13;
This is not a call to drudgery and a&#13;
dull life. Far from it. Most of you v.ill,&#13;
no doubt, succeed in your studies aoo&#13;
also find time to participate in student&#13;
government, work on campus and&#13;
community problems, pursue private&#13;
pleasure, and do many other things that&#13;
will give you satisfaction in these, the&#13;
best years of your lives.&#13;
I repeat: this will be our best year,&#13;
and you will help make it so.&#13;
~;: .:--···;.;-:--.:. ···:., ·· .: . . ·::::.::... .. . . ....... ·. ~-:,&#13;
I CHAT N CHEW I&#13;
lili 40th Avenue &amp; 52nd Street 1111&#13;
KENOSHA&#13;
SUNDAY THRU THURSDAY&#13;
11 A.M. TILL MIDNITE&#13;
_FRIDAY &amp; SATURDAY TILL 2 A,M,&#13;
HAMBURGERS 40¢ &amp; 24¢&#13;
SUPER-CHEW (Triple decker)&#13;
iiii';:;~":~;:;::~~-::;~::::i::iTi;~:;~~;;·iti&#13;
11 WEEK OF REGISTRATION m!J .::::::: ' ;:;:;:;: }i:i AUG, 31, SEPT. 1 - 2 1f:J:i:;&#13;
TUESDAY, WEDNESDAY, ANO THURSDAY&#13;
9:00 a.m. - 5:00 p.m.&#13;
6:30 p.m. · 9:00 p.m.&#13;
FRIDAY&#13;
9:00 a.m. - 5:00 p.m.&#13;
FIRST WEEK QF CLASSES&#13;
SEPT· l - 10&#13;
TUESDAY THRU THURSDAY&#13;
l:30 A,M,&#13;
TO 8:30 P.M.&#13;
FRIDAY&#13;
8:00 A,M, - 4:30 P,M,&#13;
UNIVERSITY&#13;
/&#13;
1, .... --wBOQ,lt_STORE I . . ... ':...... .. ..... ;. 'v.-.--: :-:•:·:··:;:;:;:::::;.,; •:::::;. ;,;.;:;:;:;:;:;:;::=-:::::iJ: .~&#13;
Editor Warren Nedry&#13;
Copy Editor JohnKoloen&#13;
News Editor Marc Eisen&#13;
Feature Editor Paul Lomartire&#13;
Business Manager John Gray&#13;
NEWS STAFF&#13;
Bob Borchardt, Darrell Borger,&#13;
James Casper, Jim Koloen, Bill&#13;
Sorensen.&#13;
CONTRIBUTING&#13;
WRITERS&#13;
Mi}rn Stevesand, Janee ::sabol,&#13;
Mike Starr.&#13;
BUSINESS STAFF&#13;
Connie Kinsella, Dave Kraus,&#13;
Don Marjara, Barb Scott.&#13;
PHONES&#13;
Editorial&#13;
Busines:;:&#13;
553-24&#13;
553·2&#13;
Summer Newscope is pn&#13;
independent student newspaper&#13;
composed and published weekly&#13;
through the summer sessioo by&#13;
students of the University d&#13;
Wisconsin-Parkside. · Sb}den!&#13;
obtained advertising funds are&#13;
the sole source of revenue for&#13;
the operation of Newscope. 6,&#13;
copies are printed ac&#13;
distributed through&#13;
Kenosha and Racine co · munities as well as e&#13;
University. Free copies are&#13;
available upon requf!?l.&#13;
i:-~~~UiN~-----]L;.i~···-------~ .. ~,&#13;
;} $24.95&#13;
12 VOL TS FULL FEATURES&#13;
TOP MUNTZ QUALITY&#13;
t;~&#13;
::::&#13;
....&#13;
I&#13;
···•· . S~ 0 PEN 9 a.m.- 9 p.m. . .......... ~~~- ···~·•·•·•·•·•·•·•·• •• ...... u~··--:·:~:~:~:.:.:x:.:.:.:_:;:_:_:_:_,::_:::::::;:::::::::::::-;-:·:·····:·.························&#13;
".==============:=::··.=:~::'!- ~-=&#13;
-~'" =---&#13;
3105 60th Street &#13;
. (4) Parking is r '. "" •• 1Z1, 1171 PE&#13;
which must be keptPclohiblled at all times in;;-;a;;:reas;;;;;;---;::::~:;-:=::-.~-~":'-:----:-~---:-:&#13;
para to S· ear for tbe pa.... . . s. aid areas shall be de' -..e of fire apsigns&#13;
reading "Fire Z Signaled by standard&#13;
Day or Night" or "Fir ~' No Parkmg at Any Time&#13;
Day or Night." e ne,NoParkingatAnYTime:&#13;
. (5) Parking is prohib' .&#13;
which must he k ited at all times in areas&#13;
unload. Such area=~:,.~\e~ dor vehicles to load and&#13;
signs. eslgnaled by appropriate&#13;
(6) Motor vehicles pa ked .&#13;
area Without a lt r In a restricted parking&#13;
fire zone, fif# 1!::;~~adO~motor vehicles parked in a&#13;
and I' ,lOg zone or no parking un 'censed or partially dl I zone,&#13;
may, a t the owner' Ismantled motor vehicles&#13;
premises and stor:/"ru~e, ~. ';""ed off university&#13;
after a notice to tit ve rc es, if not claimed&#13;
abonded and shall he': ow,:;,r, shall be considered&#13;
20.909 (I) Wis. Stats. spose of as proVIdedin section&#13;
(7) Parking in uni ity prohibited as req' d fversl parking areas shall be&#13;
snow removal wre or reasons of needed repair and&#13;
(8) Violation of any of the provisions of section UW&#13;
1.04 shall result in a fine of up to $25 as established bv&#13;
II ora m or&#13;
University Rules and Regulations&#13;
poIlce all lands and property under the control of the&#13;
",Is Such officers shall have all the powers&#13;
~ in section 27.01(8), Wis. Stats., 1967, except&#13;
llteresuehpowersare specifically limited or modified&#13;
bJ tile regenls. Such officers may accept concurrent&#13;
Iftllitttmenisas deputy sheriffs, if requested to do so&#13;
bJ tile appropriate county sheriff.&#13;
(2) Police officers shall be identified by an apJl'l"iale&#13;
shieldor badge, bearing the words, "Police,&#13;
lbiversily&lt;iWisconsin" and bearing a number, which&#13;
bIdge shall be conspicuously worn when enforcing&#13;
\f.. Adm. Codesections UW 1.03, 1.04 and 1.05 of these&#13;
ffIllIations. .&#13;
(3) Parking attendants or "meter maids" are&#13;
Illbori2ed to enforce the parking regula tions in section&#13;
UW 1,04.&#13;
UW1.03Motor vehicle regulations. (1) (a) No&#13;
pencil shalloperate any motor vehicle (self-propelled&#13;
_Ie) 00 any roadway under the control of the&#13;
.18 unlesshe hold a valad and current operator's&#13;
Iicooseissuedunder chapter 343, Wis. Stats., except a&#13;
pencil exemptunder the provisions of section 343.05,&#13;
lIII. S1a1s., from the requirement that he hold such a&#13;
..... inorder to operate a motor vehicle on the high-&#13;
..,. &lt;i this state.&#13;
(b) Noperson shall operate any motor vehicle on&#13;
lIy... dwayunder the control of the regents unless the&#13;
- bas been properly registered as provided by&#13;
dIBpter 341, Wis. Stats., unless exempt under the&#13;
IIOIiIlOIII of section 341.05, Wis. Stats., from the&#13;
nqairementthat the vehicle be registered in order&#13;
"tihnay be operated on the highways of this state.&#13;
Il) AU provisions of chapter 346, Wis. Stats., 1967&#13;
lIIIitled "Rules of the Road" which are applicable to&#13;
Ii&amp;bway. as defined in section 340.01 (22), Wis. Stats.,&#13;
:srehereby adopted for the regulation of traffic on&#13;
",-~'!Ways under the control of the regents and are&#13;
- to apply with the same force and effect, exClIptllMlseprOVisionsof&#13;
chapter 346, Wis. Stats., 1967,&#13;
~ are in conflict with any specific 'provision of&#13;
- regulations. .&#13;
.. (3)~ ~y provision of this section is invalid, or if&#13;
II :~catiOO thereof to any person or circumstances&#13;
~d, such invalidity shall not affect other ::°111o~applications which can be given effect&#13;
t the lDvalid provision or application.&#13;
~ 1.14 Parking regulations. (J) Parking is&#13;
-. ~ at ~lltimes on roads, drives, and fIre lanes&#13;
~ UlUversityparks and on all university lands,&#13;
desi that the president of tbe university, or hiS&#13;
~ted re~resentative, and the chief ad-&#13;
.. trativ~officer or his designated representative, lati:UthCl1Zedto establish parking areas, parking&#13;
ihlir •~ !'l~thodsof parking, on the campuses under&#13;
'PedIlc!uriadiction,and may designate parking areas for&#13;
.. ,.,:'"'PS at specific times, providing such areas&#13;
(2) ly posted and pa trolled as parking areas.&#13;
Iol1llhe~ept a.. provided in subsection (3), parking&#13;
"""'" lSily.~rklng areas is prohibited to otber than&#13;
~Ies 'Pecifl~lly assigned to such areas; and motor&#13;
~ed so assigned to any parking areas shall be&#13;
Ile ~ an appropriate parking permit affixed to&#13;
lltiters; as designa ted by the president of the&#13;
lbief a~?,.hlS d~ignated representative, or by the&#13;
"ltooeftta"lIUstrative officer, or hIS deSignated ",ve.&#13;
13) la) In . .&#13;
~ily order to provide off-street parkmg m&#13;
lltiters; parkmg areas for pa trans of pubbc&#13;
~lIlym events, such as, for example, athletic&#13;
.... ~. otor Vehicles may be permitted to park m&#13;
~ti~. for such purpose by the chief ad- ilIaiPubli e Officer,or his designaled representative.&#13;
~ OOtc event:' parking shall be for only a bmlted&#13;
~te r'ceedlng 12 hours continuously, and ap-&#13;
(b)Viseesmay he established.&#13;
~ ltor parking lots may be established, and&#13;
llt!Ilols ~ fees may be established for parking in&#13;
~~ y the chIef administrative officer or hiS&#13;
(e)U rep~esentative.&#13;
~ ~trlCted and unassigned parking areas for&#13;
""be~:bIis~ty, staff and visitors are authorized!'nd&#13;
- ... des' hed by the chief administrative offIcer&#13;
...... !gnaled representative' wbere condItiOns&#13;
the regents, pursuant to the authority provided in&#13;
section 36.06 (II) (b), Wis. Stats., 1969, except that&#13;
V1~labo? of any of the provisions of this section by a&#13;
untverstty student shaH result in the assessment of a&#13;
monetary penalty of up to $25 as established by the&#13;
regents.&#13;
UW 1.05 Trame regulations. (1) In order to assure&#13;
the safety of persons and the orderly now of traffic on&#13;
university lands, all pedestrian and vehicular traffic,&#13;
including bicycles, shall be governed by those&#13;
provisions of chapter 346, Wis. Stats., 1967, entiUed&#13;
"Rules of the Road" which are applicable, and shall&#13;
obey the posted signs regulating traffic as approved by&#13;
the regents.&#13;
(2) The chief administrative officer of a campus or&#13;
other university area is authorized to require the&#13;
registration of all student motor vehicles and to limit&#13;
or prohibit their use in designated areas during&#13;
designated hours, Violation of this subsection shall&#13;
result in the assessment of a monetary penalty of up to&#13;
$25 as established by the regents.&#13;
UW 1.06 Conservation or university parks. (1) The&#13;
dumping of any waste, trash, debris, or other rubbish&#13;
on any university property is prohibited, except only as&#13;
may be specifically authorized by the chief ada:&#13;
"' e&#13;
a:&#13;
o&#13;
&lt;II&#13;
J&#13;
J&#13;
..&#13;
a:&#13;
a:&#13;
~&#13;
o&#13;
Dean oearbom&#13;
RULES AND REGULATIONS&#13;
I are embodied in the&#13;
The fOIlOWADi~IN~~TfVE CODE adopted by&#13;
WISCONSIN We are publishing them&#13;
the Regents in J~nua?; ::i~orm students and starr of&#13;
in the Newscope 10 or e t rules in the Code have&#13;
their provisions, These Regen&#13;
rry increased penalties:&#13;
the force of la~ '. and n7 ~ and-or prison sentences&#13;
fines up to a mmlmum a 'd 'sed that the rules&#13;
da We have been a VI of up to 90 YS'. developed for the Madison&#13;
that were orlgm"!tY. ali unils of the University.&#13;
campus apply e~a ;;:nWisconsin has a heritage of&#13;
The Urnversl y. ve been adopted by the&#13;
, student freedoms whIch ':oard of Regents over a&#13;
University of Wlsc~~I~lling your attention to.these&#13;
period of years. weall will realize that even liberal&#13;
in the hope tha~ meters in which to operate,&#13;
traditions have given para&#13;
Allen B. Dearborn&#13;
Dean of Studen Is&#13;
. 'th tbe approval of the regents.&#13;
ministrative offIcer WI th . ed by the chief ad-&#13;
(2) Except. as ~u orl~ royal of the regents,&#13;
ministrative offIcer ":.~b~v';tatiOn, wood, timber,&#13;
the removal of anyu: or ~ther products frorn the&#13;
rocks, stone, ea~ , h-b'ted&#13;
university parkS, I~~s~ctio'n or molestation many&#13;
(3) The re~no;afi~h life within the boundaries of&#13;
bird, ammal . hibited except in cases wherem&#13;
university parks nfli"S"'ts° with any order of the departthis&#13;
prOVISionco c&#13;
request the&#13;
(Continued on Page 4)&#13;
TRAFFIC AND CONDUCT ON UNIVERSITY&#13;
pERTY '&#13;
fl!O 01 Designation of University Lands; Chief&#13;
~ 1&#13;
· tive officer. All lands and real property&#13;
,d1111nistra subject to the con_trol of the Regents of the&#13;
awned b{ or of Wisconsin are hereby designated as&#13;
uoivers~ Y arks and as such shall come within the&#13;
vruve~1&#13;
ge!'e and all subsequent rules and regulations&#13;
~ to university lands. For puposes of this&#13;
re]a ting the "chief administrative officer" of a&#13;
chapter, r other university area shall mean the&#13;
camPo~.&#13;
0&#13;
or dean of a campus; in the case of archaRce&#13;
ior experimental stations, or other university&#13;
tioretum;part of a campus under the direct supervision laJ1ds : cellor or dean, it shall mean the university&#13;
ri. 8 _c I&#13;
i~ charge of sue~ Ian~~- In the absence of the&#13;
rJ.fi~I~ dministrative officer" it shall mean the person&#13;
"chie ~ ed to act on behalf of such "chief ad-&#13;
: ~~:tive officer" in his absence.&#13;
UW 1.o2 Police Officers. (1) Such per~ons as shall&#13;
uthorized by the regents shall be constituted police&#13;
ber:cers and shall have the power to enforce these rules&#13;
~ regulations, and for the purposes thereof shall&#13;
. (4) Parking is r hi . ug&#13;
which must be kept lo b1ted at all times in~ a;::rea::::-----:---:------------=---- paratu S . c ear for the passa . . s. aid areas shall be de . ge of fire ap- s1gns reading "Fire Zon s1g~ted by standard&#13;
Day or Night" or "F' r..:, No Parking at Any Time&#13;
Day or Night. " ire ne, NoParkingatAnyTime:&#13;
(5) Parking is p hib'&#13;
which must be ke t ro ited at all times in areas&#13;
~load. Such areas ;ha~~e: dor_ vehicles to load and&#13;
signs. esignated by appropriate&#13;
(6) Motor vehicles ked . area without a perm·t par m a restricted parking&#13;
fire zone fir .. lane 11 do~ motor vehicles parked in a&#13;
d . ' ..,. , oa mg zone or no k · an unlicensed or partiall d' , par ing zone,&#13;
may at the , Y ismantled motor vehicles ' owner s expense be tow d ff . premises and stored S h ' . e . o university after a notice to th uc veh1cles, if not claimed&#13;
abonded and shall b ~ owner, shall be considered&#13;
20.909 (1 ) Wis. Sta~.disposed of as provided in section&#13;
(7) Parking in uni ·ty . prohibited as requir d ters1 parking areas shall be snow removal. e or reasons of needed repair and&#13;
1 04 ~raiiiolati~n. of a~y of the provisions of section UW&#13;
· resu m a fme of up to $25 as established bv&#13;
r&#13;
lion&#13;
f&#13;
University Rules and Regulations&#13;
lice all lands and proper~y under the control of the&#13;
~ ents. Such ?fficers shall ~ave all the powers&#13;
p-ovided in section 27.0l (8), Wis. Stats., 1967, except&#13;
v;heresuch powers are specifically limited or modified&#13;
lri the regents. Such officers may accept concurrent&#13;
appointments as deputy sheriffs, if requested to do so&#13;
b)· the appropriate county sheriff.&#13;
(2) Police officers shall be identified by an app-opriat.e&#13;
shield or badge, bearing the words, "Police,&#13;
UruversityofWisconsin" and bearing a number, which&#13;
t:edge shall be conspicuously worn when enforcing&#13;
Wis. Adm. Code sections UW 1.03, 1.04 and 1.05 of these&#13;
regulations.&#13;
(3) Parking attendants or "meter maids" are&#13;
authorized to enforce the parking regulations in section&#13;
l'W 1.04.&#13;
UW 1.03 Motor vehicle regulations. (1) (a ) No&#13;
~~on shall operate any motor vehicle (self-propelled&#13;
1-ehicle) on any roadway under the control of the&#13;
regents unless he hold a valad and current operator's&#13;
ficense issued under chapter 343, Wis. Stats., except a&#13;
~~on exempt under the provisions of section 343.05,&#13;
Wis. Stats., from the requirement that he hold such a&#13;
~cense in order to operate a motor vehicle on the high- ways of this state.&#13;
(bl No person shall operate any motor vehicle on&#13;
any roadway under the control of the regents unless the&#13;
same has been properly registered as provided by&#13;
chapter 341, Wis. Stats., unless exempt under the&#13;
irovisions of section 341.05, Wis. Stats., from the&#13;
rtq~ement that the vehicle be registered in order&#13;
lhat it may be operated on the highways of this state .&#13;
. 22) All provisions of chapter 346, Wis. Stats., 1967&#13;
~titled "Rules of the Road" which are applicable to&#13;
iugbways as defined in section 340.01 (22), Wis. Stats.,&#13;
!967 are hereby adopted for the regulation of traffic on&#13;
the roadways under the control of the regents and are&#13;
llltended to apply with the same force and effect, ex-&#13;
~t those provisions of chapter 346, Wis. Stats., 1967,&#13;
•thesehi ch are in conflict with any specific 'provision of&#13;
regulations.&#13;
the (&#13;
3&#13;
&gt; If a~y provision of this section is invalid, or if&#13;
_apph_cation thereof to any person or circumstances 15 1&#13;
~v_ahd, such invalidity shall not affect other&#13;
: ~ons o'. ap~lications which can be given effect&#13;
t the mvahd provision or application. Ito~: 1.04 Pa~king regulations. (1) Pa7&#13;
king is&#13;
!rave 1&#13;
~d at ~11 times on roads, drives, and fire lanes&#13;
excep?ing umversity parks and on all university land~,&#13;
es· that the president of the university, or his&#13;
,,,;.:~tnated representative and the chief ad- ..... llll rar ' Ire th iv~ officer or his designated representative,&#13;
-:u Or1Zed to establish parking areas, parking&#13;
their .' a?d ~~thods of parking, on the campuses under&#13;
'PecJ~sdiction, and may designate parking areas for&#13;
are p;c groups at specific ti.mes, providing such areas&#13;
(&#13;
2&#13;
)0flerly posted and patrolled as parking ar~s.&#13;
llniv E~cept as _provided in subsection (3), parking&#13;
rierson:~ity_ ~rkmg areas is prohibited to other than&#13;
hicJes ~ific~lly assigned to such areas; and motor&#13;
rlentified O assigned to. any parking are~ s~all be&#13;
lhe Veh· tan appropriate parking permit affixed to ·vers·ic e as. designated by the president of the&#13;
Chier ~l?r_his designated representative, or by the&#13;
ltpresenta~mstrative officer, or his designated ve.&#13;
~3J (a) In . . etsity order to provide off-street parking in vers· Parking areas for patrons of public&#13;
Coiites~ty events, such as, for example, athletic&#13;
areas d~~otor vehicles may be permitted to park in&#13;
"lliatrar 1&#13;
gned_ for such purpose by the chief _addi&#13;
PUbtve officer, or his designated representative.&#13;
e, not ~ even~ parking shall be for only a limited&#13;
llrOJ&gt;tiate f XCeedmg 12 hours continuously, and ap-&#13;
(b) Vis~ may be established.&#13;
PproPriat:tor Parking lots may be establish~, a~d&#13;
~ lots b fees m~y be established for parking ~n lgJ\a~ Y the chief administrative officer or his&#13;
&lt;c&gt; U rep~esentative.&#13;
dents restricted and unassigned parking areas for&#13;
lllaybe~s~\fty, staff and visitors are authorized ~nd&#13;
ct his d . !Shed by the chief administrative officer Permit. esignated representative where conditions&#13;
the _regents, pursuant to the authority provided in&#13;
s~bo~ 36.06 (11) (b), Wis. Stats., 1969, except that&#13;
VI~labo~ of any of the provisions of this section by a&#13;
un1vers1ty student shall result in the assessment of a&#13;
monetary penalty of up to $25 as established bv the&#13;
regents. •&#13;
UW 1.05 Traffic regulations. (1) In order to a ure the safety of persons and the orderly flow of traffic on&#13;
university lands, all pedestrian and vehicular traffic,&#13;
including bicycles, shall be governed by those&#13;
provisions of chapter 346, Wis. Stats., 1967, entitled&#13;
"Rules of the Road" which are applicable, and shall&#13;
obey the posted signs regula ting traffic as approved by the regents.&#13;
(2) The chief administra tive officer of a campus or&#13;
other university area is authorized to require the&#13;
registration of all student motor vehicles and to limit&#13;
or prohibit their use in designated areas during&#13;
designated hours. Violation of this subsection hall&#13;
result in the assessment of a monetary penalty of up to&#13;
$25 as established by the regents.&#13;
UW 1.06 Conservation of universit} park . (I) The&#13;
dumping of any waste, trash, debris, or other rubbi h&#13;
on any university property is prohibited, except only a&#13;
may be specifically authorized by the chief adDean&#13;
Dearborn&#13;
RULES AND REGULATIO,'&#13;
. I re embodied in th&#13;
The following ru ~;IVE CODE adopted b.&#13;
WISCONSIN_ ADMINISf1971 We are publishing them&#13;
the Regents m J~nua2'; to inform students and staff of&#13;
in the New_s~ope i;~r Regent rules in the Code have&#13;
their prov1s1ons. n:~ow carry increased penalties:&#13;
the force of la";V,. a f $500 and-or prison sentences&#13;
fines up to a minimum o , d , ed that the rules da We have been a VIS of up to 90 Y~·. developed for the . tadi on that were originally in all units of the University.&#13;
Campus ap~ly e~ally f Wisconsin has a heritage of&#13;
The Uruvers1 y o_ch have been adopted by the&#13;
student freedom~ wh1 . Board of Regents over a&#13;
University of Wisconsin lling your attention to the:.e&#13;
period of years. We~r~~ realize that even liberal&#13;
in the hope tha! parameters in which to operate. traditions have given&#13;
Allen B. Dearborn&#13;
Dean of Students&#13;
. 'th the approval of the regents. ministrative officer wi th . d by the chief ad· E ept as au orize (2) xc . 'th the approval of the regents, ministrative officer ~s vegetation, wood. timber,&#13;
the removal of any; or ~ther products from the&#13;
rocks, stone, ea~ , h'b'ted . ty rks 1s pro 1 1 . univers1 pa ' I destruction or molestation of any&#13;
. (3) 1:he re;:;~i~h life within the boundaries ?f&#13;
bird, a~1mal . rohibited except in cases wherein&#13;
univers1~ parks nfli1s ? ts with any order of the depart- this prov1s1on co c&#13;
ill al lo r u t&#13;
&lt;Continued n P &#13;
NEWSCOPE August 23. 1911&#13;
Rules and Regulations&#13;
(Continued from Page 3&gt;&#13;
unauthorized duplication or to duplicate a university&#13;
key. It shall also be illegal to transfer any university&#13;
key from a person entrusted with possession to an&#13;
unauthorized person, or to be in possession of such key.&#13;
(8) Liquor. The use of possession of intoxicating&#13;
liquors, or fermented malt beverages with an alcoholic&#13;
content of more than 5 per cent by weight, is prohibited&#13;
on all university property, except in faculty and staff&#13;
housing, and in married and graduate student housing&#13;
units specifically designated by the chief adrnirustranve&#13;
officer, and at suitable times under&#13;
decorous conditions, in faculty and staff dining, C004&#13;
ference or meeting facilities, subject to statutory age&#13;
regulations.&#13;
(9) Malt Beverages. No fermented beverages&#13;
containing 12 oil per cent or more of alcohol by volume&#13;
hall be sold. dispensed, given away. or furnished to, or&#13;
purchased by or for any persons under the age of 18&#13;
years, on university of Wisconsin property, unless&#13;
accomparued by parent or guardian.&#13;
(lO) Narcotic and Dangerous Drugs. The use or&#13;
possession of narcotics or dangerous drugs as defined&#13;
In chapter 161 Wis, Stats., is prohibited on all university&#13;
property with the specific exceptions set forth in&#13;
chapter 161 The penalty provisions of chapter 161 shall&#13;
apply to VIOlationsof this section.&#13;
f III Picnicking, camping, Etc. Picnicking, campang,&#13;
and similar activities are prohibited on&#13;
university lands, except in such specific areas as are&#13;
designated to be picnic or camping grounds_ All rules&#13;
and regulalions for use of such grounds which are&#13;
posted must be complied with. For purposes of this&#13;
r ~ulalion, camping shall include the parking of&#13;
&lt;:ampcnt or camp trailers, the pitching of tents. or the&#13;
placement or ereclion of any facility or structure.&#13;
(12 nclhng, Canvassing, Peddling, Soliciting. (a)&#13;
o door to door selling, canvassing, peddling or&#13;
sollciling is permitted in the buildings of the univerSity,&#13;
including those used for housing, unless the oc-&#13;
&lt;:upant of a specific living unit or oHice has, in advance,&#13;
requested and given permission for a person&#13;
engaged in such activity to come to that particular&#13;
hVlng Untt or office for that purpose.&#13;
(b) All other canvassing, soliciting, peddling and&#13;
the sales of goods or services are prohibited on the&#13;
grounds or in the buildings or other facilities of the&#13;
university except the following:&#13;
I Individual sales of personal property owned or&#13;
ilcqulred by the seller primarily for his own use.&#13;
2 HaWking of newspapers and other printed&#13;
mailer outside of buildings or facilities.&#13;
3, Subscnption, membership,· ticket sales&#13;
soliCitation. rund-raislng, selling, canvassing and&#13;
solicillng acllvilles carried on by a univecsity or&#13;
registered student organization pursuant to a contract&#13;
Withthe university for the allocation or rental of space&#13;
for lhat purpose.&#13;
4 Admission events in a univerSity building or&#13;
fa&lt;..'lhlypursuant to a contract with the university.&#13;
5. Food and beverage concessions conducted&#13;
pursuant Loa contract with the university.&#13;
IU&gt; Signs. The creclion. posting, or attaching of&#13;
any signs. posters. pictures, etc. in or on any building&#13;
nr on other university property is prohibited except on&#13;
n'tular bulletin boards. The chief administralive ofri&lt;:&lt;,ror&#13;
his deSignee is authorized to allow exceptions&#13;
IClr lemporary periods for lhe areas under his&#13;
Jurisdiction.&#13;
e 14) Smoking. Smoking is prohibited in the&#13;
dassrooms. laboralOries. rest rooms. stOl-erooms and&#13;
t.·twridorsof university buildings except for such areas&#13;
as arc designated for that purpose.&#13;
ll~) wimmmg. Fishing, Boaling, Riding, Etc.&#13;
SwimmIng. fishing. boating. snowmobiling. horseback&#13;
I'ldmg, and similar recreational activities are&#13;
rl'Slnclcd 10 Ihc areas and limes designated by the&#13;
dlid administrative orricer of Ihe campus or area&#13;
l'Ollt·crned. approved by the regents. and denoted by&#13;
lIffielal signs, The sloring of boats. boating gear.&#13;
snuwmoblles and othcr equipment within the boundilnes&#13;
of ull1vcrsity parks. excepl under conditions&#13;
spl'cified by the chief administrative officer. and sp1:&gt;I'ovcdby&#13;
the regents. is prohibited. There shall be no&#13;
SWimming. fishing. docking. or mooring of boats from&#13;
univerSity piers. except as designated by the chief&#13;
administrative officer of the campus or area. approved&#13;
by the regcnts. and denoted by official signs. Unless&#13;
otherw ISC indici:lted, such university facilities are&#13;
available only 10 university personnel. _&#13;
t 16 Restricted Use of Unions. (a) The use of union&#13;
buildtngs and union grounds is restricted to members&#13;
of lhe union. to university faculty. to university staff.&#13;
&lt;lI1dto tnviled guests. except on occasions when all or&#13;
part of the bUildings or grounds are open to the general&#13;
pubhc. The university reserves the right to require&#13;
currently valid evidence of qualification to use the&#13;
union bUildings and union grounds by student identlflCatiOn.car~,.&#13;
uni.on membership card, faculty or&#13;
employe IdentifIcation card. evidence of invitation as&#13;
an lIl.vile:&lt;!guest. or other suitable evidence of&#13;
~uahflcatlon for such use. in any area of the buildings&#13;
~tndgrounds not open to the general public at the time&#13;
when idenlifi~ation is requested. The university&#13;
r~crvcs lhe fight 10 deny the use of union bUildings&#13;
Jnd ~mon grounds to anyone who fails or refuses to&#13;
prOVide such identifieat ion in any such area. Any&#13;
person who falls or refuses to provide such idenlIhcatlon&#13;
Ill. any such area. and who then fails or&#13;
refuses to WIthdraw from the buildings and grounds&#13;
rnay be removed. .&#13;
Ibl For the purposes of this section:&#13;
.. d grounds are "open to the&#13;
I. Union bUildings an d d lng those hours&#13;
~~~~;:dof~Ya i~o~~~I::::~U~~ide ~~~main entrance&#13;
or entrances . . ·t d a&#13;
2. An "i~vited guest" is a ~rson who is invi e&#13;
b&#13;
~&#13;
by the univers.ity, ~y a unive~~lt~ ~e:r~e~~eorunron&#13;
registered university orgaru~tlO.ng a specific conbuildings&#13;
or union grounds uri . .. ki&#13;
ference special function, tour or official VISit ta ~g&#13;
place o~ campus; or b. by a union mer:n~er to u~en o~&#13;
union buildings or grounds for a specific o~ca.slO&#13;
taki ng place on the buildings or registered program I be b rldings or&#13;
grounds, and who is escorted to t ~ I .&#13;
ounds by the member and accompanied by the&#13;
~embers while there. The use of union bUildings ~~d&#13;
grounds by an "invited guest" is limited to the specific&#13;
occasion to which he is invited. A person m~kl~ff&#13;
regular, repeated use of ~e buildings a~d groun WI&#13;
not be regarded as an I invited guest. .&#13;
(c) Any person who fails or refuses to wl~draw&#13;
from union buildings and union grounds after f~l.lmg.or&#13;
refusing to provide the evidence ?f quahflca.tlOn.&#13;
required by this seclion may be penalIzed as provided&#13;
in section UW 1.08.&#13;
(7) Unauthorized Presence. (a) It is unlawful for&#13;
any persons to be pres~nt in ~ny class.. l~ture,&#13;
laboratory period, orientation sesSIOn,exammabon, or&#13;
other instructional session without the consent of a&#13;
member of the university jidministration or faculty or&#13;
other person authorized to give such consent.&#13;
(b) A person is present without consen~ as f~rbidden&#13;
by paragraph (a), in the follOWing clr·&#13;
cumstances:&#13;
1. If he is not then enrolled and in good standing as&#13;
a member of such an instructional session, and refuses&#13;
to leave such session on request of the member of the&#13;
university administration or faculty or other person in&#13;
charge thereof;&#13;
2. If he is present during the conduct of any such&#13;
instructional session and upon reasonable request&#13;
thereof by the person in charge thereof refuses or fails&#13;
to identify himself by written or documentary svidence&#13;
as a person present with the consent required by&#13;
paragraph (a), and refuses or fails to leave such&#13;
session at request'of the person in charge thereof.&#13;
(8) Restrictions on Persons who may Enter&#13;
Campuses During Emergencies. (a) Section 36.45,Wis.&#13;
Stats. provides: HThe chancellor of each university of&#13;
Wisconsin campus or the chief security officer thereof&#13;
. during a period of immediate danger or disruption.&#13;
may designate periods of time during which the&#13;
university campus and designated buildings and&#13;
facilities connected therewith are off-limits to all&#13;
persons who are not faculty members, staff personnel,&#13;
students or any other personnel authorized by the&#13;
above-named officials. Any persons violating such&#13;
order shall be subject to the penalties provided by law&#13;
for criminal trespass." (For penalty, see sections&#13;
943.13 and 943.14, Wis. Stats.)&#13;
(b) During any period so designated, it shall be&#13;
unlawful for any person to remain on the campus, or in&#13;
the designated bUildings and facilities, after failing or&#13;
refusing to identify himself upon request as a person&#13;
entitled to be present. .&#13;
(c) For the purpose of subsection (b),&#13;
1. "To identify himself" means to show a&#13;
university identification card or other written or&#13;
documentary evidence of identity.&#13;
2. "Person entitled to be present" means a&#13;
university faculty member or other employe, a&#13;
university student, or any other person authorized to&#13;
be present by the order issued pursuant to the statutory&#13;
provision set forth in subsection (a) of this section.&#13;
3. The "request" must be made by a police officer&#13;
or other person authorized by the order to make such&#13;
request.&#13;
(9) Persons Prohibited from Entering Campuses.&#13;
(a) Student convicted of dangerous and obstructive&#13;
crime. Sec~ion 36:47, Wis. Stats., provides: "Any&#13;
person who IS conVicted of any crime involving danger&#13;
to ~roperty or persons. as a result of conduct by him&#13;
which obstructs or serlOusly impairs activities run' or&#13;
authorized by a state institution of higher education&#13;
under this chapter or chapter 37,and who, as a result of&#13;
such conduct, is in a state of suspension or expulsion&#13;
~ro~ ~e ins~itulion, and who entere property of that&#13;
Inshtulton Without permission of the administrative&#13;
head of the institution or his designee within 2 years&#13;
~ay ~ for Cflchoffense be fined not more than $5000;&#13;
ImprIsoned not more than 6 months, or both."&#13;
(b) Sludent not covered by (a) who has violated&#13;
regent by-laws. Any person who is suspended or expell~&#13;
fro~ the university for conduct of the kind&#13;
?escnb~ In paragraph (d) 1. of this section, and who is&#13;
In. a s~te of suspension or expulsion from the&#13;
umverslty, or any person who takes leave or resigns&#13;
~der charges after .being charged by the university&#13;
WIthconducl of the kind described in paragraph (d) 1.&#13;
oJ .thiS .sectl?n,. and who enters any campus of the&#13;
unlversl.ty Within one year of the effective date of his&#13;
suspe~slOn or expulsion, or of his talting leave or&#13;
reslgn~ng und~r ~harg.es, without the written consent of&#13;
the .chlef admInlstrahv: officer of the campus or his&#13;
deSignee, may be penahzed as provided in Section UW&#13;
1.08. ~ny pe~so~ ~ho fails to appear before an apPdropnatte&#13;
dt~SCIPldInaryhearing committee, once&#13;
a equa e no Ice an a reasonable time for preparation&#13;
have been ~fforded and a reasonable time and date&#13;
have been hxed, afler being charged by the university&#13;
WIthconduct of the kind described in paragraph (d) 1&#13;
of .thls ,seclt~n,. and who enters any campus of th~&#13;
be&#13;
unflverslhtywlthm ?ne y.ea: ~f his failure to appear&#13;
. ore t e appr~pnate dlsclphnary hearing committee&#13;
Without such wntten Consent may also be so penalized&#13;
as provided in Section UW 1.08.&#13;
(c) Non-student who is convieted of dan&#13;
crime on campus. Any person not a student ~l!I'QIIa&#13;
university who IS convicted of any crime invol !he&#13;
danger to property or persons as a result of OOnd ~&#13;
him on a campus of the university, and who enr.:t1&gt;y&#13;
campus of the university within one year of u.eany&#13;
fective date of hi~. convicti?n without the Writer.&#13;
consent of the chief administrative ollieer f t."&#13;
campus or his designee, may be penalized as pr~ .:::&#13;
in Section UW 1.08. &gt;t&#13;
(d) Conduct. I. The ~o~duct referred to in&#13;
section (b) of this section IS Intentions] cOnductthaSIAlseriously&#13;
damages or destroys university pr~t I.&#13;
attempts to seriously damage or destroy 1lIliv .1It&#13;
property; b. indicates a serious danger to the ~&#13;
safety of other members of the university ea&#13;
munity; c. obstructs or seriously impairs uniVersilinrun&#13;
or university-authorized activities on any earn tyincluding&#13;
activities either outdoors or insideP!a,&#13;
classroom, office, lecture hall, library, labora~·&#13;
theater,. union, reside~ce h~n or oth~r place Where '&#13;
umverstty-run or. umverslty-aulhorlzed activity ~&#13;
carried on. The kind of conduct referred to in 1hia&#13;
paragraph is intentional conduct which by itselflit ill&#13;
conjunelion with the conduct of others preventa tbe&#13;
effective carrying on of the activity - a result wbicb&#13;
the offencer knew or reasonably should have 1m...&#13;
would occur. Illustrations of the kind of cOnductwbieh&#13;
this paragraph (d) I. c. IS deSigned to cover appearill&#13;
section UW 2.01 (3).&#13;
2. For the purposes of section 36.47, Wis..Stata&#13;
conduct by an individual whieh "obstructs or serioua1Y&#13;
impairs" an activity IS conduct which by itself or ill&#13;
conjunction with the conduct of others prevents tbe&#13;
effvtive carrying on of the activity.&#13;
3. For the purposes of section 35.47, Wis.Slala, tbe&#13;
"administrative head of the. institution or' bW&#13;
designee" shall mean the chief administrative olfietr&#13;
as delinel! in section UW 1.01. Eacb administrative&#13;
officer may designate one gther official who may&#13;
under his direction, grant or deny consent to enter ~&#13;
campus pursuant to section 36.47, Wis. Slala" and&#13;
subsections (b) and (c) of this section.&#13;
4. For the purposes of section 36.47, Wis,Slall.,&#13;
and subsection (cf of this section, "crime invoivq:&#13;
danger to property or persons" shall mean any eritne&#13;
defined in chapter 940 (Crimes againstlile and bodlly&#13;
security), section 941.13 (False alarms, and iJI.&#13;
terference with lire lighting), section 941.20 (Reetless&#13;
use of weapons), section 941.22 (Possession ofIiJloI by&#13;
minor), section 941.23 (Carrying concealed weapon),&#13;
section 94124 (Possession of switchblade knife),secliolt&#13;
941.30 (Endangering safety by conduct regardl... III&#13;
life), section 941.31 (Possession of· explosiveslor&#13;
unlawful purpose), section 941.32 (Administeriql&#13;
dangerous or or stupefying drug), sectlOllIKUI&#13;
(Criminal damage.to property), section 943,02 (ArIaD&#13;
of buildings; damage of property by explosivs),&#13;
section 943.03 (Arson of property other than ~),&#13;
section 943.05 (Placing combustible materials an attempt),&#13;
section 943.06 (Molotov cocktails), sectilll&#13;
943.10 (Burglary), section 943.14 (Criminal trespassto&#13;
dwellings), section 943.32 (Robbery), section !144.01&#13;
/(Rape), section 946.41 (Resisting or obstructingof·&#13;
ficer), section 947.015(Bomb scares), or section1&amp;'1.10&#13;
(Fireworks regulated), or Wisconsin Statutes&#13;
(e) Factors to be considered. In granting III&#13;
denying consent to enter a campus pursuant to sectioD&#13;
36.47, Wis. Stats., or subsection (b) or (c) of this ....&#13;
tion, the following factors shall be considered:&#13;
I. The danger that the offensive cOllduc~JliI"&#13;
ticularly if it is of the kind described in paragraplt(dl&#13;
I. of this section, will be continued or repeated by Ihe&#13;
applicant for permission to enter the campus.&#13;
2. The need of the applicant to enter tlte ca'!'!"'"&#13;
for example, to attent a campus disciplinary heariJIll:&#13;
which he is being tried or is to be a wlmess.at&#13;
receive treatment in university hospitals. .&#13;
(20) Picketing, Rallies, Parades, Demonstraand&#13;
Other Assemblies. (a) In order to preserve Ihe&#13;
order which is necessary for the enjoyment or f~&#13;
by members of the university communIty, and m...---&#13;
to prevent activities which physically obstruct ae;:&#13;
to university facilities and prevent the umv~lty rvtce.&#13;
carrying on its instructional, research,. publ.lcseraOY&#13;
and administrative functions; any plcketin~~..U ~&#13;
parade, demonstration, or other assembly ....&#13;
declared unlawful if its participants: reJllIiD&#13;
I. Intentially gather, or intenti?nall) oihe"&#13;
assembled, outside any university building ~ .. ell&#13;
facility in such numbers, in such P~OXlml~.........eoother&#13;
or in such fashion as to phYSically.~---&#13;
trance to, exit from, or normal use of the fac:~'witJiJI&#13;
2. Intentionally congregate or asse'." ·n sudI&#13;
any university building or other facilIty I ersitYfashions&#13;
as to obstruct Of seriously linpall' ':"'~ sudI&#13;
run or university-authorized acllVllles, ~ti&lt;llI:&#13;
fashion as to violate any of the followtO!l .,.;val&lt;&#13;
·ted·ttlte .. ·· a. No group may be ammt In 0 universil1&#13;
oflice of any faculty member or otlter ~ 01&#13;
employe unless invited by the authonzed r:.iJnlb"&#13;
that office, and then not. in excess of t&#13;
designated or invited by that person.. ys, dt#'&#13;
b. Passage through corridors,. stalrw.~&#13;
ways, building. entrances, fire eXIts, ~trUeted II&#13;
areas leading to offices shall not be&#13;
seriously impaired. s]lall JlGlIIO&#13;
ooms, study rooms, or research roomstltOrizedtodD&#13;
entered or occupied by any group not .~ the "......"&#13;
so by the person in immediate char~e admiJlilll'dlt&#13;
by a person designa ted by the chIef&#13;
(Continue&lt;! gn 'pa&amp;~~~&#13;
Pagei 'EW PE August 23, 1971&#13;
Rules and Regulations&#13;
(Continued from Page 3l&#13;
unauthorized duplication or to duplicate a university&#13;
key. It hall al o be illegal to transfer any university&#13;
key from a person entru ted with possession to an&#13;
unauthorized person, or to be in possession of such key.&#13;
(8) Liquor. The use of possession of intoxicating&#13;
liquors, or fermented malt beverages with an alcoholic&#13;
content of more than 5 per cent by weight, is prohibited&#13;
on all univer~ity property, except in faculty an&lt;i staff&#13;
housing, and in married and graduate student housing&#13;
unit: pecifically designated by the chief admini.strallve&#13;
officer, and at uitable times under&#13;
c ro conditions, m faculty and taff dining, conr&#13;
r nc or m ting facilities, subject to statutory age&#13;
r ulations. ( l .1 It Beverage , 'o fermented beverages&#13;
c ntainmg, of l per cent or more of alcohol by volume&#13;
II old, di pens d, given away, or furnished to, or&#13;
pur ha ed by or for any persons under the age of 18&#13;
) , on univ r.;ity of Wi consin property, unless&#13;
comp ni d by parent or gu rd1an,&#13;
( 101 ' rcotic · and Oangeroo Drugs The use or&#13;
po , ion f narcotJcs or dangeroo drugs as defined&#13;
m ch·1pt r 161 W1 tat ., i prohibited on all univer1tv&#13;
pro rty with th pecific exceptions et forth in&#13;
ch pl r 161. The penalty provi ions of chapter 161 shall&#13;
1pply to viol tions of thi. tion&#13;
(1 I l P1 n1ckm , camping, Etc. Picnicking, camnd&#13;
im1lar activiti are prohibited on&#13;
umv 1ty I nd:, exc pt in u h pecific areas as are&#13;
i •ruitcd to be picnic or camping grounds. All rules&#13;
111d r :gul, II for u. or uch grounds which are&#13;
po I l mu t b complied with, For purposes of this&#13;
r •ulallon, c rnping hall include the parking of&#13;
c tmp(·r or camp trailers, the pitching of tents. or the&#13;
pl 1c •m •nl or r lion of any facility or structure.&#13;
112 nclhng, anva ing, Peddling, oliciting. (a)&#13;
• o door to door lling, canva sing, peddling or&#13;
h 1tin 1s permitted in th buildings of the univer1ty,&#13;
mdud1ng th u ed for hou ·ing, unless the oc-&#13;
&lt;·up:.inl of a .-pecific livmg unit or office has, in ad-&#13;
\"111 ', r uested and given permission for a person&#13;
en• ged m such activity to come to that particular&#13;
living unit or office for that purpose.&#13;
(bl All oth r canva sing, soliciting, peddling and&#13;
th al~ of goods or services are prohibited on the&#13;
•rounds or in th buildings or other facilities of the&#13;
univ r 1ty c pt the following:&#13;
I Individual ale of personal property owned or&#13;
acquired by th eller primarily for his own use.&#13;
2 Hawking or newspapers and other printed&#13;
nml ll'r oul!;1d • or buildings or facilities.&#13;
:1. Subscription , membership, ticket sales&#13;
olrc1l ti n, rund-r, ,sing, . elling, canvassing and&#13;
ohc1t111g nctiv1ties earned on by a univecsity or&#13;
re •1slt.'r d studrnl organization pur uant to a contract&#13;
with the univer ·ity for the allocation or rental of space&#13;
lor that purpose.&#13;
4. dmission events in a university building or&#13;
tal'ility pursuant lo a contract with the university.&#13;
5 food and beverage concessions conducted&#13;
pursuant Lo a contract w1Lh the university.&#13;
I t:ll Signs. The cr&lt;.'clion, posting, or attaching of&#13;
any signs, po:;tcrs. pictures, etc. in or on any building&#13;
or on othrr umwrsily properly i prohibited except on&#13;
rl'lular bulletin boards. The chief administrative ofhn•r&#13;
or his d signt-c is authorized to allow exceptions&#13;
for lt•mporar) p riods for the areas under his&#13;
J11ri:d1ction.&#13;
I 1-1 &gt; Smoking 'moking is proh1b1led in the&#13;
dassrooms, laboratories, rc::;t rooms. store rooms and&#13;
rnrric.lor · of univt•rsity buildings except for uch areas&#13;
as an• dt•signall'd for that purpose.&#13;
I IS i Swimming. Fi ·lung, Boating, Riding, Etc.&#13;
. \wnmmg, fishing, boating, snowmobiling, horseback&#13;
ritlmg, and similar recreational activities are&#13;
n -slrn·lt'&lt;I lo the areas and times designated by the&#13;
d11l'f adm1mstrall\e officer of the campus or area&#13;
rnnn•rn •d, approved by the regent . and denoted by&#13;
111!1t·1al signs. The storing of boats, boating gear,&#13;
. 11m,·moh1les and other equipment withm the boun1farll's&#13;
of um\·crsily parks. except under conditions&#13;
. p,•t·iht•d by the chief adminisl rat ive officer. and spprnn-d&#13;
b) the regents. i · proh1b1ted. There shall be no&#13;
s1111nm111g, fishing, docking. or mooring of boats from&#13;
university piers. except a · designated by the chief&#13;
admm1strative officer of the campus or area. approved&#13;
by th r gent , and denoted by official signs. Unless&#13;
olhrrn N' indicated. uch university facilities are&#13;
1vailablt• only to university per onnel. .&#13;
I 16 Hestricled se or nions. &lt;a I The use of union&#13;
bu1ldmgs and union grounds is restricted to members&#13;
01 the umon. lo university faculty, lo university staff,&#13;
and to mviled guests. except on occasions when all or&#13;
I 1rl of the buildings or ground are open lo the general&#13;
l&gt;t1bltc. Th u_niver~ily reserves the right lo require&#13;
cu~renlly_ v~ltd evidence of qualification lo use the&#13;
umon bu1ldmgs and union grounds by student idenlthcallon&#13;
. c r~. _ uni_on membership card, faculty or&#13;
t•mp~oy~ 1denhf1cahon card, evidence of invitation as&#13;
m invited gue t, or other suitable evidence of&#13;
quahf1cation for uch u e, in any area of the buildings&#13;
ind gr~nds_n_ot open l_o the general public al the lime&#13;
hen 1d nt1f1 _ at1on 1s requested. The university&#13;
r rv th right lo d ny the use of union buildings&#13;
,111d ~n1on gr~nds !~ an~one_ who fails or refuses lo&#13;
provide shuchf 1d&#13;
1&#13;
enhf1cat1on m any such area. Anv&#13;
I r ·on w _o a1 s or refuse lo provide such ide~-&#13;
llhcat 100 10 _ any ·uch area, and who then fails or&#13;
rrru • · to withdraw from the buildings and grounds&#13;
may be removed. ·&#13;
1b1 For th purp e of thi ection:&#13;
d "open to the&#13;
1. Union buildings and ground J a'.eg those hours&#13;
bl" " nly in those areas an urin&#13;
~c~~iedoin a notice placed outside the main entrance&#13;
or entrances · · ·t d a&#13;
2. An "i~vited guest" is a J:&gt;Crson who IS rv1 eby ~&#13;
by the university, by a unive'.s1t~ departme~heorunion&#13;
registered univ~rsity orgaruz~t10_ngto a u:~ecific con- buildings or umon grounds urin . . k"&#13;
ference special function, tour or official v1:1t ta ~!&#13;
place o~ campus; orb. by a union meJ?_ber o u~en or union buildings or grounds for a specific o~ca~10&#13;
registered program _taking ptedlace ton t~e :~;IJt::: ~~ grounds, and who 1s escor O e . the&#13;
grounds by the member and accompam_ed_ by&#13;
members while there. The use of union buildings ~~d grounds by an "invited guest" is limited to the spec~f1c&#13;
occasion lo which he is invited. A person maki~g&#13;
regular repeated use of the buildings and grounds will&#13;
not be ;egarded as an "invited guest." . Cc&gt; Any person who fails or refuses to wi~draw&#13;
from union buildings and union grounds after f~1_hng_ or&#13;
refusing to provide the evidence ?f quahf1c3:tion&#13;
required by this section may be penalized as provided&#13;
in section UW 1.08.&#13;
(17) Unauthorized Presence. (a) It is unlawful for&#13;
any persons to be present in ~ny class_, l~ture,&#13;
laboratory period, orientation session, examination, or&#13;
other instructional session without the consent of a&#13;
member of the university administration or faculty or&#13;
other person authorized to give such consent.&#13;
(b) A person is present without consen~ as f~rbidden&#13;
by paragraph (a), in the following circumstances:&#13;
&#13;
1. If he is not then enrolled and in good standing as&#13;
a member of such an instructional session, and refuses&#13;
to leave such session on request of the member of t~e&#13;
university administration or faculty or other person in&#13;
charge thereof;&#13;
2. If he is present during the conduct of any such&#13;
instructional session and upon reasonable request&#13;
thereof by the person in charge thereof refuses or fails&#13;
to identify himself by written or documentary svidence&#13;
as a person present with the consent required by&#13;
paragraph (a), and refuses or fails to leave such&#13;
session at request'of the person in charge thereof.&#13;
08) Restrictions on Persons who may Enter&#13;
Campuses During Emergencies. (a ) Section 36.45, Wis.&#13;
Stats. provides: "The chancellor of each university of&#13;
Wisconsin campus or the chief security officer thereof&#13;
. . . during a period of immediate danger or disruption&#13;
may designate periods of time during which the&#13;
university campus and designated buildings and&#13;
facilities connected therewith are off-limits to all&#13;
persons who are not faculty members, staff personnel,&#13;
students or any other personnel authorized by the&#13;
above-named officials. Any persons violating such&#13;
order shall be subject to the penalties provided by law&#13;
for criminal trespass." (For penalty, see sections&#13;
943.13 and 943.14, Wis. Stats.)&#13;
(b) During any period so designated, it shall be&#13;
unlawful for any person to remain on the campus, or in&#13;
the designated buildings and facilities, after failing or&#13;
refusing to identify himself upon request as a person&#13;
entitled to be present.&#13;
(c) For the purpose of subsection (b),&#13;
l. "To identify himself" means to show a&#13;
university identification card or other written or&#13;
documentary evidence of identity.&#13;
2. "Person entitled lo be present" means a&#13;
university faculty member or other employe, a&#13;
university student, or any other person authorized to&#13;
be present by the order issued pursuant to the statutory&#13;
provision set forth in subsection (a) of this section.&#13;
3. The "request" must be made by a police officer&#13;
or other person authorized by the order to make such&#13;
request.&#13;
09) Persons Prohibited from Entering Campuses.&#13;
(al Student convicted of dangerous and obstructive&#13;
crime. Sec~ion 36:47, Wis. Stats., provides: "Any&#13;
person who 1s convicted of any crime involving danger&#13;
to ~roperty or persons as a result of conduct by him&#13;
which obstructs or seriously impairs activities run or&#13;
authorized by a stale institution of higher education&#13;
under this chapter or chapter 37, and who, as a result of&#13;
such conduct, is in a state of suspension or expulsion&#13;
~rori:i ~e ins~tution, and who entere property of that&#13;
1nslltullon without permission of the administrative&#13;
head of the institution or his designee within 2 years&#13;
?1ay ?C for ~ch offense be fined not more than $500 0;&#13;
1mpr1soned not more than 6 months, or both."&#13;
{bl Student not covered by (a ) who has violated&#13;
regent by-Jaws. Any person who is suspended or expell~&#13;
fro?1 the university for conduct of the kind&#13;
?escribed m paragraph ( d) 1. of this section, and who is&#13;
m _ a s~te of suspension or expulsion from the&#13;
umvers1ly, or any pers?n who takes leave or resigns&#13;
~der charges after _bemg charged by the university&#13;
with ~onduc~ of the kmd described in paragraph (d) 1.&#13;
of _this _secti?n,_ and who enters any campus of the&#13;
un1vers1_ty within one _year of the effective date of his&#13;
sus~e~s1on or expulsion, or of his ta~ng leave or&#13;
res1gn!ng und~r ~harges, without the written consent of&#13;
the _chief adm1mstrativ~ officer of the campus. or his&#13;
des1gnee, may be penalized as provided in Section uw&#13;
1.08. ~ny pe~so~ '_"ho fails to appear before an appropria&#13;
te d1sc1phnary hearing committee&#13;
d t t&#13;
. d , once a equa e no ice an a reasonable time for preparation&#13;
have been ~£forded and a reasonable time and date&#13;
h~ve been fixed, afte'. being charged by the university&#13;
with ~onduc~ of the kmd described in paragraph (d) 1 of _this _sec h~n. _ and who enters any campus of th~&#13;
un1vers1ty within one year of his failure to&#13;
bef th . t d' . . appear . ore e appr~pria e 1sc1phnary hearing committee&#13;
without such written consent may also be so penalized&#13;
as provided in Section UW 1.08.&#13;
(c) Non-student who is convicted of dan&#13;
crime on camp1:15. Any_ person not a student ~1raus&#13;
university who 1s convicted of any crime involv!}ie&#13;
danger to property or persons as a result of conct tng&#13;
him on a campus of the university, and who ente Uct by&#13;
campus of the university within one year of ~ any&#13;
fective date of his conviction without the w ~ er.&#13;
hi f d · · t , ntten consent · of the c e a m1rus rahve officer f&#13;
campu~ or his designee, may be penalized as pr~Vidlhe&#13;
in Section UW 1.08. ed&#13;
(d) Conduc~. 1. T~e ~o~duct_ referred to in&#13;
8 section (b) of this section is mtenbonal conduct tha libseriously&#13;
damages or destroys university propert ta.&#13;
attempts to seriously damage or destroy unive Y .or&#13;
property; b. indicates a serious danger to the per:;ity&#13;
safety of other members _of the university canal&#13;
munity; c. obstructs or seriously impairs univers~rnrun&#13;
or univers~t~-~utho~ized activities on any earn ity.&#13;
including ac~lV!hes either outdoors or insidi-.ts,&#13;
classroom, office, lecture hall, library, labora~a&#13;
theater, union, residence hall or other place wher '&#13;
university-run or university-authorized activity e a&#13;
carried on. The kind of conduct referred to in th~s&#13;
paragraph is intentional conduct which by itself or _LS&#13;
conjunction with the conduct of others prevents !hill&#13;
effective carrying on of the activity - a result Whi~&#13;
the offencer knew or reasonably should have knawn&#13;
would occur. Illustration_s of t~e kind of conduct which&#13;
this paragraph (d) 1. c. is designed to cover appear i&#13;
section UW 2.01 (3). n&#13;
2. For the purposes of section 36.47, Wis. -Stats&#13;
cond~ct by an in~i~id~al which "obs~ructs or serious);&#13;
impairs" an activity is conduct which by itself or in&#13;
conjunction with the conduct of others prevents the&#13;
effvtive carrying on of the activity.&#13;
3. For the purposes of section 35.47, Wis. Stats. the&#13;
"administrative head of the. institution or ' his&#13;
designee" shall mean the chief administrative officer&#13;
as define&lt;! in section UW 1.01. Each administrative&#13;
officer may designate one gther official who may&#13;
under his direction, grant or deny consent to ent.er ~&#13;
campus pursuant to section 36.47, Wis. Stats., and&#13;
subsections (b) and (c) of this section.&#13;
4. For the purposes of section 36.47, Wis. Stats.,&#13;
and subsection (c) of this section, "crime involving&#13;
danger to property or persons" shall mean any crime&#13;
defined in chapter 940 (Crimes against life and bodily&#13;
security), s~ction 941.13 (False alarms, and interference&#13;
with fire fighting), section 941.20 (Reckless&#13;
use of weapons), section 941.22 (Possession of pistol by&#13;
minor), section 941.23 (Carrying concealed weapon!,&#13;
section 94124 (Possession of switchblade knife), section&#13;
941.30 (Endangering safety by conduct regardless of&#13;
life), section 941.31 (Possession of explosives for&#13;
unlawful purpose), section 941.32 (Adrninist.ering&#13;
dangerous or or stupefying drug), section 943.01&#13;
(Criminal damage to property), section 943.02 (Arson&#13;
of buildings; damage of property by explosives),&#13;
section 943.03 (Arson of property other than buildings),&#13;
section 943.05 (Placing combustible materials an attempt)&#13;
, section 943.06 (Molotov cocktails), section&#13;
943.10 (Burglary), section 943.14 (Criminal trespass to&#13;
dwellings), section 943.32 (Robbery), section 944.01&#13;
,,.(Rape), section 946.41 (Resisting or obstructing officer),&#13;
section 947 .015 (Bomb scares), or section 167.10&#13;
(Fireworks regulated), or Wisconsin Statutes&#13;
(e) Factors to be considered. In granting or&#13;
denying consent to enter a campus pursuant to section&#13;
36.47, Wis. Stats., or subsection (b) or (c) of this section,&#13;
the following factors shall be considered:&#13;
1. The danger that the offensive conduct, particularly&#13;
if it is of the kind described in paragraph (dl&#13;
·1. of this section, will be continued or repeated by the&#13;
applicant for permission to enter the campus.&#13;
2. The need of the applicant to enter the ca~pi_s,&#13;
for example, to attent a campus disciplinary hearing 10&#13;
which he is being tried or is to be a witness, or to&#13;
receive treatment in university hospitals. .&#13;
(20) Picketing, Rallies, Parades, Demonstrati:&#13;
and Other Assemblies. (a) In order to preserve&#13;
order which is necessary for the enjoyment of ~re~&#13;
by members of the university community, and m ~&#13;
to prevent activities which physically o~truct ar:&#13;
to university facilities and prevent the uruve~ity \e&#13;
carrying on its instructional, research, publ_ic se~y'&#13;
and administrative functions; any picketing:il ~&#13;
parade, demonstration, or other assembly 5&#13;
declared unlawful if its participants: . main&#13;
1. Intentially gather, or intenti?n~lly re thef&#13;
assembled, outside any university bU11?1&#13;
~g&#13;
0&#13;
~ 0&#13;
each&#13;
facility in such numbers, in such p~ox1&#13;
m1&#13;
l&gt;'. der enother&#13;
or in such fashion as to physically _h_m&#13;
trance to exit from or normal use of the facility. . ... :" , ' ble w1u•" 2. Intentionally congregate or ass~i_n ·n such&#13;
any university building or other faci~ity ! ersih'·&#13;
fashions as to obstruct or serious!~ i~pair ~ 1&#13;
; such run or university-authorized act1v1tl~, 0 ditions:&#13;
fashion as to violate any of the follo~ing ~on private&#13;
a. No group may be admitted mto ~ive~itY&#13;
office of any faculty member or ~ther upant of&#13;
employe unless invited by the authorized :c nUJllbel'&#13;
that office, and then not in excess of t&#13;
designated or invited by that person. . ys do(JI'"&#13;
b. Passage through corridors,_ stair~a r~eptiOll&#13;
ways, building. entrances, fire exits, a~ tr11cted or areas leading to offices shall not be O 5&#13;
seriously impaired. hall not t,e&#13;
ooms, study rooms, or research rooms ~orized todO&#13;
entered or occupied by any group not a~ the r&lt;)Olll,_or&#13;
so by the person in immediate char~e O dministrallre&#13;
by a person designated by the chief a&#13;
( Continued on Page 51 &#13;
~ules'and Regulations&#13;
tinued from Page 4)&#13;
((;0\0 approve requests for the use of rooms for&#13;
Ofi~inlls.Groups shall not assemble immediately&#13;
~'de suchrooms at umes when they are normally in&#13;
t:4Its} classes, study. or research. ...rAnygroup present in a university building shall&#13;
. at the closipg hours established pursuant to&#13;
lei"" UW 1.07 (1) with the exceptions specified in&#13;
sectIOn .&#13;
tb8t&#13;
section. Noparades, picketing, or picket signs supported&#13;
:iandards or. sticks will be permitted in any&#13;
bY mblyin a univerSity building.&#13;
asse3&#13;
. Intentionally create a. volum~ of .noise that&#13;
unreasonably i~tederfert~S't~lth univer-ttty-run or&#13;
. ersity-authorlz ae IVIles.&#13;
1JlIV&#13;
4&#13;
Intentionally employ force or violence, or inteOti~nallYconstitute&#13;
an immediate threat of force of&#13;
. lenceagainst member of the university community&#13;
VlO'· •&#13;
rr IIliversityproperty. -&#13;
(b) For the purpose of subsection (a) of this sectiOO.&#13;
"intentionally" means that the participant or&#13;
totorknew or reasonably should have known that fronductby itselfor in conjunction with the conduct&#13;
«others, would have the prohibited effect.&#13;
(c) The chief administrative officer shall&#13;
deSigI18tea university official or officials who shall&#13;
,-veprimary authority to implement subsection (a) of&#13;
Ibis section. He shall prescribe limitations for any&#13;
IiCketing, rallY, parade,. demonstration_ or other&#13;
.... mblyin order that It Willmeet the reqUlremtnts of&#13;
oiJsection(a) of this section whenever he is requested&#13;
IDOOSO. Suchrequests should be made at least 24 hours&#13;
in advance in order that adequate police protection for&#13;
!be assemblycan be provided. When informed of any&#13;
paeting, rally, parade, demonstration, or other&#13;
.... mblywhich may not comply with subsection (a),&#13;
!be chief administrative officer's designee shall&#13;
IfOCO"dimmediately to the site and determine if&#13;
!U\)SeCtion(a) is being complied with. If he finds that it&#13;
~ not,he may declare the assembly unlawful or he&#13;
mayprescribe such limitations on numbers, location&#13;
rr spacingof participants in the demononstration as&#13;
are reasonably necessary to ensure compliance with ~..&#13;
IUbsection(a). If he prescribes limitations, and if his&#13;
limitationsare not observed by the assembly; he may&#13;
!ben declarethe asseIl)bly unlawful. Any declaration of&#13;
illegalityor prescription of limitations by the chief&#13;
Idministrativeofficer's designee shall be effective and&#13;
Iinding upon t.he participants in the assembly unless&#13;
Illd1Il1ilmodified or reversed by him Qr the chief&#13;
Idministrative.officer.&#13;
(d)Anyparticipant Qr spectator within the group&#13;
.... titutingan unlawful assembly who intentionally&#13;
failsoreefusesto withdraw from the assembly after it&#13;
Iubeen declared unlawful under the section shall be&#13;
Ilbjeclto immediate arresrand liable to the penalties&#13;
II section UW 1.08. Any participant or spectator&#13;
pmentin a group constituting an unlawful assembly&#13;
alter It has been declared unlawful under this section&#13;
liIlo intentially fails or refuses to identify himself&#13;
IIlpon request by the chief administrative officer's&#13;
desha igneeshall be subject to immediate arrest and&#13;
bleto the penalities of section UW 1.08.&#13;
(el If the original picketing, rally, parade,&#13;
demonstration,or other assembly is not declared&#13;
IIl1awful,but spectators are violating subsections (a)&#13;
I.,. (~) 2., (a) 3., or (a) 4. of this section, the chief adIIl1DlStrativeofficer's&#13;
designee may declare that the&#13;
&amp;roup lOcludingthe spectators constitutes an unlawful&#13;
::1Obly subject to the provisions of subsections (cJ&#13;
IIl1a(d) of this section. ,No assembly, lawful or&#13;
wful, shall be deemed to justify an unlawful&#13;
OWnlerassembly.&#13;
(21lProhibitions on Blocking Entrances. In order to&#13;
:vent. activities which physically obstruct access to&#13;
IIliVersllyfunctions or facilities and Which prevent the&#13;
PJbUerslty f~om carrying on its instructional, research,&#13;
~ serVIce and administrative functions, and to&#13;
hedo eorder which is necessary for the enjoyment of&#13;
&lt;un 10by each and every member of the university&#13;
~"mly, the following conduct is p.rohibited:&#13;
iIld:). Intentionally physically blocking entrances to&#13;
facili~ItSfr~m ,offices, classrooms or other university&#13;
~s Withmtent to deny to others their right of&#13;
daSSr to, egress froIl} or use of such offices,&#13;
(b~rns or, other university facilities.&#13;
!glees ~tenbonailY physically to other ingress to or&#13;
dass&#13;
roo&#13;
rom, or the use of university offices,&#13;
deny to:~ or other university facilities with intent to&#13;
II&gt;e use of rs their right of ingress to, egress from. or&#13;
flCilitie such offIces, classrooms, or other univerSity&#13;
s.&#13;
(c) Intenti II rrr.n in ona y physically restraining others&#13;
trUVersigress~ or egress from, or from the use of&#13;
~Cilitie~ .Offl~es, classrooms or other university&#13;
~ toWlthmtent to d3ny to others their right of&#13;
dassr~ egress from, or the use of such offices,&#13;
or other university facilities.&#13;
(22) S \lennittund-Amplifying Equipment. (a) In order to&#13;
'-livers'the use of sound-amplifying equipment on&#13;
~as ~ ~ampus~, if needed for the dissemination of&#13;
lIterrerr' ge.audiences, but to prevent its use from&#13;
"'luir&#13;
e&#13;
109Withuniversity functions which inherently&#13;
1. N~ulet,the following provisions shall apply:&#13;
_ any perSOnmay use sound-amplifying equipment&#13;
-.:trninis~~PUswithout the permission of the chief&#13;
I:tn\'ided. bve officer of that campus or area except as&#13;
2. In In SUbsection (c) of this section.&#13;
lliIolVinggrantlOg or denying such permission, the&#13;
a E pnnclples shall govern:&#13;
'Pedned ~cept in extraordinary circumstances,&#13;
WlbeCa Inadvance by the chief administrative officer&#13;
rnpus, permissiorrmay,be gr.antedto use such&#13;
Augus'23.1911&#13;
equipment only dun th f . 1:30p.m.and5:00pl~gt e. ollowmg hours, 12 noon to&#13;
when the equipment : 07.00 p.rn. every day, and only&#13;
directed awa fro IS more than 50 feet from and&#13;
halls, librar; or ~c~~r c:.sroom building, residence&#13;
These are the f y 109 used as a study hall.&#13;
least interfere~~e~i~~d r~aces ~h~~h will result in the&#13;
. b Th . 0 er activities on the campus.&#13;
burd~n ot eastaPPbhlcah~tfor permission shall have the&#13;
IS 109 the need fo lif communicate with th t" r a~p I ication to fie an icipated audience In pa&#13;
ICU ar, he must shaw that the audi . r- be tici ence can reasonably&#13;
a; icipated t? included at least 250 people.&#13;
. The applicant for permission shall have the&#13;
:rden o~establishing that the volume and direction of&#13;
e ~0W1 from the equipment will be such as to reduce&#13;
th~~nterference to other activities on the campus to a&#13;
rmrumum.&#13;
~. Any request for the permission required by this&#13;
sech~~ m.ust be submitted in writing to the rson&#13;
specified 10 subsection I. of this section at I~t 24&#13;
ho~s pnor to the intended use of the sound-amplifying&#13;
eqwpment, and must be signed by a student or empl0y;e&#13;
of t~e university on the campus where the&#13;
eqwpment IS to be used. Such request shall contain:&#13;
th&#13;
a. ~he proposed hours, date and location where&#13;
e eqwpment IS to be used.&#13;
b. The size of the anticipated audience and the&#13;
reasons why the equipment is needed&#13;
. c. A description of the proposed equipment which&#13;
Includes the manufacturer, model number, and wattage.&#13;
d. The names of the onwer of the equipment and of&#13;
any ~ers.on or persons, in addition to the persigning the&#13;
apP~lcation; who will be responsible for seeing that the&#13;
eqwpment IS operated in compliance with the terms of&#13;
the permit and the provisions of this rule (the chief&#13;
administrative officer of the campus may require such&#13;
additional persons if he believes this necessary to&#13;
assure compliance).&#13;
(b) If permission is granted by the chief adm.inistrative&#13;
officer the applicant shall, notWlthstanding&#13;
the provisions of Wis. Adm. Code section&#13;
UW 1.07 (131, post a sign visible to the audience&#13;
stating: "Permission to use sound-amplification&#13;
equipment at this meeting (sporling events) has been&#13;
granted."&#13;
(c) Permits issued by the chief administrative&#13;
officer shall not be required for the use of university&#13;
sound-amplifying equipment to be used with the&#13;
permission of the university employe having control of&#13;
the equipment for authorized university classes, for&#13;
authorized university research, for meetings of faculty&#13;
or administrative staff, for other authorized meetings&#13;
of faculty or administrative staff, for other authorized&#13;
meetings in university buildings, for Wliversitysponsored&#13;
academic, recreational or athletic activities,&#13;
or for crowd control by authorized university&#13;
officials.&#13;
(d) For the purposes of this section, "soundamplifying&#13;
equipment" means any device or machine&#13;
which is capable of amplifying sound and ~apable of&#13;
delivering an electrical input of one or more watlS to&#13;
the loudspeaker.&#13;
(23) Curfew. (a) Notwithstanding any other&#13;
provision of this code, the chief administrative officer&#13;
of any campus or other area may declare curfew hours&#13;
for the campus or particular buildings, facilities or&#13;
area of the campus, whenever a riot or civil disorder&#13;
endangers the safety of persons or property on the&#13;
~campus, or impairs food or fuel supplies, medical care,&#13;
fire, health, or police protection or other vital services&#13;
to such campus- Such curfew hours shall be.posted on&#13;
appropriate bulletin boards on the. campus, or, in the&#13;
case of buildings, on the building. Such curfew hours&#13;
will remain in effect until ended or modified by the&#13;
chief administrative officer.&#13;
UW 1.08Penalties. Unless otherwise specified, the&#13;
peanalty for violating any of the rules in sections 1!W&#13;
1.06 and 1.07 is a fine of not more than $500, or Imprinsonment&#13;
of not more than 90 days, or both, as&#13;
provided in section 36.06Oil (b, Wis. Stats., 1969.&#13;
CHAPTER 2&#13;
STUDENT MISCONDUCT SUBJECT TO&#13;
UNIVERSITY DISCIPLINARY PROCEDURES&#13;
UW 2.01 Definition of non-academic misc.ondu~t.&#13;
To permit it to carryon its fWlctions, t~e wllversl~y&#13;
may discipline students in onon-academic matters In&#13;
these situations: .&#13;
(1) For intentional condUct that seriously damages&#13;
or destroys university prope~ty ~r attempts to&#13;
seriously damage or destroy uruve~slt~ property ..&#13;
(2) For intentional condUct that indicates a seriOUS&#13;
danger to the perso~al safety of other members of the&#13;
university commuDlty. . (3) For intentional conduct that ob~truct. or&#13;
. ly 'Impairs university-run or unIversityserIOUS&#13;
. 1 d' thorized activities on any campus, inCU 109 .ac-&#13;
~u .t' I'ther outdoors or inside a classroom, offIce, tIYIles e .&#13;
I t hall library laboratory, theater, UOlOn,&#13;
ec ore,' . . 'd hall or other place where a uOlversIty·run or resl ence, ..··ed Th k' d . .ty authorized actiVIty IS carrion. e In W11versl . . d hi h b f' tentional condUct referred to IS con uct w c Y&#13;
~ts~~f or in conjunction wi~ the conduct ~f. others&#13;
t the effective carrYing on of the actIvity - a&#13;
~~:~~~;hich the student knew or reasonably should&#13;
ha ve known would occur. .&#13;
In order to illustrate types of conduct wh~ch&#13;
h (3) is designed to cover the followlOg&#13;
paragrlap e set out These examples are not meant to&#13;
examp es ar '.Jo •&#13;
XEII'SCOPE Page S&#13;
illustrate the only situations or types of conduct 10-&#13;
tended to be covered.&#13;
.. (a) A. student would be inviclaticn If he participated&#13;
10 conduct which he knew or hould have&#13;
known would prevent or block physical entry to. or exu&#13;
from a univers~ty building, corridor. or room to anyone&#13;
apparently entitled to enter or leave in connection With&#13;
a university-run or university-authorized acnvity&#13;
(bl A student would be in violation if. in attending a&#13;
speech or program on campus spnsored by or w ith&#13;
permission of the university. he engaged in shouted&#13;
interruptions, whistling. derisive laughter, or other&#13;
means which by itself or in conjunction with the conduct&#13;
of others. prevented or seriou Iy interferred with.&#13;
a fair hearing of the speech or program.&#13;
(c) A student would be in violation if 10 a classroom&#13;
he. used techniques similar to those specified in the&#13;
preceding paragraph. or filibuster-type tact ics, or&#13;
other tactics. which by themselves or in conjunction&#13;
:-"ith the conduct of others. prevented or seriously&#13;
interfered with the carrying on of the teaching and&#13;
learning process.&#13;
(4) For conviction by a court of a crime. or of&#13;
violation of a municpal ordinance based on aertme. If&#13;
the crime or other offense (il involved the use of (or&#13;
assistance to others in the use of) force. disruption. or&#13;
the seizure of property under the control of the&#13;
university, (i0 was committed with IOtent to prevent&#13;
sdueents or employees at the university from engagmg&#13;
in their duties or pw-suing their studies. (Iii) was of a&#13;
serious nature. and (iv) contributed to substanl1al&#13;
disruption of the administration of the umverslty.&#13;
(5) The principles stated in this section 2.01 are 001&#13;
intended to preclude discipline for intentional conduct&#13;
violating the rules contained in Wis, Adm. Code&#13;
chapter UW 1.&#13;
Section I: Provisions Rrlating \0 thE"\\ hall' l'nh ('I·sil~.&#13;
CHAPTERS&#13;
UNIVERSITY POLICIE 0 USE OF&#13;
FACILITIESandO TSIDE PEAKER&#13;
8.01 University Policy on Siudent Freedom. Free&#13;
inquiry and free expression are essential in a community&#13;
of scholars. As members of such a commumty.&#13;
students should be encouraged to develop a capacity&#13;
for critical judgment and sustained and mdependent&#13;
search for truth. Freedom to learn depends upon appropriate&#13;
opportunities and conditions m the&#13;
classroom, on the campus. and in the larger community_&#13;
8.02 Scope of Studenl Freedom. Students have the&#13;
right, accorded to all persons by the Consbtullon. to&#13;
(reedom of speech, peaceable assembly, pchtlOn and&#13;
association. Students and student organizations may&#13;
examine: and discuss all questions of Interest to them.&#13;
and express opinions publicly as well as privat(&gt;ly.&#13;
They may support causes by lawful meanS which do&#13;
not disrupt the operations of the University or of&#13;
organizations accorded the use of University faeillt i~.&#13;
8.03 Policy of the Board or Rf'gents on Sludrnt&#13;
Freedom. The policy of the Board of Regent IS&#13;
renected in the following statements'&#13;
(l) "The action of the Board of Regents In 1894.&#13;
'Whatever may be the limitations which trammel&#13;
inquiry elsewhere. we beheve that the Gr at ~131e&#13;
University of Wisconsin should ever ncourage that&#13;
continual and fearless sirting and wmnowmg by which&#13;
alone the truth can be found.' shall be appllcablo 10&#13;
teaching 10the classroom and to the u of univerSity&#13;
halls (or pubhc address, under the control o( th&#13;
Pre ident of the niversity With appeal to th&#13;
Regents."&#13;
(2) "Tore to its lime-honored traditl n. the&#13;
University of Wisconsin provideS a forum for the free&#13;
exchange of ideas and viewpoints upon current ev(.'nls&#13;
and issues_"&#13;
(3) "The search for truth ISthe central duty of thl'&#13;
University, but the truth will not be found If lhe ~holar&#13;
is not free. it will not be und rstood If the s(udentl not&#13;
free, it will not be used If the citIzen is not fr . At a&#13;
time when both truth and freedom are under attack th('&#13;
University of Wisconsin must seek the ne and defend&#13;
the other. It must employ with utmost energy the&#13;
power of truth and freedom for the benefit of&#13;
mankind."&#13;
(4) "We must continue to guard the University's&#13;
time-honored freedom of experimentation and X*&#13;
pression _ that fearless, democratic process which IS.&#13;
the essence of the ceaseless search for truth We&#13;
believe that the only indoctrination worthy of thIS m·&#13;
stituUon is in the values of freedom and free inqUiry&#13;
For this we need exposure to a variety of viewpoints.&#13;
brought together in the University's own example of&#13;
freedom's effective power. This is basic In our form of&#13;
government and, we believe, its surest safeguard."&#13;
(5) "The concept of intellectual freedom is based&#13;
upon confidence in man's capacity for growth 10&#13;
comprehending the universe and on faith in unshackled&#13;
intelligence. The University 1S not partisan to any&#13;
party or ideology, but it is devoted.to the discovery of&#13;
truth and to understanding the world in which we live.&#13;
The Regents take this opportunity to rededicate&#13;
themselves to maintaining in this University those&#13;
conditions which are indispensable for the flowering of&#13;
the hum.and mind."&#13;
IU» RegUlation or Student Political Acth'ily.&#13;
(1) The University regulates the time. place and&#13;
manner of conducting political activity by students on&#13;
the campus to prevent interference with Uni\'ersity&#13;
operations.&#13;
(Continued on Page 6)&#13;
~------------&#13;
Rules' and Regulations&#13;
tinued from Page 4)&#13;
!con to approve requests for the use of rooms for&#13;
dfic~r 5 Groups shall not assemble immediately&#13;
(11::~~s~ch rooms at times when they are normally in&#13;
f classes, study, or research.&#13;
!tie tAnY group present in a unive~sity building shall&#13;
· t the closipg flours established pursuant to&#13;
Jeav~ a UW 1 &lt;fl (1) with the exceptions specified in&#13;
section · th3t section. No parades, picketing, or picket signs supported&#13;
:iandards or. stic~s wi~l _be permitted in any&#13;
by bly in a umvers1ty building.&#13;
asser, Intentionally create a. volum~ of . noise that&#13;
unreasonably i~tederfert~s}1th umverhty-run or . rsity-authoriz ac 1v1 1es.&#13;
uruv: Intentionally employ force or violence, or inti~nally&#13;
constitute an immedia~e thr~t of force of&#13;
:Jenee, against member of the uruvers1t~ community&#13;
ct university property. · (b) For the purpose of subsection (a) of this section&#13;
"intentionally" means that the participant or&#13;
'tator knew or reasonably should have known that&#13;
:Cconduct by itselfor in conjunction with the conduct&#13;
rJ others, would have the prohibited effect.&#13;
(c) The chief administrative officer shall&#13;
designate a university official or officials who shall&#13;
have primary authority to implement subsection (a) of&#13;
this section. He shall prescribe limitations for any&#13;
picketing, rally, par~de,. demonstration_ or other&#13;
assembly in order that 1t will meet the requiremtnts of&#13;
ubsection (a) of this section whenever he is requested&#13;
todoso. Such requests should be made at least 24 hours&#13;
in advance in order that adequate police protection for&#13;
the assembly can be provided. When informed of any&#13;
picketing, rally, parade, demonstration, or other&#13;
assembly which may not comply with subsection (a),&#13;
the chief administrative officer's designee shall&#13;
iroceed immediately to the site and determine if&#13;
subsection (a) is being complied with. If he finds that it&#13;
is not, he may declar~ the assembly· unlawful or he&#13;
may prescribe such limitations on numbers, location&#13;
ix- spacing of participants in the demononstration as&#13;
are reasonably necessary to ensure compliance with -&#13;
subsection (a). If he prescribes limitations, and if his&#13;
limitations are not observed by the assembly; he may&#13;
then declare the assell}bly unlawful. Any declaration of&#13;
illegality or prescription of limitations by the chief&#13;
administrative officer's designee shall be effective and&#13;
linding upon the participants in the assembly unless&#13;
and until modified or reversed by him or the chief&#13;
administrative. officer.&#13;
(d) Any participant or spectator within the group&#13;
constituting an unlawful assembly who intentionally&#13;
fails or refuses to withdraw from the assembly after it&#13;
has been declared unlawful under the section shall be&#13;
subject to immediate arrest and liable to the penalties&#13;
ri section UW 1.08. Any participant or spectator&#13;
iresent in a group constituting an unlawful assembly&#13;
after it has been declared unlawful under this section&#13;
who intentially fails or refuses to identify himself&#13;
unpon request by the chief administrative officer's&#13;
~ignee shall be subject to immediate arrest and&#13;
liable to the penalities of section UW 1.08.&#13;
(e) If the original picketing, rally, parade,&#13;
demonstration, or other assembly is not declared&#13;
unlawful, but spectators are violating subsections (a)&#13;
1,. (~) 2., _&lt;a) 3., or (a) 4. of this section, the chief adhlirust~ative&#13;
officer's designee may declare that the&#13;
groUp mclucting the spectators constitutes an unlawful&#13;
~embly subject to the provisions of subsections (c)&#13;
: (d) of this section. No assembly, lawful or&#13;
awful, shall be deemed to justify an unlawful&#13;
~nter assembly.&#13;
(&#13;
2&#13;
1) Prohibitions on Blocking Entrances. In order to&#13;
Jrevent acti "ti h" lllli . v1 es w 1ch physically obstruct access to&#13;
uni vers~ty functions or facilities and which prevent the&#13;
!Xlbtersity f~om carrying on its instructional, research,&#13;
ire c serVIce and administrative functions, and to&#13;
1r:"e order which is necessary for the enjoyment of&#13;
corn om _by each and every member of the university&#13;
~unity, t~ following conduct is prohibited:&#13;
and t Intentionally physically blocking entrances to&#13;
faciJi;~ts fr_om _offices, classrooms or other university&#13;
ingress s With intent to deny to others their right of&#13;
dassr to, egress froll], or use of such offices,&#13;
(b~ms or_ other university facilities.&#13;
egrees f tentionally physically to other ingress to or&#13;
classroo rom, or the use of university offices,&#13;
~ny to~ or oth~r ~niversity facilities with intent to&#13;
lhe use of rs the~ right of ingress to, egress from. or&#13;
facilitie such offices, classrooms, or other university&#13;
s.&#13;
(c) Int ti from ing en onally physically restraining others&#13;
llniversi ress ~ or egress from, or from the use of&#13;
faCilitiesty _offi~es, classrooms or other university&#13;
lllgresg towith intent to d3ny to others their right of&#13;
classroo ' egress from, or the use of such offices,&#13;
( ms or other university facilities.&#13;
22&gt; Sound-A r · · d t&#13;
Petrnit th mp 1fymg Eqwpment. (a) In or er o&#13;
ltiiversit e use of sound-amplifying equipment on&#13;
Ideas to fa campus~, if needed for the dissemination of&#13;
lllterfer . rge_ audiences, but to prevent its use from&#13;
reqUire nn~ with university functions which inherently&#13;
1, N quiet, the following provisions shall apply:&#13;
~ any&#13;
O person may use sound-amplifying equipment&#13;
adininis~:~pus without the permission of the chief&#13;
lto\'jded . hve officer of that campus or area except as&#13;
2. In in su~ection (c) of this section.&#13;
foUowing ~~nt_mg or denying such permission, the&#13;
a. E P mciples shall govern:&#13;
'llecified ~cept in extraordinary circumstances,&#13;
~ the ca 10 advance by the chief administrative officer&#13;
rnpus, permission may be granted to use such&#13;
Augu t 23, 19il ' E\\&#13;
equipment only dur· th f . l:30p.m. and5:00 /~gt r ollowmg hours, 12 noon to&#13;
when the equipme~t :s&#13;
O .OO p.m. every day, and only&#13;
directed away from an1y ml ore than 50 feet from and&#13;
h 1 . c assroom building ·d a ls, library or facility be' , res1 ence&#13;
These are the ti mg used as a study hall.&#13;
least interferen:e;i~~d r~aces ~h!~h will result in the . b Th . o er a&lt;;tiv1ties on the campus. burd~n e apph~a~t for permission shall have the&#13;
commun~~:t:ta!!~~hthg the. n:ed for a~plification to&#13;
f I e anticipated audience In&#13;
~~~~ic~pe ;:ttsoh~wlthdatdthe audience can r~son:l~ . me u e at least 250 people.&#13;
b t The applicant for permission shall have the&#13;
d:r en oJ ;stablishing that the volume and direction of&#13;
e ~oun rom the equipment will be such as to reduce&#13;
th~ ~nterference to other activities on the campus to a m1rumum.&#13;
~- Any request for the permission required by this&#13;
secti_o~ m_ust be submitted in writing to the person&#13;
spec1f1e~ m subsection 1. of this section at least 24&#13;
ho~s prior to the intended use of the sound-amplifying&#13;
eqwpment, and must be signed by a student or emplo~e&#13;
of t~e university on the campus where the&#13;
eqwpment 1s to be used. Such request shall contain :&#13;
h a. ~he prol;&gt;Osed hours, date and location where&#13;
t e eqwpment 1s to be used.&#13;
b. The size of the anticipated audience and the&#13;
reasons why the equipment is needed.&#13;
. c. A description of the proposed equipment which&#13;
includes the manufacturer, model number and wat- ta~. '&#13;
d. The names of the onwer of the equipment and of&#13;
any ~ers_on or pers~ns, in addition to the persigning the&#13;
app~1cation: who will be responsible for seeing that the&#13;
eqwpment 1s operated in compliance with the terms of&#13;
the permit and the provisions of this rule (the chief&#13;
ad~i~istrative officer of the campus may require such&#13;
additional persons if he believes this necessary to&#13;
assure compliance).&#13;
(b) If permission is granted by the chief administrative&#13;
officer the applicant shall notwithstanding&#13;
the provisions of Wis. Adm. Code ~ection&#13;
UW 1.07 03), post a sign visible to the audience&#13;
stating: "Permission to use sound-amplification&#13;
equipment at this meeting (sporting events) has been&#13;
granted."&#13;
(c) Permits issued by the chief administrative&#13;
officer shall not be required for the use of university&#13;
sound-amplifying equipment to be used with the&#13;
permission of the university employe having control of&#13;
the equipment for authorized university classes, for&#13;
authorized university research, for meetings of faculty&#13;
or administrative staff, for other authorized meetings&#13;
of faculty or administrative staff, for other authorized&#13;
meetings in university buildings, for universitysponsored&#13;
academic, recreational or athletic activities,&#13;
or for crowd control by authorized university&#13;
officials.&#13;
(d) For the purposes of this section, " soundamplifying&#13;
equipment" means any device or machine&#13;
which is capable of amplifying sound and i:apable of&#13;
delivering an electrical input of one or more watts to&#13;
the loudspeaker.&#13;
(23) Curfew. (a) Notwithstanding any other&#13;
provision of this code, the chief administrative officer&#13;
of any campus or other area may declare curfew hours&#13;
for the campus or particular buildings, facilities or&#13;
area of the campus, whenever a riot or civil disorder&#13;
endangers the safety of persons or property on the&#13;
-campus, or impairs food or fuel supplies, medical care,&#13;
fire, health, or police protection or other vital services&#13;
to such campus. Such curfew hours shall be posted on&#13;
appropriate bulletin boards on the campus, or, in the&#13;
case of buildings, on the building. Such curfew hours&#13;
will remain in effect until ended or modified by the&#13;
chief administrative officer.&#13;
UW 1.08 Penalties. Unless otherwise specified, the&#13;
peanalty for violating any of the rules in sections 1!'&#13;
1.06 and 1.07 is a fine of not more than $500, or 1mprinsonment&#13;
of not more than ~ days, or both, as&#13;
provided in section 36.06 (11) (b, Wis. Stats., 1969.&#13;
CHAPTER2&#13;
STUDENT MISCONDUCT SUBJECT TO&#13;
UNIVERSITY DISCIPLINARY PROCEDURE&#13;
UW 2.01 Definition of non-academic misc_ondu~t.&#13;
To permit it to carry on its functions, t~e un1vers1~y&#13;
may discipline students in onon-academ1c matters m&#13;
these situations: . (1) For intentional conduct that ser10usly damages&#13;
or destroys university prope~ty ~r attempts to&#13;
seriously damage or destroy uruve~s1t!' property·. (2) For intentional conduct that md1cates a serious&#13;
danger to the perso~al safety of other members of the&#13;
university community. (&#13;
3) For intentiona_l co~duct that ob~truct . or . sly i·mpairs um versity-run or um vers1tysenou&#13;
· 1 d"&#13;
th . d act1"vities on any campus, me u mg acau&#13;
orize . . ff&#13;
tivities either outdoors or ms1de a classroom, o ~ce,&#13;
1 t hall library laboratory, theater, union,&#13;
ec ure , ' · ·t&#13;
"d hall or other place where a umvers1 y-run or&#13;
res1 ence , . . . ·ed Th k" d . ·ty authorized activity is earn on. e m umvers1 - · d hi h b&#13;
of intentional conduct refer_red to is con uct w c y&#13;
itself or in conjunction w1~ the conduct ?f. others&#13;
t the effective carrying on of the act1V1ty - a&#13;
~~=~~n ;hich the student knew or reasonably should&#13;
have known would occur. . In order to illustrate types of conduct wh!ch&#13;
ra ra h (3) is designed to cover the following&#13;
pa g 1 P e set out These examples are not meant to&#13;
examp esar ·&#13;
I tn·&#13;
Section 1: Pro\ i i n Relating to lht- \\ holr l'ni\ t•r it~ .&#13;
CHAPTER&#13;
I ER&#13;
FA&#13;
• 1 t:niv r it) P lie)'&#13;
tml 111&#13;
•ml I&#13;
8.04 Regulation of tudent Political ,\cti\'ity.&#13;
&lt; l &gt; The University regulates the lime, place and&#13;
manner of conducting political activity by tudenls on&#13;
the campus to prevent interference with niversity&#13;
operations.&#13;
&lt;Continued on Page 6l &#13;
A... U3.1t71&#13;
Uti by Non-University&#13;
8.09 Use 0/ .Unive~l:h F;~v:~:ty are primarily for&#13;
Grou..... Facilities 0 of i::'truction, research· and public&#13;
Uservmv,ersce'~eypur::'tavailable for unrestrictedtusef&#13;
bya&#13;
, If . the Judgrnen 0 non-Universigy groups. t 10. . the meetings&#13;
~~:~:i:r.sd~f~:~~n~~;~~;~o~~n;"il1 ~ontrib~~;&#13;
ho and serve the University's purposes, mverst&#13;
facilities, when available. and J~bj~~ ~:r':'~~yar;;&#13;
routine procedures administere Y th t&#13;
the Faculty or other officer, may be used z r:&#13;
oup but 'Only upon the invitation of un er e&#13;
~ons'orShiP of a University dep~rtment ~&#13;
anization. The Auditoriums Committee, or 1&#13;
~valent, is consulted when the Secretary of the&#13;
Faculty, or other officer, deems It necessary.&#13;
8.10 Use of University Facilities by ~overn-:n.e~tal and&#13;
Public Educational Groups. University. facilities ,may&#13;
be used by governmental and public educational&#13;
agencies when they are available, subject to necessary&#13;
routine procedures administered by th~ S~retary of&#13;
the Faculty, or other officer. The Auditer'iums Committee,&#13;
or its equivalent, is consulted when th,e&#13;
Secretary of the Faculty, or other officer, deems It&#13;
necessary.&#13;
8.11 Use of University Facilities by Political Parti.e~ or&#13;
Candidates for Public Office. Leaders of political&#13;
parties and candidates for statewide. and national&#13;
public offices may hold public meetings o~ each&#13;
campus, if facilities are avrolable,. ~nd subject to&#13;
necessary routine procedures adnllnlstered by the&#13;
Secretary of the Faculty, or other offi~er, in c~nsultation&#13;
with the Auditoriwns CommIttee, or Its&#13;
equivalent. During a primary campaign a University&#13;
auditorium may be made available for one public&#13;
meeting on behalf of each recognized candidate for&#13;
statewide or national public office. In a general&#13;
election year, each political party may use a&#13;
University auditorium for one public meeting on behalf&#13;
of its candidates for national office, and for one public&#13;
meeting on behalf of its candidates' for statewide office.&#13;
Stale conventions of recognized political parties&#13;
may also use University facilities. Members of the&#13;
audience should be given a reasonable opporttmity, in&#13;
appropriate situations, to ask questions at the end of&#13;
the presentation.&#13;
8.12 Use of University Facilities by Faculty and&#13;
Employee Organizations. Faculty and University&#13;
NEWSCOPE employee organizations may use Univ&#13;
on the same terms as University de~IY ~&#13;
8.13 Conditions for Use of University F ~.&#13;
University regulates the use of C8lllpUs·' 1llo&#13;
prevent interference with its activities fa~ ~&#13;
pense to the University is involVed (e· U etIIt It&#13;
service, policing, labor, and light) t~ for ""&#13;
organization must ~ccept responsibility ~&#13;
dePOSIt10advance WIththe University B .forIt, Iild&#13;
funds to cover estimated expense. Th UsiJleo, 0ilI,;&#13;
shall designate a representative ~ ~&#13;
University officials in making arrang"", ""'" ...&#13;
8.14 Revenue-Producing Activities i ents.&#13;
Facilities, Whenever an admission Char; ~.I''!'kl&#13;
other revenue-producing activity is 08;·001IlIdo,.&#13;
University facility, the proceeds must ~ 011_.&#13;
control of the University, or the lIIIder ..&#13;
organization or public educational agen~;V~&#13;
the activity. - ~&#13;
8.15 Freedom from Obstruction. Those Who&#13;
speech or program sponsored b alteJd.&#13;
organizations, University departments Y .t....&#13;
authorized !f'"0ups,have the duty not to o~~ GIIIt&#13;
the University has the obligation to protect IIle it,1Ij&#13;
listen or participate. l'\illt~&#13;
Rules and Regulations&#13;
(Continued from Page 5)&#13;
(2)" The University does not ergulate off-eampus&#13;
political activities of students.&#13;
8.8S Riglll of Slud..... to Invite Guest Speakers: .&#13;
(I) Registered student organizations may invite&#13;
and hear any person of their own choosing, but&#13;
scheduling of facilities requires that they comply WIth&#13;
procedures of the Committee on Student Life and Interests,&#13;
summarized in the Student Organization&#13;
Handbook, before a speaker is invited to appear on the&#13;
campus. .&#13;
(2) Sponsorship of a speaker does not Imply approval&#13;
or endorsement, by the sponsoring group or the&#13;
University, of the views expressed.&#13;
(3) The University does not regulate the content of&#13;
speech.&#13;
8.01 Dull" of Student OrganluUons when Sponsoring&#13;
Gue t Spea ken.&#13;
(l) A student organization sponsoring a spea~er&#13;
should choose him Ireely, without control by an outside&#13;
group, and be satisfied that he is qualilied to address a&#13;
University audience on the proposed subject.&#13;
(2) Members of the audience should be given a&#13;
reasonable opportunity, in appropriate situations, to&#13;
ask questions at the end 01 the presentation.&#13;
8.'7 Purposes of Student Meetings. ..&#13;
. (l) A student organization may use Umverslty&#13;
(acilities for events which are primarily for students&#13;
and laculty&#13;
(2) If admission is charged, the student&#13;
organization must arrange for the handling of ticket&#13;
sales and submit in advance a budget to the office of&#13;
the tudent Organization Advisers, or its equivalent,&#13;
indIcating how proceeds will be used.&#13;
(3) tuclent organizations may invite candidates&#13;
for political olfice to speak on tbe campus only when&#13;
the meetIngs are for students and faculty. Publicity for&#13;
such meetings must indicate that attendance is limited&#13;
to students and faculty, and tbey are not open to the&#13;
public.&#13;
8.08 Use 01Unlvenity Facilities by Students and NonStud......&#13;
In the use of University facilities for the&#13;
exlra-curricular activities of students, student groups&#13;
and non-students must observe the rules of the Committee&#13;
on Student Life and Interests.&#13;
Info Center&#13;
Our mission is simply to direct studentsto wbert&#13;
they can get adVIce about specific PI'ObIttDo.&#13;
There isn't any area of human concern onwbicb&#13;
student can't get expert advice on this ~&#13;
But the question is where?&#13;
Tbere is no question that Parkside has an iJa.&#13;
pressive array Of services available. The CI!Il1er&#13;
has gathered information on the serviCfllIDIi&#13;
refers students to the appropriate Olle. Wewanlill&#13;
make what is here mor,e accessable.&#13;
We have as Immediate anSwers; facultyoflIce&#13;
hours, office locations, classroom locatio... tilDe&#13;
tables, calendars of events, bus scbeduieI,&#13;
parking regula tions, deadlines for addinc aad&#13;
dropping classes, library hours, etc.&#13;
Lost and found is also located atlnfonnatlaD&#13;
Center.&#13;
Let us help you simplify your life. Informatioo&#13;
Center,. Tallent Hall 201, Ext. 2345.&#13;
PARKSIDE VILLAGE APARTMENTS&#13;
~I:lt:--Ir.f~:&#13;
,1ll11,1.IFl~- =::millc=~~&#13;
FOR AS LITTLE AS $180.00 PER SEMESTER&#13;
2 RooMSUITE&#13;
. $180 PER SEMESTER·'&#13;
DELUXE 2 ROOM SU ITE&#13;
$218.25 PER SEMESTER.&#13;
3~ooMSUITE&#13;
$254.25 Pl;R SEMESTER.&#13;
•&#13;
BUNK &lt;0&#13;
BED&#13;
OWNER: PARKSIDE VILLAGE INC.&#13;
MILWAUKEE, WISCONSIN NreA$.&#13;
DEVELOPER: GLOBAL BUSINESS &amp; RESIDENTIAL CE&#13;
1744 N. FARWELL AVE.&#13;
MILWAUKEE, ISCONSIN&#13;
OCCUPANCY SEPT.l,1971-CONTACT BILL PAGELOR DAN LEMBERG&#13;
AT PARKSIDE VILLAGE SITE OR CALL (4W 272-0460COLLECT&#13;
• 4.STUDENTS PER SUITE - UNFURNISHED&#13;
Pagel iEWSCOPE August 23, 1971&#13;
F il'f s by Non-University 8.09 Use of University ac_ • ie ·t primarily for&#13;
employee organizations may use Unive .&#13;
Rules and Regulations&#13;
(Continued from Page 5 )&#13;
( 2 )" The University does not ergulate off-campus&#13;
political ctivities of students.&#13;
Right of tudents to Invite Guest Speakers.&#13;
( l ) Registered student organizations may invite&#13;
and hear any person of their own choosing, ~ut&#13;
cheduhng of facilities requires that they comply with&#13;
pro edures of the Committee on Student Life and In·&#13;
t r ts , . ummarized in the tudent Organization&#13;
II ndbo k , before a peaker 1s invited to appear on the&#13;
m~ . . (21 pon. r hip of a speaker does not imply apoval&#13;
or endor ·ement, by the sponsoring group or the&#13;
niv r 1ty, of the view expressed. (31 Th niver ity doe not regulate the content of&#13;
h.&#13;
. 7 Purplr.. or tudent . 1eetlng .&#13;
tud nt organization may use University&#13;
r 11iti for event which are primarily for students&#13;
nd r culty. (2) If admi ion i charged, the student&#13;
r nizatlon must arrange for the handling of ticket&#13;
I nd ubmit in advance a budget to the office of&#13;
th tud nt Organization Advisers, or its equivalent,&#13;
lnd1c ting how proceeds will be used. (3&gt; tud nt organizations may invite candidates&#13;
for political office to peak on the campus only when&#13;
th m ting are for tudents and faculty . Publicity for&#13;
uch m ting' must indicate that attendance is limited&#13;
to tudent and faculty, and they are not open to the&#13;
public&#13;
, of rniver ity Facilities by Students and Nontud&#13;
nt , In th u e of University facilities for the&#13;
extra-curricular activities of students, student groups&#13;
nd non-stud nts must observe the rules of the Committe&#13;
on tudent Life and Interests.&#13;
Gr?ups .. Facilities ;f0&#13;
~~%:t~~~·. :e!:rch·and public&#13;
Uruv_ers1tthy purpos ot available for unrestricted use by service; ey are n . the judgment of a non-Universigy groups. If, 10 • , tings&#13;
Unive~s!tr depart me~ ~r e%f ;;::~~n~mec::ibute&#13;
~ aac!t:e~~f ~:'~ci;;;sity's purposes, University&#13;
facilities when available, and subject to necessar~&#13;
routine procedures administered by the sec;ebtarih o t&#13;
the Faculty or other officer, may be use d Y· t:&#13;
oup but 'only upon the invitation of un er ~&#13;
:ons'orship of a University dep~rtment ?~&#13;
organization. The Auditoriums Committee, or •&#13;
equivalent, is consulted when ~e Secretary of the&#13;
Faculty, or other officer, deems it necessary.&#13;
8.10 Use of University Facilities by ~overn~_e?tal and&#13;
Public Educational Groups. University_ fac1hhes _may&#13;
be used by governmental and pu?hc educational&#13;
agencies when they are available, subJect to necessary&#13;
routine procedures administered by th~ S~retary of&#13;
the Faculty, or other officer. The Auditoriums Committee,&#13;
or its equivalent, is consulted when th_e&#13;
Secretary of the Faculty, or other officer, deems it&#13;
necessary.&#13;
8.11 Use of University Facilities by Political Part~e~ or&#13;
Candidates for Public Office. Leaders of political&#13;
parties and candidates for st~tewide. and national&#13;
public offices may hold pub!•c meetings o~ each&#13;
campus, if facilities are available,_ ~nd subJect to&#13;
necessary routine procedures admm1stered by the&#13;
Secretary of the Faculty, or other officer, in c~nsultation&#13;
with the Auditoriums Committee, or its&#13;
equivalent. During a primary campaign a University&#13;
auditorium may be made available for one public&#13;
meeting on behalf of each recognized candidate for&#13;
statewide or national public office. In a general&#13;
election year, each political party may use a&#13;
University auditorium for one public meeting on behalf&#13;
of its candidates for national office, and for one public&#13;
meeting on behalf of its candidates' for statewide office.&#13;
State conventions of recognized political parties&#13;
may also use University facilities. Members of the&#13;
audience should be given a reasonable opportunity, in&#13;
appropriate situations, to ask questions at the end of&#13;
the presentation.&#13;
8.12 Use of University Facilities by Faculty and&#13;
Employee Organizations. Faculty and University&#13;
on the same terms as University depar7ity faCili!ie&amp;&#13;
8.13 Conditions for Use of University F m~la.&#13;
University regulates the use of cam acmu,,. '!lit&#13;
prevent interference with its activiti:s JaciJiti!!$.&#13;
pense to the University is involved (e · ~!ta ti&#13;
service, policing, labor, and light) ti! for iani~&#13;
organization must accept responsibili S!Jonso,...:&#13;
deposit in advance with the University B~ _for it,-~&#13;
funds to cover estimated expense. Th stness Office&#13;
shall designate a representative t e orgillii.at.iQi&#13;
University officials in making arrangeom Work , . ents.&#13;
8.14 Revenue-Producmg Activities i U ,&#13;
Facilities. Whenever an admission char; . niv,r,i~&#13;
other revenue-producing activity is care_ is rnade,&#13;
University facility, the proceeds must ;ed 0n II! 1&#13;
control of the University, or the llnder&#13;
organization or public educational agen!overrun&#13;
the activity. Y S!Jon.,o&#13;
8.15 Freedom from Obstruction. Those Wh&#13;
speech or program sponsored b O attend 1&#13;
organizations, University departments Y 81Ude&#13;
author!zed ~oups, have t~e duty not to ob~~r .&#13;
0ther&#13;
the Uruvers1ty has the obligation to protect th et it. listen or participate. el'lght~&#13;
Info Center&#13;
Our mission is si~ply to direct students to where&#13;
they can get advice about specific problems&#13;
There isn't any area of human concern on whicJi ·&#13;
student can't get expert advice on this cam~&#13;
But the question is where? ·&#13;
There is no question that Parkside has an impressive&#13;
array of services available. The center&#13;
has gathered information on the services and&#13;
refers students to the ap~ropriate one. We want to&#13;
make what is here mor~ accessable.&#13;
We have as immediate answers; faculty office&#13;
hours, office locations, classroom locatiom, time&#13;
tables, calendars of events, bus schedules&#13;
parking regulations, deadlines for adding and&#13;
dropping classes, library hours, etc.&#13;
Lost and found is also located at Information&#13;
Center.&#13;
Let us help you simplify your life. Information&#13;
Center,. Tallent Hall 201, Ext. 2345.&#13;
fl&#13;
DELUXE2 ROOM SUITE&#13;
$218.25 PER SEMESTER•&#13;
OCCUPANCY SEPT. 1, 1971-CONTACT BILL PAGEL OR DAN LEMBERG&#13;
AT PARKSIDE VILLAGE SITE OR CALL (,'1-4) 272-0460 COLLECT • 4 STUDENTS PER SUITE - UNFURNISHED&#13;
OWNER: PARKSIDE VILLAGE INC.&#13;
MILWAUKEE, WISCONSIN t-iTERS,I&#13;
DEVELOPER: GLOBAL BUSINESS &amp; RESIDENTIAL CE&#13;
1744 N. FARWELL AVE.&#13;
MILWAUKEE, ISCONSIN &#13;
The Library Is The Source&#13;
are trying to locate (1l&#13;
U yoU te Hearings on either&#13;
se~ater pollution, (2) a&#13;
It the NEW YORK TIMES&#13;
01 the Pentagon Papers,&#13;
on usical sound track of&#13;
I tbeH~NVENICE, (4) a road&#13;
To/Door. County! (5) a&#13;
let on conSCientIOus&#13;
. P:on or (6) a book that&#13;
'It ~ms to be on the&#13;
ASK A LIBRARIAN!&#13;
Ubrary now has mo~e&#13;
\1Ie SO000 books, and that IS&#13;
1~s than all the high&#13;
libraries of Racine and&#13;
nOSba have combined.&#13;
. the books there are&#13;
12000reels of microfilm,&#13;
50,000 government&#13;
lions and subscriptions&#13;
l,500periodicals.Because the&#13;
t Hall Library is so&#13;
'ted in size, many rooks and&#13;
es of periodicals are kept&#13;
storage. These library&#13;
IIItErialsare available for yo~r&#13;
within 24hours, but you will&#13;
ve 10 ask for them at the&#13;
auen desk if you can't&#13;
te them on the shelves.&#13;
Knowing what is available,&#13;
it is, and how to use it is&#13;
librarian's job. The finding&#13;
for books is the card&#13;
alalog. With more than a half&#13;
lIiIlioocards you might find&#13;
llatit is difficult to find exactly&#13;
lbat yooare looking for. There&#13;
n thousands of volumes of&#13;
esjust for finding articles&#13;
II journals, and even more&#13;
Dlexes for locating governIlent&#13;
publications. Neither&#13;
)Jamals nor government&#13;
publications are listed in the&#13;
card catalog, so you may want a&#13;
brief explanation from a&#13;
librarian about indexes. A good&#13;
beginning for your college&#13;
experience may be a personal&#13;
tour of the Library. Make an&#13;
appointment for your own 5.&#13;
minute lesson.&#13;
There are some functions of a&#13;
university library that you may&#13;
not have encountered in a high&#13;
school or public library. Undoubtedly,&#13;
you will at Some&#13;
point in the year be assigned to&#13;
read from books that are on&#13;
reserve in the Library. Reserve&#13;
materials are kept 'behind the&#13;
circulation desk, and your loan&#13;
period is restricted to either two&#13;
hours, or three days, or a week.&#13;
August 23, 1971 NEWSCOPE Page 7&#13;
Books are placed on reserve so&#13;
, that many students can have&#13;
the opportunity to read them&#13;
RemeJ?ber, fines on reserv~&#13;
materials are much higher than&#13;
books taken from the general&#13;
collection. It IS possible to run&#13;
up a $10 fine by keeping a twohour&#13;
reserve book out over the&#13;
Weekend.&#13;
. When you start writing your&#13;
first research paper you may&#13;
feel lost and not know quite&#13;
\lfhere to begin. You may not&#13;
find books or magazines you&#13;
know the Library should have&#13;
or you may have rio idea un&#13;
where to look for materials on&#13;
your sUbject. That moment is&#13;
the ideal time to ask for help&#13;
from a reference librarian. ,;..I.................... ..J&#13;
Student Health Insur ance&#13;
All full-time students may enroll in the Student Health Insurance&#13;
Program offered by the University of Wisconsin-Parkside Student&#13;
Government Association through Blue Cross and Surgical Care&#13;
Blue Shield.&#13;
Brochures and applications are available now at the following&#13;
offices: .&#13;
Business Office, Rooom 230, Tallent Hall&#13;
Phone 553-2263.&#13;
Edith Isenberg, Campus Nurse,&#13;
Room 332, Greenqusit Hall&#13;
Phone 553-2366.&#13;
Information Center, Room 201, Tallent Hall&#13;
Phone 553-2345.&#13;
These items will also be available at Greenquist Hall during the&#13;
Registration days of August 31, September 1, or September 2.&#13;
Applications and premiums are dur no later than September&#13;
24, three weeks after the beginning of the semester, September 7.&#13;
'Octoberfest' To Be Held 7-9th&#13;
's German Club will&#13;
a three day •'Oc-&#13;
'celebration Oct. 7-8-9&#13;
ation with the Office of&#13;
and the Office of&#13;
t Affairs.&#13;
__ ••;-;- •• during the three day&#13;
Will be numerous athletic&#13;
...... dances, "brat 'n' beer"&#13;
IIII-.ct other happenings.&#13;
• Rangers will meet Ohio&#13;
late, Eastern Illinois and =:y College in the OcI&#13;
est Soecer Tournament at&#13;
I.m. and 3 p.m. both Friday&#13;
lIdSaturday, Oct. 8 and 9.&#13;
tit.Friday winners will play&#13;
':'ChamPionship at 3 p.m .&#13;
.... Y and the first day-&#13;
~11I meet for third place&#13;
y morning&#13;
.::: on. tap f~r Saturday&#13;
eon IS a 1 p.m, rugby&#13;
latcb featuring the UW-P :r club and the U of&#13;
~ conSin-Madison Rugby&#13;
te~r actiVities scheduled for&#13;
IIIf est are faculty and student&#13;
and tennis tournaments ,&#13;
intramural and varsity sailing&#13;
regattas, a fencing meet and a&#13;
gymnastics "turnfest".&#13;
The German Club aims at&#13;
making the atmosphere complete,&#13;
with German-style&#13;
refreshments, dancing and&#13;
bands and Olympic sports, all in&#13;
keeping with the upcoming 1972&#13;
Olympics and accompanying&#13;
festivities in Munich.&#13;
Students and faculty-staff&#13;
may be admitted to the "beer&#13;
garden" by showing an "Octoberfest"&#13;
button, soon to go on&#13;
sale at $.50, or for a $1 admission&#13;
charge at the site .&#13;
•&#13;
...&#13;
It'sthe~~&#13;
realthing.&#13;
Coke. f T,_.m.wl&lt;@,&#13;
-&#13;
MIDTOWN BAR&#13;
&amp; RESTAURANT&#13;
PIZZA _ SEAFOODS&#13;
ITALIAN-AMERICAN FOOt],&#13;
I "cOCl(TAI~S&#13;
I' ~NT~RTAIN"',:'NT2112&#13;
- 14 - 52 5T&#13;
J\ENOSKA&#13;
- --&#13;
Get Acquainted Offer&#13;
FREE LUBE&#13;
With Oil &amp; Filler Change&#13;
PARKSIOE SHELL&#13;
WASHINGTON ROAD&#13;
&amp; 30TH AVE.&#13;
654-9968&#13;
Save&#13;
for&#13;
the&#13;
Future&#13;
at Large Edition&#13;
Framed Original&#13;
Geometries&#13;
WEST&#13;
FEDERAL&#13;
SAVINGS $20 . $25&#13;
NEW&#13;
GALLERY ONE&#13;
Phone 658·2513&#13;
58th St. at 6th Ave.&#13;
MAIN OFFICE,&#13;
CAPITOl COURT,&#13;
MILWAUKEE&#13;
503 Main, Racine&#13;
633-4662 - 634-7168&#13;
.' _ i .r&#13;
VALED'S PIZZA&#13;
KITCHEN&#13;
ALSC&#13;
CHICKEN DINNERS 8IId&#13;
ITALIAN SAUSAGE BOMBERS&#13;
FREE DELNERY&#13;
4:00 P.M. TO 12:00 P.M,&#13;
5021 30th Ave,&#13;
KENOSHA&#13;
651-5191&#13;
Open 6 Day. a We.k From 4 p,m., Cla.ed Monday.&#13;
A reiver is a con artist.&#13;
A reiver is a rascal. .&#13;
Steve McQueen In&#13;
'The Reivers'&#13;
Fri. Sept. 10 8:00 p.m.&#13;
STUDENT ACTIVITI!'S OFFICE&#13;
ADM. 75¢ WITH PARKSIDE AND WISCONS IN 1.0.&#13;
A PARKSIOE STUOENT ACTIVITIEs' FEATURE FILM&#13;
The Library Is The Source e trying to locate (1)&#13;
ff you a~ Hearings on either&#13;
rs sena a~er pollution, (2) a&#13;
air _o~f ;e NEW YORK TIMES&#13;
(Ill)) the Pentagon Papers,&#13;
~t on usical sound track of&#13;
JI !~H7N VENICE, (4) a road&#13;
D£! f Door County, (5) a&#13;
1113P 0&#13;
1et on conscientious&#13;
pamP:on or (6) a book that&#13;
~'f!C ' ms to be on the&#13;
oei-er 5~SK A LIBRARIAN! ~ll'es, h Library now as more nie 50 000 books, and that is&#13;
lball 1 ~ks than all the high&#13;
JllOI'\ libraries of Racine and&#13;
,:hOO ha have combined. Kenos ·des the books there are lleSI . f'l al,oUt 12,ooo reels of micro i m,&#13;
50 ooo government orer • . t· blications and subscnp ions&#13;
P11 sooperiodicals. Because the&#13;
~~ent Hall Library is so&#13;
Jil11ited in size, many books and&#13;
teckftles of periodicals are kept&#13;
u: storage. These library&#13;
materials are available for your&#13;
~ within 24 hours, but you will&#13;
bal'e to ask for them at the&#13;
orculation desk if you can't&#13;
ate them on the shelves.&#13;
Knowing what is available,&#13;
where it is, and how to use it is&#13;
the librarian's job. The finding&#13;
gwde for books is the card&#13;
catalog. With more than a half&#13;
million cards you might find&#13;
that it is difficult to find exactly&#13;
Jbat you are looking for. There&#13;
are thousands of volumes of&#13;
ilxlexes just for finding articles&#13;
m journals, and even more&#13;
ilxlexes for locating government&#13;
publications. Neither&#13;
iournals nor government&#13;
publications are listed in the&#13;
ca:d catalog, so you may want a ..&#13;
brief explanation from a&#13;
librarian about indexes. A good&#13;
begin_ning for your college&#13;
experience may be a personal&#13;
tour of the Library. Make an&#13;
appointment for your own 5-&#13;
minute lesson.&#13;
There are some functions of a&#13;
university library that you may&#13;
not have encountered in a high&#13;
school or public library. Undoubtedly,&#13;
you will at some&#13;
point in the year be assigned to&#13;
read from books that are on&#13;
reserve in the Library. Reserve&#13;
materials are kept behind the&#13;
circulation desk, and your loan&#13;
period is restricted to either two&#13;
hours, or three days, or a week.&#13;
Books are placed on reserve so that many students can have&#13;
the opportunity to rE!Jid them.&#13;
Reme';llber, fines on reserve&#13;
materials are much higher than&#13;
books _taken from the general&#13;
collection. It is possible to run&#13;
up a $10 fine by keeping a twohour&#13;
reserve book out over the&#13;
weekend.&#13;
. When you start writing your&#13;
first research paper you may&#13;
feel lost and not know quite&#13;
~here to begin. You may not&#13;
fmd books or magazines you&#13;
know the Library should have&#13;
or you may have no idea 0~&#13;
where to look for materials on&#13;
your subject. That moment is&#13;
the ideal time to ask for help&#13;
from a reference librarian.&#13;
Student . Health Insur a nee&#13;
All full-time students may enroll in the Student Health Insurance&#13;
Program offered by the University of Wisconsin-Parkside Student&#13;
Government Association through Blue Cross and Surgical Care&#13;
Blue Shield.&#13;
Brochures and applications are available now at the following offices:&#13;
Business Office, Rooom 230, Tallent Hall&#13;
Phone 553-2263.&#13;
Edith Isenberg, Campus Nurse,&#13;
Room 332, Greenqusit Hall&#13;
Phone 553-2366.&#13;
Information Center, Room 201, Tallent Hall&#13;
Phone 553-2345.&#13;
These items will also be available at Greenquist Hall during the&#13;
Registration days of August 31, September 1, or September 2.&#13;
Applications and premiums are dur no later than September&#13;
24, three weeks after the beginning of the semester, September 7.&#13;
'Octoberf est' To Be Held 7-9th&#13;
Pariside's German Club will&#13;
ac&gt;~sor a three day "Oc1-fest"&#13;
celebration Oct. 7-8-9&#13;
llcooperation with the Office of&#13;
Alllletics and the Office of&#13;
blent Affairs.&#13;
F~tW:ed during the three day&#13;
period will be numerous athletic&#13;
events, dances, "brat 'n' beer"&#13;
and assorted other happenings.&#13;
The Rangers will meet Ohio&#13;
~le, Eastern Illinois and&#13;
Quincy College in the Ocldleriest&#13;
Soccer Tournament at&#13;
10 a m. and 3 p.m. both Friday&#13;
-i Saturday, Oct. B and 9.&#13;
brThe Friday winners will play&#13;
lhe championship at 3 p.m .&#13;
~da~ and the first day· win meet for third place turday morning.&#13;
ar: on . tap for Saturday oon 1s a 1 p.m. rugby&#13;
atch featuring the UW-P&#13;
:,by club and the U of&#13;
ntsco · tlub. nsin-Madison Rugby&#13;
Oie~r activities scheduled for&#13;
Dllf eSl are faculty and student&#13;
and tennis tournaments,&#13;
intramural and varsity sailing&#13;
regattas, a fencing meet and a&#13;
gymnastics "turnfest".&#13;
The German Club aims at&#13;
making the atmosphere complete,&#13;
with German-style&#13;
refreshments, dancing and&#13;
bands and Olympic sports, all in&#13;
keeping with the upcoming 1972&#13;
...&#13;
•&#13;
It's the&#13;
real thing.&#13;
Coke. i Trade-mark@,&#13;
Olympics and accompanying&#13;
festivities in Munich.&#13;
Students and faculty-staff&#13;
may be admitted to the "beer&#13;
garden" by showing an "Octoberfest"&#13;
button, soon to go on&#13;
sale at $.50, or for a $1 admission&#13;
charge at the site.&#13;
August 23, 1971 ,'EW C PE Pa ~7&#13;
Get Acquainted Offer&#13;
FREE LUBE&#13;
With Oil &amp; Filter Change&#13;
PARKSIDE SH ELL&#13;
WASHINGTON ROAD&#13;
&amp; 30TH AVE .&#13;
654-9968&#13;
large Edition&#13;
Framed Original&#13;
Geometrics&#13;
$20 - 25&#13;
NEW&#13;
GALLERY ONE&#13;
503 Mam, Racine&#13;
633-4662 - 634-7168&#13;
VALEO'S&#13;
ALSC&#13;
CHICKEN DINNER$ and&#13;
ITALIAN SAUSAGE BOMBERS&#13;
FREE OEUYERY&#13;
4:00 P.M. TO 12:00 P.M.&#13;
MIDTOWN BAR&#13;
&amp; RESTAURANT&#13;
PIZZA - SEAFOODS&#13;
ITALIA -AMERICAN. Fnou.&#13;
COCl(TAt s&#13;
~ TEFl't At ._.J: T&#13;
2112 - 14 - 52 ST&#13;
_ J&lt;~SHA _&#13;
Save&#13;
for&#13;
the&#13;
Future&#13;
at&#13;
WEST&#13;
FEDERAL&#13;
SAVINGS&#13;
Phone 6S8-2S73&#13;
58th St. at 6th Ave.&#13;
MAIN OFFICE:&#13;
CAPITOL COU T,&#13;
ILWAU EE&#13;
5021 30th Ave.&#13;
KENOSHA&#13;
657-5191&#13;
Open 6 Days a Week From 4 l).m., Closed Mondoya&#13;
A re i v er is a con a rt is t.&#13;
A reiver is a rascal. ..&#13;
Steve McQueen in&#13;
'The Reivers'&#13;
Fri. Sept. 10 8:00 p.m.&#13;
STUDENT ACT.IVITI ES OFFICE&#13;
ADM 75¢ WITH PARKSIDE AND WtSCONS IN 1.0 .&#13;
A PARKSIDE STUDENT ACTIVITIES' FEATURE FILM &#13;
""ge8 NEWSCOPE Aagu512.:',1971&#13;
Registration Information&#13;
For&#13;
Extended Day Students&#13;
Registration for the first semester&#13;
1971·72late ette-ncco. evening, and&#13;
saturday students will be held&#13;
Wednesday and Thursday, September&#13;
1 and 2. from 6: 30-8:30 p.m.&#13;
Last names beginning With M·Z&#13;
register on Wednesday and A-L on&#13;
Thursday. Registration for all&#13;
campu5e's will be held in Greenquisl&#13;
Hall on the Parkside site. This&#13;
building Is west of Wood Road (30th&#13;
Ave.) between Kenosha County&#13;
Hwy. A and E. Since parking is&#13;
availableonlynexi to Tallent Hall on&#13;
the Nsf side of Wood Road. II ccetinuous&#13;
shuttle bus service will be&#13;
prOvided to Greeoqulst.&#13;
t.ete registrations may be made&#13;
on Fridey from ':30-4:00. On Sept. 7-&#13;
9 late registrations will be accepted&#13;
from 1:30 e.m. to 1:00 p.m. and on&#13;
Sept. 10 from I: X1..4: 00. Classes&#13;
begin TG'esday, Sept. 7.&#13;
Wisconsin residents pay a fee of&#13;
124.25for the first credit and $73.00&#13;
tor Nch additional credit thru 11&#13;
E:-,'ts. Students taking 12 or more&#13;
~._edits pay $275. Non·residents pay&#13;
tuO.25 for the first credit and $79.00&#13;
tor eecn additional credit tnru 11&#13;
ereens. Students taking 12 or more&#13;
credits pay $950.&#13;
Parksicle particularly encourages&#13;
~~ enrollment of adull students&#13;
f"",shing to upgrade their skills.&#13;
E.~p'ete unfinished degrees. or&#13;
,....sue studies for personal enrich·&#13;
~_ent. Admission policies are very&#13;
I"Ie'Xiblein regard to adult stUdents.&#13;
A one·page aPPlication may M&#13;
ompleted at the time of&#13;
~iltratlon. Veterans of the armed&#13;
~Ylces plannlno to continue their&#13;
r-uc~tlon .150 recetve special&#13;
~nllderaflon When applying at&#13;
""arkslde.&#13;
la.~~tion.1 information on any&#13;
~t of the E.tended Day&#13;
I~ am may be obtained from&#13;
~n M. Valask.. Director, 214&#13;
I"allint Hall. Phone from Kenosha or&#13;
Racine: 553-2271.&#13;
neral Degree Requirements&#13;
ill those sections of the general&#13;
to natural sciences, social scien~es&#13;
ses from the following list supplied&#13;
oordinator of Academic Advising.&#13;
ded by the respective academiC&#13;
Ill! prerequisites for any of these&#13;
metable and UW-Parkside catalog.&#13;
L SCIENCES .&#13;
t towards satisfying the 10 credit&#13;
MOlBECK'S&#13;
COMPLETE LINE&#13;
OF HEAL 1'tf FOODS&#13;
tIERB TEAS&#13;
STONE GROUND&#13;
FLOURS&#13;
NATURAL VITAMINS&#13;
And many other&#13;
OrganiC FoOds&#13;
1304 GRANGE A\;/'C."&#13;
RACIN E 633-776Sl1&#13;
SANDWICHES Ge&#13;
HAMIIURGER 45c Parkside students can fuIf&#13;
CHEESEIIURGER sse&#13;
degree requirements pertaining&#13;
and hwnanities by choosing cour&#13;
6-II-Q IIEEF lOt&#13;
to Newscope by Mr. Bishop, C&#13;
These courses are recommen&#13;
SLICED IIEEF lOt&#13;
Divisions. Information regardi&#13;
courses is provided in the rail ti&#13;
GRILLED CHEESE&#13;
NATURA&#13;
4se The following courses COlUl&#13;
FRENCH FRIES 3Sc&#13;
GRILLED HAM 7De ~lIa9'l OLIYE IIURGER sse Inn.&#13;
STEAK SANDWICH 7se I~::~l&#13;
II.L.T. ON TOAST 7De&#13;
GRIL~ED H",M &amp;&#13;
Sunday • Thursday&#13;
.... CHEESE IDe&#13;
6 . Midnight&#13;
HOTDOG 4se&#13;
Friday . Saturday&#13;
'''\UNCH&#13;
6 . 3 ./t,M.&#13;
_ 361930 AVE._&#13;
PANCAKES&#13;
NORTH 3311 SHERIOANRO.&#13;
STEAKS&#13;
SOUTH7500 SHfRIOAN RO. SANDWICHES&#13;
THE UNIYERSlTYOF WISCONSIN-PARKSIDE&#13;
Announces Registration For&#13;
First Semester Extended Day Program&#13;
(late afternoon, evening and Saturday classes)&#13;
Register Sept. 1 and 2 from 6:30-8:30 p.m. Greenquist Hall, Wood&#13;
Road Campus.&#13;
The Extended Day Program at UW-P&#13;
this Fall features 120courses, su after 4:30&#13;
p.m. and on Saturdays, in the fields of&#13;
English, anthropology, engineering science,&#13;
computers, art, business management and&#13;
science, communication, earth science,&#13;
economics, education, French, German,&#13;
Spanish, geography, history, humanities,&#13;
life science, mathematics, music,&#13;
philosophy, physical education, physics,&#13;
political science, psychology, and sociology.&#13;
natural science requirement (the 10 credits must inclUde&#13;
one lab course). at !teat&#13;
Chemistry - 100, 101, 102, 103,104,107 ,108,200, 2Q5&#13;
Earth Science - (+) 101, (+) 103,110, 150, 201 '202 301&#13;
485 also Geography 123, (+) 124' '" 310, 440&#13;
(.;) Only one of these courses may be taken for credit '&#13;
graduation: E.S. 101, 103, Geography 124. loIvant,&#13;
Life Science - 101, 102, 160, 201, 214&#13;
Mathmatics + 184&#13;
Physics - lOS, 106, 201, 202&#13;
Psychology - 203&#13;
SCience - 103&#13;
SOCIAL SCIENCES&#13;
The Social Science Di~sion. rec~mmends that s&#13;
tempting to meet the 9 credit SOCialscience reqUirem~1I1lenrolling&#13;
in 100 and 200 level courses. Note that for 10 br&#13;
fulfilling general degree requirements, Psychology 10~"&#13;
social science credit, and Geography 123, 124 count as..... II&#13;
science credit.. DIttral&#13;
HUMANITIES.&#13;
The following courses count towards satisfying the 9&#13;
humanities requirement. ert.dII&#13;
Art - 121, 343, 361, 444, 460&#13;
Communications -130,201,209, 230, 320, 350,360,364,414&#13;
English - 209,210,211,212,213, 300, 301, 302, 305, 352,355,':"&#13;
370,400,401,405,410,415,450,460,495,499 ,~&#13;
French - 318, 321,322,400,405,420,440,499&#13;
German -318,321,322,421,422,423,424,425,440,499&#13;
Humanities - 200, 250, 300, 325, 421&#13;
Music - 105, 106, 201, 311, 312&#13;
Philosophy - 101, 205, 250, 300, 301, 302, 303, 335, 401, 40S419_&#13;
439, 490, 499 ' , ,&#13;
Spanish - 381, 319, 321,322,335,405, 410, 411, 412, 413, 420 421...&#13;
440, 499 ' '--'&#13;
Patronize Our Advertisers&#13;
STUDENTS WANTED&#13;
GHOSTWRITER&#13;
get Red Carpet treatment&#13;
at the&#13;
Plot semi-political, will&#13;
the hair on the bock 01&#13;
neck stand 5tralght ovt BANK OF egardless of length,&#13;
ELMWOOD INTERESTEDf&#13;
Contact Ed Renick. AI&#13;
Gardens Amusement Contor&#13;
7th and Sherldln R&lt;I.&#13;
Kenosha.&#13;
(everyone else does!)&#13;
2704 Lathrop Ave.&#13;
ReciRe, Wis.&#13;
P}'amouJ fM, fj'itwtJ&#13;
g;~ W" .9/n1iMt fj'~&#13;
liquor Store&#13;
r;::=:~=&#13;
Dining&#13;
Room&#13;
Bar&#13;
2129 BIRCH RD- KF.NOSHA 658.1'~1&#13;
~&#13;
PERSI-COLA&#13;
Page l\'EWSCOPE August23, 1971&#13;
SANDWICHES&#13;
General Degree Requirements&#13;
HAMBURGER 45c&#13;
CHEESEBURGER SSc&#13;
8-B-QBEEF 80c&#13;
SLICED BEEF 80c&#13;
GRILLED CHEESE 4Sc&#13;
FRENCH FRIES lSc&#13;
GRILLED HAM 70c&#13;
OLIVE BURGER SSc&#13;
STEAK SANDWICH 75c&#13;
8,L.T. ON TOAST 70c&#13;
GRIL~ED H~M &amp;&#13;
.... CHEESE IOc&#13;
HOT DOG 4Sc&#13;
'"" RANCH&#13;
NORTH 33 11 SHERIDAN RD .&#13;
SOUTH 7500 SHERIDAN RD .&#13;
Parkside students can fulfill those sections of the general&#13;
degree requirements pertaining to natural sciences, social sciences&#13;
and humanities by choosing courses from the following list supp,ied&#13;
to Newscope by Mr. Bishop, Coordinator of Academic Advising.&#13;
These courses are recommended by the respective academic&#13;
Divisions. Information regarding prerequisites for any of these&#13;
courses is provided in the fall timetable and UW-Parkside catalog.&#13;
NATURAL SCIENCES&#13;
The following courses count towards satisfying the 10 credit&#13;
PANCAICl NOUSl&#13;
RHTAURANT&#13;
Sunday - Thursday&#13;
6 - Midnight&#13;
Frid~y - Saturday&#13;
6 - 3 .11.M.&#13;
-3619 30 AVE , _&#13;
PANCAKES&#13;
STEAKS&#13;
SANDWICHES&#13;
MOLBECK'S&#13;
COMPLETE LINE&#13;
OF HEAL 1·t1 FOODS&#13;
tlERB TEAS&#13;
STONE GROUND&#13;
FLOURS&#13;
NATURAL VITAMIN~&#13;
And many other&#13;
Organic Foods&#13;
1304 GRANGE AVc..&#13;
RACINE 633-77651&#13;
2 IY/ The University of Wisconsin-Parkside -/,, PRESEltTS .... IN CONCERT&#13;
JOHN DENVER&#13;
'TAKE ME HOME COUNTRY ROADS'&#13;
SAT . OCT . 2 . 8:00 p.m.&#13;
KENOSHA TREMPER AUD .&#13;
RES. SEAT TICKETS $3·50&#13;
AVAILABLE:&#13;
T H IS WEEK· REGISTRATION LINE&#13;
NEXT WEEK . STUDENT ACTIVITIES OFFICE&#13;
__,,.,_.,:,'•RM . 206 TALLENT HALL&#13;
R~istration Information&#13;
For&#13;
Extended Day Students&#13;
Registrat ion for the first semester&#13;
1971 -72 late afternoon, even ing, and&#13;
saturday students w ill be held&#13;
Wednesday and Thursday, September&#13;
1 and 2, from 6:30-S:30 p.m .&#13;
Lui names beg inning with M -Z&#13;
register on Wednesday and A-L on&#13;
Thursday . Reg i stration for all&#13;
campuses w ill be held in Greenquist&#13;
Hall . on the Parkside site. Th is&#13;
bu1ld1ng Is west of Wood Road (30th&#13;
Ave . ) between Kenosha county&#13;
Hwy. A and E. Since parking is&#13;
available only next to Tallent Hall on&#13;
the east side of Wood Road, a cont,nuous&#13;
Shuttle bus service will be&#13;
provided to Greenquist.&#13;
Late registrations may be made&#13;
on Friday from 8 :30--4 :00. On Sept. 7_&#13;
9 late registrations will be accepted&#13;
from 8 :30 a.m . to 8:00 p.m . and on&#13;
Sep!· 10 from 8:30~:00. Classes&#13;
begin T()esday, Sept. 7.&#13;
Wisconsin residents pay a fee of&#13;
Sl4.25 for the first credit and $23.00&#13;
for each additional credit thru 11&#13;
credits. Students taking 12 or more&#13;
credits pay $275. Non -residents pay&#13;
$80. 25 for the first credit and , 79 00&#13;
for each additional credit thru · 11&#13;
credits. Students taking 12 or more&#13;
credits pay S950.&#13;
Parkside particularly encourages&#13;
lh.e _enrollment of adult students&#13;
w,sh,ng to upgrade their skills&#13;
complete unfiniShed degrees 0;&#13;
rsue studies for personal en'richm~t.&#13;
Admission policies are ver&#13;
lex,ble ,n regard to adult student:.&#13;
one-page application may be&#13;
ompleted at the time of&#13;
eglstrallon . Veterans of the ar ed&#13;
-;Ices planning to continue t'::eir&#13;
onsc'adt,on also receive special , er atlon when a I • Parkside PP y,ng at&#13;
Additional information on&#13;
Pspect of the Extended ~~Y rogram may be Y John M V obtained from&#13;
elaske o· ..... allent Hall Ph ' ,r-,or, 28"&#13;
Racine . ss3'.227~~e from KenoSha or&#13;
THE UNIVERSITY OF WISCONSIN-PARKSIDE&#13;
Announces Registration For&#13;
First Semester Extended Day Program&#13;
(late afternoon, evening and Saturday classes)&#13;
R&#13;
RegdistCaer Sept. land 2 from 6:30-8:30 p.m. Greenquist Hall Wood oa mpus. ,&#13;
The Extended Day Program at UW-P&#13;
this Fall features 120 courses, a·11 after 4: 30&#13;
p.m. and on Saturdays, in the fields of&#13;
English, anthropology, engineering science,&#13;
computers, art, business management and&#13;
science, communication, earth science, .&#13;
economics, education, French, German,&#13;
Spanish, geography, history, humanities,&#13;
life science, mathematics, music,&#13;
philosophy, physical education, physics&#13;
political science, psychology, and sociolog/&#13;
natural science requirement (the 10 credits must. one lab course). include at l~st&#13;
Chemistry-100, 101,102,103, 104,.107, 108 200 205&#13;
Earth Science - ( +) 101, ( +) 103, _no, 150, 201 202&#13;
485, also Geography 123, ( +) i24 ' • 301, 310, 44o,&#13;
( +) Only one of these courses may be taken f&#13;
graduation: E.S. 101, 103, Geography 124. or credit towards&#13;
Life Science - 101, 102, 160, 201, 214&#13;
Mathmatics + 184 . Physics - 105, 106, 201, 202&#13;
Psychology - 203&#13;
Science - 103&#13;
SOCIAL SCIENCES&#13;
~e Social Science Di~sion recommends that&#13;
tempting to meet the 9 credit social science reg . students at.&#13;
enr?ll_ing in 100 and 200 level courses. Note th:;r:ment do so by&#13;
fulfillmg general degree requirements Psych 1 or Pllt'pogei; of&#13;
social science credit, and Geography' 123 12~ ogy 101 COUnts as&#13;
science credit. ' count as llalUraJ&#13;
HUMANITIES&#13;
The following courses count towards satisf · humanities requirement. ymg the 9 Credi(&#13;
Art - 121, 343, 361, 444, 480&#13;
Comi:nunications - 130, 201, 209, 230, 320, 350, 360 3&#13;
English - 209, 210, 211, 212, 213, 300, 301, 302, 305 '35~· 414, 424, 4&#13;
370, 400, 401, 405, 410, 415, 450, 460, 495, 499 ' ' 355,360,365.&#13;
French-318, 321, 322, 400, 405, 420, 440, 499&#13;
Germa~-:- 318, 321, 322, 421, 422, 423,424,425, 440 499&#13;
Humambes - 200, 250, 300, 325, 421 '&#13;
Music - 105, 106, 201, 311, 312&#13;
Philosophy - 101, 205, 250, 300, 301, 302 303 335 401 40&#13;
439, 490, 499 ' ' ' • 5, 419, 429,&#13;
Spanish - 381, 319, 321, 322, 335, 405 410 411 412 413 440, 499 ' ' ' • , 420, 421, 425,&#13;
Patronize Our Advertisers&#13;
STUDENTS&#13;
get Red Carpet treatment&#13;
at the&#13;
WANTED&#13;
GHOST WRITER&#13;
BANK OF&#13;
ELMWOOD&#13;
(everyone else does!)&#13;
2704 Lathrop Ave.&#13;
RaciAe, Wis.&#13;
Plot semi-political, will malu&#13;
the hair on the back of you&#13;
neck stand straight out&#13;
egardless of length.&#13;
INTERESTED?&#13;
Contact Ed Renick, Rainbo~&#13;
Gardens Amusement Center,&#13;
7th and Sheridan Rd .&#13;
Kenosha.&#13;
. w-&#13;
_ gamout&gt; ~ fiin«J&#13;
~~ W' 9/ul«Mt PJO&lt;XB&gt;&#13;
liquor Stor e&#13;
Dining&#13;
Room&#13;
Bar&#13;
KENOSHA 658• '\131&#13;
~~~~~~~~~»cb"°"~~.,..,.,."""'"'&#13;
PEP.Sl·COLA ··•·· :=:~&#13;
:=:~&#13;
···· l~&#13;
::::&#13;
~~! We wish the Parkside students I (~ i a happy and successful year,&#13;
</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62073">
                <text>Parkside's Newscope, Volume 4, Issue 10, August 23, 1971</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62074">
                <text>Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62075">
                <text>1971-08-23</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62077">
                <text>College student newspapers and periodicals</text>
              </elementText>
              <elementText elementTextId="62078">
                <text> Student publications</text>
              </elementText>
              <elementText elementTextId="62079">
                <text> University of Wisconsin-Parkside--Newspapers</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62081">
                <text>Newspaper</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62082">
                <text>English</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62083">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62084">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62085">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62086">
                <text>The Board of Regents of the University Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="648">
        <name>chancellor irvin g. wyllie</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="2492" public="1" featured="0">
    <fileContainer>
      <file fileId="3049">
        <src>https://archives.uwp.edu/files/original/895913c3528b52081e568b9186b43a4f.pdf</src>
        <authentication>c94f6ec36ca52381889f36c938542804</authentication>
      </file>
    </fileContainer>
    <collection collectionId="8">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45717">
                  <text>University of Wisconsin - Parkside Ranger News</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45718">
                  <text>Student newspaper of UW-Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>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.</description>
      <elementContainer>
        <element elementId="97">
          <name>Issue</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="62061">
              <text>Volume 4, Issue 8</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="96">
          <name>Headline</name>
          <description>Used for newspapers, the Headline element describes the main article of the issue.</description>
          <elementTextContainer>
            <elementText elementTextId="62065">
              <text>Student Housing Uncertain</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62072">
              <text>UWPAC124 Ranger News</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="1">
          <name>Text</name>
          <description>Any textual data included in the document</description>
          <elementTextContainer>
            <elementText elementTextId="89874">
              <text>., Mart Etaen of the Ne!scope staff, private homes.,,&#13;
ai]ability of student housing for Her listinas as of Jul&#13;
11Je av uncertain at the pr~nt, Roo --a Y ~ are f n--&#13;
1111 f~ see:5 Shirley Sch~erling, ·the ms: Kenosha girls . ~ 0UVW11 :&#13;
~of Housing at Parkside. -~; Kenosba, boys', 16· ·~· ~ctne, girls,&#13;
~-hmerHn n, who has headed her enosba, either, 6, Ra~ine&#13;
=· boy ' 7; JIii .,._.. ... ie • Apartments: Kenosba ! er, 3 •• siPCt! early this year, told Newscope girls, 9; Kenosha bo ,_girls! 9 ; Racine,&#13;
. ' ys, 2, Ractne, boys, o;&#13;
Student Housing Situation Uncertain&#13;
eff ~rts to· find housing have been&#13;
)lei' ~ful as time has gone on, but,&#13;
- SU this is adequate depends upon the&#13;
~ the influx of inquiries in the next&#13;
weets. Rigbtnow," she says, "It's very hard to&#13;
apartments." Though she adds,&#13;
~ ·re many nice rooms available in&#13;
K~os~aS ei~er, ~i Racine, eithe:-, 7.&#13;
re ~ pring registration, 423 students&#13;
n away from home while 3 412&#13;
students lived at home ' An th •&#13;
tdts . . oer223&#13;
s u en desired single housin d&#13;
students wanted married housi g an 101&#13;
"W ta ng. . e s rted out with very little bousin&#13;
available," Mrs. Schmerling said. st!&#13;
,-rnaliamlaLiteratureinaHurry"-MatthewArnold University of Wisconsin_ Par!sidt&#13;
•••••• Number 8_&#13;
uer Appointed New&#13;
Vice Chancellor&#13;
.' trnent of Otto F . Vice Chancellor of the&#13;
Y of WisconsinI&#13;
by"as approved here&#13;
the UW Board of&#13;
and Secretary of the Faculty .&#13;
Chancellor Wyllie said that&#13;
the student-faculty search&#13;
committee was impressed by&#13;
the range and variety of Baue_r's&#13;
institutional experience~ wh~ch&#13;
included a private umy~rstty&#13;
(Northwestern ), a military&#13;
academy (Air Force ), t~e&#13;
nation's most prestigious public&#13;
university (Berkeley),_ and . a&#13;
fast-growing state umvers1ty&#13;
(Bowling Green).&#13;
"He performed ex~re~ely&#13;
well in all of these ins!1tu~~nal&#13;
settings," Wyllie said. We&#13;
know he will do well he~. "Many things stand out 1!1 Otto&#13;
Bauer's record," he _contmued,&#13;
"his youth, his achiev_ements,&#13;
his rich administrahv_e experience,&#13;
his sympathetic understanding&#13;
of students and&#13;
(Continued on page 6)&#13;
New cop&#13;
Irv Kupcin t&#13;
Nor o&#13;
Of sc· n&#13;
h &#13;
Housing Placement Uncertain&#13;
(Continued (nm Pale ))&#13;
wbatthe family is like - if&#13;
the family doesn't drink or&#13;
smoke she won't recommend&#13;
a student wbo does&#13;
drink or smoke move lbere.&#13;
Mrs. Schmerling makes&#13;
sure, too, that if a student is&#13;
expected to work for part of&#13;
his room and board that it is&#13;
'understood from the onset&#13;
how many bours the student&#13;
is to work and at wbat jobs.&#13;
Rooms in private&#13;
residences vary from S7.00&#13;
to $25,00 a wet$ she said.&#13;
"There are more freshmen&#13;
and sopllomores in&#13;
rooms like this," she noted.&#13;
"Mothers like to see their&#13;
kids in pri vate bomes. "&#13;
Juniors and seniors prefer&#13;
apartments,&#13;
"It's exciting when you're&#13;
able to accomplisb&#13;
sometbing," Mrs. Schmerlilllluys&#13;
of ber job. She&#13;
told of a girl who had come&#13;
to Park.side without a car&#13;
from a small town. The&#13;
problem was to find a room&#13;
close to the campus. She&#13;
remembered a lady from&#13;
Somers who bad contacted&#13;
if's f.e&#13;
real thing&#13;
bel' a.few days earlier to&#13;
place a room on listiDg. MrS.- SCbmerlinll introduced lbe&#13;
• two, and each found lbe&#13;
other acceptable.&#13;
The problem now was to&#13;
fmd transportation for the&#13;
girl. Mrs. Scbmerling went&#13;
through lbe school directory&#13;
and found five students from&#13;
Somers. Sbe called each of&#13;
them to see if lbey would&#13;
provide transportation for&#13;
lbe girl. It turned out one&#13;
student lived only five&#13;
houses from lbe girl and was&#13;
willing to give ber a ride. "It&#13;
wound up I found her not&#13;
only a ride, but a new&#13;
friend," Mrs. Schmerling&#13;
said smilingly.&#13;
four Added '0 Dean's Lis'&#13;
Four additional students bave been named to lbe&#13;
Dean's List for secood semester work at lbe University of&#13;
Wisconsin-Parks ide, it was announced .today.&#13;
Heading the list are two students wilb perfect 4.0&#13;
academic grade point averages; Edna Dearborn, 5837&#13;
Sprillll St., Racine; and Joyce Gyurina, 2410-32nd St.,&#13;
Kenosha. Itwas lbe fourlb straight semester of 4,0 work for&#13;
Mrs. Gyurina. Mrs. Dearborn graduated in June with&#13;
distinctioo.&#13;
Earning high honors was Thomas Cook, 1332Bucbanan,&#13;
Racine, wilb a 3.57 average. Earning honors was Philip T,&#13;
Angeregg, 2301Yout St., Racine, wilb a 3.37average.&#13;
Students named to lbe Dean's List must have at least a&#13;
3.25 (Bvplus) average out of a possible 4.0.&#13;
Get Acquainted Offer&#13;
FREE LUBE&#13;
• 11b Oil &amp; Filler Chance&#13;
PAIiKSIDE SH ELL&#13;
WASHINGTON ROAD&#13;
&amp; 30TH AVE.&#13;
654-9968&#13;
CHAT N CHEW&#13;
40th Avenue &amp; 52nd Street&#13;
KENOSHA&#13;
SUIlDAY THRU THURSDAY&#13;
U A.M. T1!-L Il,IDIlITE&#13;
FRIDAY &amp; SATURDAY TILL 2 A M&#13;
HAMBURGERS 40¢ &amp; 24¢&#13;
SUPERCHEW (Triple decker)&#13;
55~&#13;
recycle this paper&#13;
I ;\ ~&#13;
- ~i' 7)! ~~,:I~:;&gt;&#13;
(iri4fi ~t'~~ bv Me &amp;Mrs. K&#13;
(;.4LIFORNIA Gf;NERATIOfj&#13;
by Jacqueline Briskin&#13;
W ReX NEWS AGENCY ~&#13;
•• PIPI!S. '4 •Mil ".' ~&#13;
5116 Sid A &amp;,. " • .... '&#13;
BOOKS - NOVELS&#13;
GREENING OF,AMERICA&#13;
by Charles Reich&#13;
THE COUPLE&#13;
Save&#13;
for&#13;
the&#13;
Future&#13;
at&#13;
-&#13;
WEST&#13;
'FEDERAL&#13;
SAVINGS&#13;
Phone 65B.2573&#13;
58th St. at,6th Ave.&#13;
MAIN OFFICE,&#13;
CAPITOL COURT,&#13;
MILWAUKEE&#13;
/&#13;
~f'! "'-.:t:tp .t" jIfIIP": jill'&#13;
~,.."...f4- ,&#13;
f._ fqr&#13;
CARL'S PIZZA&#13;
.. ,.. Silos ,. • u" , 14" - \6" '&#13;
AUD&#13;
• IllS • SfACllfnfI ~ CHtCUN&#13;
..-.ccx •• IAYIOU • LA lACiNA&#13;
• SIA FOOD • SAMDwICMlS&#13;
CAllToOl/TS • ilnMiv&#13;
"l'OlI IINC,. " " WI _&#13;
6S7·'843 ..&#13;
653-4922&#13;
Weston Leaving Parkside&#13;
Mr. Bruce Weston will assume lbe position of&#13;
Director of Develo~ment at Stephens College,~&#13;
september 1, according to Dr. Seymour Smilb, Preai~&#13;
lbe college. -If&#13;
His duties will include direction of lbe Parents&#13;
and an associate's role in the college's developm~&#13;
in community and alumnae rela~ons and in fUOdr.CIflife&#13;
Mr. Wes!'&gt;n has had ~x~enslve ~ublic re!ati .....&#13;
perience as director of p.ubhc mformal1on and PUbliOllBeaat&#13;
lbe University of Wlsconsin-Parkside, KenoshaC8lia11&#13;
where he also assisted in developmental activities' ...&#13;
He also worked as manager of publica tions at' N&#13;
western Unive':lity in .Evanston, Ill., from l~ IIIlbo&#13;
director of public relations. at Garleton College, N~&#13;
Minn., from 1963-65. While at Carleton, Mr. W:~&#13;
publication program received a national award ~I&#13;
American College Public Relations A1Sociation.He_ ...1lIe&#13;
worked as a public relations assistant serving in&#13;
management capacities for Rockefeller Center :-&#13;
New York fcom 1955~. ' ·,It&#13;
A 1953 graduate of Carleton College with a B.A,&#13;
English, Mr. Weston has taken professional It&#13;
sponsored by the Punlic Rela tions Society ofAmer::-&#13;
American College Public Relations Association 81111'&#13;
=&#13;
Publicity Club of New York. _&#13;
He is a member of lbe American Public IleII&#13;
Association and Rotary International. He and his ~&#13;
Charlotte, have three children. •...&#13;
Mr. Weston succeeds Mr. Norman Peters Who Jell&#13;
Stephens to become coordinator for lbe capital _&#13;
campaign at Southwestern University, Georgetown,TIL&#13;
Norwood Chosen as New Dean&#13;
&lt;Continuedfrom Page 1) submitted to the O!a ....&#13;
named Vice Chancellor by a campus sean:b .. mittee made up at faaar&#13;
at ,Parkside. and students. He 81111..&#13;
"In all of his con- other cal!didatea ...&#13;
versations wilb us," Wyllie extensively interviewedbJ&#13;
said, "he made it quite clear lbe committee, !be a..&#13;
lbat his main interest is in cellor, UW PresideDtJaIII&#13;
providing high quality C. Weaver and !leIIIl&#13;
education for un- Frank J. Pellsek.&#13;
dergraduate students. He "There was a strGil&#13;
believes lbat all universities consensus for Nanaod,&#13;
should devote lbeir best Wyllie said. "baaed III MI&#13;
efforts to beginning performance in "'&amp;1' .....&#13;
students, and that new administrative IIIIIIu.&#13;
campuses have a unique within the UnI,.&#13;
opportunity to achieve system. Those wIlo IInI&#13;
distinction by excelling in worked with him report II1II&#13;
this line." he is a very COIlSlnIctIw,&#13;
Norwood was selected helpful and undeislaDdlll&#13;
from a panel of four names colleague."&#13;
fiewscope •&#13;
Editor WarrenNedry&#13;
CopyEditor John Koloen&#13;
•&#13;
NewsEditor Marc Eisen&#13;
'Feature Editor Paul Lomartire&#13;
BusinessManager John Gray&#13;
PHONES&#13;
Editorial&#13;
Business ::&#13;
Summer NcwlcopeII -&#13;
independentstud..,taa:,:;&#13;
composed and publilllld&#13;
through the summ'!'..... ~&#13;
students of the ~&#13;
Wisconsin-Parkside. .,.,&#13;
obtained advertisiDIJ ..&#13;
die sole source of J&#13;
theoperatiooofN _&#13;
copies dre prldled It&#13;
distributed throuP tIfI'&#13;
Kenosha and RldlII It&#13;
munities a8 weU II ..&#13;
University. Free ...&#13;
available uponreqUIIIl&#13;
NEWS STAFF&#13;
BobBorchardt, Dar-reDBorger&gt;&#13;
James Casper, Jim Koloen,Bill&#13;
Sorensen.&#13;
CONTRIBUTING&#13;
WRITERS&#13;
i\liJ&lt;e:?teVesand, Janet Sabol&#13;
Mike Starr. -'&#13;
BUSINESS STAFF&#13;
Connie Kinsella, Dave Kraus,&#13;
Don Marjara, Barb Scott.&#13;
~&#13;
PERSI-COLA&#13;
Kenoshil Racine&#13;
Housing Placement Uncertain&#13;
her a few days earlier to&#13;
Mn. Shirley Schmerllng&#13;
place a room on listing. Mrs.&#13;
Schmerling introduced the&#13;
two and each found the&#13;
oth~r acceptable.&#13;
The problem now was to&#13;
find transportation for the&#13;
girl. Mrs. Schmerling went&#13;
through the school directory&#13;
and found five students from&#13;
Somers. She called each of&#13;
them to see if they would&#13;
provide transportation for&#13;
the girl. It turned out one&#13;
student lived only five&#13;
houses from the girl and was&#13;
willing to give her a ride. "It&#13;
wound up I found her not&#13;
only a ride, but a new&#13;
friend," Mrs. Schmerling&#13;
said smilingly.&#13;
Four Added to Dean's List&#13;
Four additional students have been named to the&#13;
Dean's List for second semester work at the University of&#13;
Wisconsin-Parkside, it was aMoµnced . today.&#13;
Heading the list are two students with perfe&lt;;t 4.0&#13;
academic grade point averages; Edna Dearborn, 5837&#13;
Spring St., Racine; and Joyce Gyurina, 2410-32nd St.,&#13;
Kenosha. It was the fourth straight semester of 4.0 work for&#13;
trs. Gyurina . Mrs. Dearborn graduated in June with&#13;
distinction. Earning high honors was Thomas Cook, 1332 Buchanan,&#13;
Racine, with a 3.57 average. Earning honors was Philip T.&#13;
Angeregg, 2301 Yout St., Racine, with a 3.37 average.&#13;
Students named to the Dean's List must have at least a&#13;
3.25 (B-plus) average out of a possible 4.0.&#13;
it's the&#13;
real thing&#13;
Get Acquainted Offer&#13;
FREE LUBE&#13;
ith Oil &amp; Filter Change&#13;
PARKSIDE SH ELL&#13;
WASHINGTON ROAD&#13;
&amp; 30TH AVE.&#13;
654-9968&#13;
cHAT~Nciiiil ~&#13;
Save&#13;
for&#13;
the&#13;
Future&#13;
at&#13;
-&#13;
WEST&#13;
.·FEDERAL ·&#13;
SAVINGS&#13;
Phone 658-2573&#13;
58th St. at. 6th Ave.&#13;
MAIN OFFICE:&#13;
CAPITOL COU~T,&#13;
MILWAUKEE&#13;
...•&#13;
~~ - :=:i /&#13;
40th Avenue &amp; 52nd Street&#13;
KENOSHA&#13;
SUNDAY THRU THURSDAY&#13;
_11 A.M. TIJ,.L "IDNITE&#13;
FRIDAY &amp; SATURDAY TILL 2 A,M,&#13;
HAMBURGERS 40¢ &amp; 24¢&#13;
SUPERCHEW (Triple decker)&#13;
55~ ~~'*~~"=:;:'.s;s"~~~ffl~m=•=••mii• ..&#13;
recycle this paper&#13;
BOOKS - NOVELS&#13;
GREENING OF AMERICA&#13;
by Charles Reich&#13;
THF. COUPLE&#13;
l bv Mt &amp;Mrs. K&#13;
CALIFORNIA GENERATION&#13;
by Jacqueline Briskin&#13;
R-X NEWS AGENCY ~ '*'&#13;
Newspa~ · Pape,laocb • Magazines /.1 11&#13;
5116 Sa1h Ave. &amp; Ptnling Pima ~&#13;
.~ff&#13;
~~Jj,J. "'M ~=-jd- ~ ,,.,f'-'&#13;
fomous fqr&#13;
CARL'S PIZZA&#13;
la Fow 5-s 9" · ·12" - 14". l6"·&#13;
• ll1$ • SflAGHnTI • CHICltllN&#13;
GMOc:CHt • ltAVIOU • LA SAGNA • SIA FOOD • SANDWICHU&#13;
CAllY.OUTS - DELIVDY&#13;
-,OU I/HG ., .. • . Wl ~&#13;
6!7-9843 •&#13;
6514922&#13;
Weston Leaving Parkside&#13;
Mr. Bruce Weston will assume the position of As . Director of Develo~ment at Stephens College, er~~te&#13;
September 1, according to Dr. Seymout Smith, Presi:tive&#13;
the college. nt or&#13;
His duties will include direction of the Parents p&#13;
and an associate's role in the college's developme ~&lt;&gt;grain&#13;
in community and alumnae rela~ons and in funct':~!fice&#13;
Mr. Weston has bad extensive public relati ~ -&#13;
perience as director of public information and publions. etat&#13;
the University of Wisconsin-Parkside, Kenosha cati~&#13;
where he also assisted in developmental activities ' W11.,&#13;
He also worked as manager of publications at·N&#13;
western University in Evanston, Ill., from 196.5-69 Orth.&#13;
director of public relations at Carleton College No~~ as&#13;
Minn., from 1963-65. Wh_ile at Carleton, M~. Wes tel~&#13;
publi&lt;:ation program r~ce1ved _a national award fro ton,&#13;
Amencan Coll~ge _Pubhc ~elabo~ A .sociation. He ai: ~ worked as a pubhc relations ass1Stant serving in v .&#13;
management capacities for Rockefeller Center 1~"0Ut&#13;
New York fcom 1955-63. ' ·,&#13;
A 1953 graduate of Carleton College with a BA&#13;
English, Mr. West.on has taken professional c~·&#13;
sponsored by the Puolic Relations Society of America rsea&#13;
American College Public Relations Association anl:&#13;
Publicity Club of New York.&#13;
He is a member of the American Public Relati&#13;
Association and Rotary International. He and his Wif!lil&#13;
Charlotte, have three children. e,&#13;
Mr. Weston succeeds Mr_. Norman Peters who lett&#13;
Stephens to became coordinator for the capital r&#13;
campaign at Southwestern University, Georgetown, T':&#13;
Norwood Chosen as New Dean&#13;
(Continued from Page 1) submitted to the Chancellcr&#13;
by a campus search com.&#13;
named Vice Chancellor mittee made up or racu11v&#13;
at ,Parkside. and students. He and !ht&#13;
"In all of his con- other caqdidates were&#13;
versa tions with us," Wyllie extensively interviewed by&#13;
said, "he made it quite clear the committee, the Cba11-&#13;
that his main interest is in cellor, UW President John&#13;
providing high quality C. Weaver and Regent&#13;
education for un- Frank J. Pelisek.&#13;
dergraduate students. He "There was a strong&#13;
believes that all universities consensus for Norwood,"&#13;
should devote their best Wyllie said, "based 011 his&#13;
efforts to beginning performance in high-level&#13;
students, and that new administrative positions&#13;
campuses have a unique within the University&#13;
opportunity to achieve system. Those who .bu&#13;
distinction by excelling in worked with him report that&#13;
this line." he is a very constructi&#13;
Norwood was selected helpful and understanding&#13;
from a panel of four names colleague."&#13;
·28:Wm e ·m SI : 8 ., ;urrr&#13;
Newscope '9&#13;
Editor Warren Nedry Copy Editor John Koloen&#13;
News Editor Marc Eisen ·Feature Editor Paul Lomartire&#13;
Business Manager John Gray&#13;
NEW$ STAFF&#13;
Bob Borchardt, Darrell Borger&#13;
James Casper, Jim koloen, Bill&#13;
Sorensen.&#13;
CONTRIBUTING&#13;
WRITERS&#13;
MtJc&amp; ~tevesand, Janet Sabol Mike Starr. · ·'&#13;
BUSINESS STAFF&#13;
Connie Kinsella, Dave Kraus, Don Marjara, Barb Scott.&#13;
PHONES&#13;
Editorial&#13;
Business&#13;
Summer Newscope is&#13;
independent student ~&#13;
composed and published . through the summer sesslGI .&#13;
students of the Ull\versilY d&#13;
Wisconsin-Parkside. Slipd&#13;
obtained advertising flllll :&#13;
!he sole source ri revelllf •&#13;
the operati(?n of NewscoPt-"&#13;
copies dre pririted •&#13;
distributed through Kenosha and Racine c&#13;
munities as well 45&#13;
University. Free ~ies&#13;
available upon request&#13;
~:. ·: ......... , ....•. :-:, ............. : ......•... '". : ... :· ...... :-:-:·· ........ -.~~:«*,&#13;
...&#13;
~~ .,&#13;
;§:&#13;
t:=: I t:~ ~§&#13;
PEP.Sl·COLA&#13;
Racine &#13;
by John Koloen of ~~'Newscope staff '&#13;
Forthe pas,~~3y~ Irv Kupcmet has been host of the -,&#13;
''J(up'sShow . in Chicago, and has written a daily cOlumn%~th~&#13;
$JP-Times.His ~rogram s f?rmat shows diversity, and unlike&#13;
_.ny of the national late mght talk shows "Kup's Sh ".&#13;
-- . t lity ts d i .' ow IS ~wn for Its ?p qua . .gues an mteIligent conversation.&#13;
As a journalISt Kup ISm the rather .unique position of hosting his&#13;
0\I'lI talk sh~~, a~ed Saturday mghts at 10:30 p.m, and is&#13;
dedicatedto the lively art of conversation"&#13;
NewscOpesp~ke with Irv Kupcinet last w~k about the art of&#13;
conversation, his column and J~umallsm in general.&#13;
Newscope:w,ttat '!lade y?U decIde to get into a talk show as OJ}- posed to Str~Ight Journalism?&#13;
lupcinet: IJl;lS.thad a .hunch that conversation was the coming&#13;
thingon television and It was a show I could put together because&#13;
Iicontact:', it w~s a s~ow Ithought I could handle because of my&#13;
interests in var~ous fle~ds and all those things kind of meshed&#13;
together.Ifelt It was time for conversation.&#13;
NS:Where did the idea for the format of your show come from'&#13;
was it.modeled after something else? '&#13;
lupcinet: S';JSs~nd s~rted ~s ~how about the same time Istarted&#13;
mine, but his IS a little bit different. And his hadn't come to&#13;
Oricagoyet. '&#13;
So we tried it once and it was quite a sensation in Chicago&#13;
becauseit brought to life some interesting people at an unusual&#13;
hour. We came on at midnight, live, and the first show ran until&#13;
about four o'clock in the morning. The&#13;
response was so great that we were&#13;
convincedthat there was an audience for&#13;
good,intelligent discussion regardless of&#13;
the hour.&#13;
Nobodyused that time in those days,&#13;
this is almost thirteen years ago, so we&#13;
not only opened up a new avenue for&#13;
conversation, we opened up a new time&#13;
slot.We've been a late night show ever&#13;
since,although we now tape the show and&#13;
we have a much better playing time at&#13;
ten-thirty.&#13;
NS:What do you see as the purpose of the&#13;
show? .&#13;
Kupcinet: The purpose of the show is,&#13;
first, to encourage the art of conversation&#13;
whichis kind of disappearing from our&#13;
society,and two is to let the public hear&#13;
authoritative people, who have vast&#13;
knoWledge,discuss the issues of the day&#13;
sothat they get a better comprehension&#13;
Iiwhat the issues are and how we try to&#13;
understand them. We don't resolve many&#13;
issues but we bring a little understanding,&#13;
a little light that's not too&#13;
much heat to a topic.&#13;
NS:How do you choose the topics for the&#13;
show?&#13;
KUPCinet:We don't choose the topics; we&#13;
choose the guests and we go from there.&#13;
On occasion, if there's a major topic,&#13;
we'll go after guests who fit the topic. If&#13;
lbe Vietnam War suddenly emerges with&#13;
a major issue the Pentagon Papers for&#13;
instance, an offshoot of the Vietnam War, we'll go afte~ JilOOple&#13;
Whoare versed in the Pentagon Papers who perhaps ~lIClpated&#13;
in theWriting of them or discussion of them. . . but ordinarily the&#13;
issues fit the guests.&#13;
N8: Do you screen guests? . them&#13;
KUPCinet:We have no way of screening guests. We JUst buy .&#13;
&lt;II their reputation. We try to get peopl~ who are recognized&#13;
authorities in their field and who are timely m the news or who are&#13;
prOminent in entertainment and the arts. th h ?&#13;
N8: Dothe guests you choose often let you ~own o~ I:t soF7ciIows&#13;
Kapclnet: I've been disappointed many times. ., boo~&#13;
)llIrticuIarly authors who write very well and h~.V~:)~~~tin:nd my&#13;
8JId best sellers turn out to be lousy con= ~th ~ people.&#13;
heart goes out to them. Ihave to do some, g th rnselves so I&#13;
You can't just let them sit there if they don t o~ert e·_u&#13;
type' of&#13;
Ad.._.. • almost an m ervI~" -- a different technique, . and gear questions&#13;
~hnique, where I get to them spect~~i,e by means of their&#13;
light to them to make them talk ~ . and bring the best out&#13;
COnversationthe o~r people may _c~~: be deadheads turn nut&#13;
Itthem. Also. guests that I thought uldhe brilliant turn out to be&#13;
to be brilliant and some Ithought wo . medienne of the time&#13;
~.Ihad one actress who was a l.eamt;g ~;na her mouth once.&#13;
8JId she sat there for four hours ~th?u o';"')j;tening'&#13;
Sbe just sat there and said,. 'I'm liste~, I;t so exci~ that they&#13;
But on the other hand, guests some es. right through the&#13;
forget about the commercial and k~p talking 1'on ignoring the&#13;
CO'!UDercial,they j~t c~tinue ~~ ~C;:;~~~aI teievision show,&#13;
caIiber of the show, IgnOnng the ,ac. t wrapped up like they&#13;
ignoring the commercials, they re Jus&#13;
WOuldbe in a bull session. .?&#13;
NS: Do you conside~ it a ~ sess~ ~on. people are sitting&#13;
kllpelnet: Yeah, I think of I.t as. a the li ly art of conversation. A lIl'ound a coffee table engagmg m ve&#13;
.1. .171 NEWlCC)Pf: POI'S&#13;
buII a:essi~ with a little more direction. We are trying to get to&#13;
certain pomts and to give each person a chance to express himself&#13;
wilQa little more order than a bull sesaioo has.&#13;
NS: How do you approach controveniaJ issues on the show?&#13;
KUJl:Clnet:Head on. We have no hesitation; the more controversial&#13;
the ISSuethe more diversified our guests the better we think the show is. •&#13;
NS: Have your opinions been changed on any particular issue as a&#13;
result of the show?&#13;
Kupclnet: Oh yes. In other words, it's a learning process for me,&#13;
too. My research develops a lot of different attitudes I may not&#13;
~ve had before, and listening to the guests expound develops a&#13;
different attitude and different appreciation or the issue.&#13;
NS: How much influence do you think your show has on viewers?&#13;
Kupclnet: Ithink it has influence in that it broadens people's&#13;
vision and horizon. I doo't think we make people change their&#13;
minds radically in that regard, but I think it does open up new&#13;
avenues and new understandings of various issues.&#13;
NS: How does the show relate to your column?&#13;
Kupclnet: It's a tremendous compliment to the column because&#13;
the people IWrite about are the people Iuse 00 the show and the&#13;
people on the show give me items for the column, they go hand in&#13;
hand.&#13;
I pick up a lot of material, background material, items, news&#13;
stories from the guests on the show. It broadens my own vision,&#13;
broadens my own coterie of guests and friends and tipsters. I&#13;
think it helps improve the column.&#13;
S: Do you think the show has more&#13;
Jntl....~ than the column?&#13;
Kapclnet: Well, in certain areas. We get&#13;
into much deeper and more philosophical&#13;
subjects 00 the show than I do in the&#13;
column. I think the column is more&#13;
newsy, informative, while the show is a&#13;
tood discussion of issues.&#13;
o/S:Which do you rind more satisfying,&#13;
:he column or the show?&#13;
l{upcinet: I don't think it's a matter or&#13;
lither or. Irind them both very exciting,&#13;
both very challenging and both very&#13;
fulfilling. I'm deIigh ted to be a participant&#13;
in both.&#13;
NS: In your column, what do you&#13;
primarily focus oo?&#13;
Kapclnet: ames, names and news. A&#13;
column of my type is limited in that most&#13;
of the names Iuse are readily identified&#13;
without any description.&#13;
S: Do you find yourself breaking news&#13;
very often in your column?&#13;
Kupclnet: It doesn't happen very often,&#13;
but there's nothing as satisrying as a&#13;
scoop. 0 matter how sophisticated we&#13;
become in journalism we all love to have&#13;
a scoop and have a beat on the news. I&#13;
make an effort to get news first. It may&#13;
not be very important, but Ilike to be&#13;
first with whatever I print.&#13;
S: Do you get much static as a result of&#13;
what you print in your column?&#13;
Kapclnet: I've had kind of general accusations,&#13;
nothing pin-pointed. When&#13;
they get mad at me they call me a. gossip m0ll:8erer or a g~ip&#13;
columnist. Idon't deal in much gossip. I don't think any colwnrust&#13;
today does. Most of them are well trained newspaper people and&#13;
they don't deal in much gossip anymore. People have mISConceptions&#13;
of what gossip really ~ .anyway. .&#13;
NS: Is there any weight to the cntictsm of people like Agnew ~&#13;
call it biased and sloppy?&#13;
Kupclnet: Iwould say this in the Agnew case, that most of the&#13;
papen I'm speaking generally bere and you know that's always&#13;
danger~, but most of the papen make a sincere effort to be very&#13;
thorough and very fair in their coverage. But there's nodoubt that&#13;
there are inbuilt prejudices among the press who will take an&#13;
Agnew stcry that is derogatcry and blow .it up as much as possible.&#13;
I think be has suffered in this regard. Idisagree WIthmany things&#13;
that Agnew stands for and says, but that still doesn't mean he&#13;
shouldn't get better and fairer coverage.&#13;
NS: Why does it seem that Agnew is.singled. out? . .&#13;
Kapclnet: Well, he lends hjmself to It by bemg a kind of ~foon m&#13;
certain cases and this carries over even when he's senOWl, and&#13;
this attitude that he's a buffoon, carries over. Ithink reporters&#13;
have prejudices like anyone and it comes out in their reporting.&#13;
NS: Has journalism changed much in the last fifteen years?&#13;
Kapcinet: Ithink journalism, like the nation, has become much&#13;
more sophisticated, much mpre concerned about the major issues&#13;
of the day, and much more aware of civic responsibility than it&#13;
was fifteen, twenty, years ago.&#13;
'!be btack situation, beaIth and medical problems, food&#13;
problems; all these were problems that the press in days gooe ~y&#13;
would hardly pay any attention at all. Today these are majOr&#13;
stories in newspapers and we give them considerable coverage by&#13;
experts in the field. We have authorities writing about them, these&#13;
are reporters who are well trained in that field who not only do the&#13;
(Cmtinued OD Pill' Sl&#13;
I&#13;
by Jobn_Koloen of the,Newsco -&#13;
for the pas,~ ~3 ye~ Irv Kupcinet has· be: ~taff -&#13;
"Kup's Show . m Chicago, and has written a da:t of the popular sun-Times. His programs format shows di Y_column for the&#13;
PlaDY of the national late night talk show v~~ity, and unlike&#13;
kJ)oWD for its top quality guests and intelligen~' Kup's ~how" is&#13;
As a journalist Kup is in the rather uni u c~~versation.&#13;
awn talk show, aired Saturday nigh~ ~f~~bon of hosting his&#13;
(ledicated to "the lively art of conversatio ,, :3o p.m. and is&#13;
Newscope spoke with Irv Kupcinet last :~k conversation, his column and journalism in g abor the art of&#13;
Newscope: W!1at ~ade you decide to get into ~~ · h posed to str~1ght Journalism? s ow as opJ{upcinet:&#13;
I Just had a hunch that conversati thing on television and it was a show I could port wa~ the coming rJ contacts, it was a show I thought I could hau oge er because&#13;
interests in various fields and all those thin~~~~a~se of my&#13;
together. I felt it was time for conversation ° meshed&#13;
NS: Where did the idea for the format of you·r sho was it modeled _after something else? w come from;&#13;
J{upcinet: Susskind started his show about the same tim I mine, but his is a little bit different. And his h dn ,f started Chicago yet. a come to&#13;
So we tried it once and it was quite a sensation · Chi because it brought to life some interesting people at m cago&#13;
hour. We ca~e on a_t midnight, live, and the first sho~nr~~i:~ about four o clock m the morning. The&#13;
response was so great that we were&#13;
convinced that there was an audience for&#13;
good, intelligent discussion regardless of&#13;
the hour. ·&#13;
Nobody used that time in those days&#13;
this is almost thirteen years ago, so w~&#13;
not only opened up a new avenue for&#13;
conversation, we opened up a new time&#13;
slot. We've been a late night show ever&#13;
since, although we now tape the show and&#13;
we have a much better playing time at&#13;
ten-thirty.&#13;
NS: What do you see as the purpose of the&#13;
show?&#13;
Kupcinet: The purpose of the show is,&#13;
first, to encourage the art of conversation&#13;
whi_ch is kind of disappearing from our&#13;
society, and two is to let the public hear&#13;
authoritative people, who have vast&#13;
knowledge, discuss the issues of the day&#13;
so that they get a better comprehension&#13;
ci what the issues are and how we try to&#13;
~derstand them. We don't resolve many issues but we bring a little understanding,&#13;
a little light that's not too&#13;
much heat to a topic.&#13;
NS: How do you choose the topics for the show?&#13;
Kupcinet: We don't choose the topics· we&#13;
choose the guests and we go from th'ere.&#13;
On, occasion, if there's a major topic,&#13;
we 11 ~o after guests who fit the topic. If&#13;
the V1_etn~ War suddenly emerges with&#13;
~ maJor issue, the Pentagon Papers for&#13;
mstance, an offshoot of the Vietnam War, we'll go after people&#13;
'.Nho are versed in the Pentagon Papers who perhaps participated ~ the writing of them or discussion of them . . . but ordinarily the&#13;
tssues fit the guests. NS: Do you screen guests? kupc~et: We have no way of screening guests. We just buy tJ:iem&#13;
00 the~ reputation. We try to get people who are recogruzed&#13;
authonties in their field and who are timely in the news or who are&#13;
prominent in entertainment and the arts.&#13;
NS: Do the guests you choose often let you down on the show? Ku~inet: I've been disappointed many times. A lot _o! fellows,&#13;
P&amp;rt1cularly authors who write very well and have exciting books&#13;
and best sellers turn out to be lousy conversationalists, and my&#13;
heart goes out to them. I have to do something with these people.&#13;
You can't just let them sit there if they don't o~er the_mselves, so I&#13;
adopt a different technique, almost an interview type_ of&#13;
~hnique, where I get to them specifically and gear questio~ right to them to make them talk and I hope by means of their&#13;
conversation the other people may chime in and bring the best out&#13;
&lt;i them. Also, guests that I thought woul~ be -~dheads turn 0 1rt&#13;
to be brilliant and-some I thought would be brilli~nt turn out ~ be dull. I had one actress who was a leading comedienne of the time and she sat there for four hours without opening her mouth once.&#13;
She just sat there and said 'I'm listening, I'm listening.' But on the other hand, ~ests sometimes g~t so ~xcited that they&#13;
forget about the commercial and keep talking i:ight _thro~ the CO~ercial, they just continue their convex:sation, 1~~nng the ~lf~r of the show, ignoring the fact _that it IS a teleVIS1~n show,&#13;
lgnonng the commercials, they're JUSt wrapped up like they&#13;
Would be in a bull session.&#13;
NS: Do you consider it a bull session? . . kupcinet: Yeah, I think of it as a bull session. People are ~1tting 81'0Und a coffee table engaging in the lively art of conversation. A&#13;
.. , I 11 ll'Jl E P&#13;
bull&#13;
certain session with a littl · . · . e more direction. e are trving to with lipottlmts and to give each person a chance to . h. Wt a e more order than a bull . on h&#13;
~:: How ~o you approach controv ial 1 u · on th ? th J&gt;:Cinet. Head on. We have no hesitation· the mor contro&#13;
he ~ue the more diversified our guests• th ter . th S OW IS. '&#13;
NS· Havey · · res~t of th:~~;ions beeo changed on any particular ·&#13;
1&#13;
Kupcinet: Ob yes. In other words it' a learning 'fUY'W'b&lt;~C' r&#13;
~; ~Y J~~ch develops a lot ~f different attitud I mar ~ ' . e a . ore, and listening to the gu ts expound d , lo different attitude and different appreciation of e u NS: How much_influence do you think your h h on ri··-,., __ .,&#13;
~u?Cinet: I ~ it has influence in that it broad pl '&#13;
~on and_ honz~n. I don't think we make people cha ·r minds radically m that regard, but I think it does&#13;
avenues and new understandings of vario i u .&#13;
NS: How does the show relate to your column?&#13;
Kupcinet: It's a tremendous compliment to the column a&#13;
the people I write about are the people I use on the nd th&#13;
people on the show give me items for the column th y go h nd m hand.&#13;
I pick up a lot of material, background material, item n&#13;
stones from the guests on the show. It broade my o 111 vi ion broadens my own coterie of guests and friends and ti t . i&#13;
think it helps impro e th column.&#13;
·s: Do you thin.It the w h m&#13;
JnttnPlJCP. than the column?&#13;
. upcinet: ell, in certain area . e g mto_ much deeper and more philo phic l&#13;
subJects on the show than I do in t&#13;
column. I think the column ·&#13;
newsy, informative, rhlle th&#13;
~ooc1 discussion i u .&#13;
S: Which do you find m re&#13;
~e column or the sho •?&#13;
Kupcinet: I don' t think i ' a matter of&#13;
!ither or. I find th m both vel") excitin&#13;
both very challengin, and both · r :&#13;
fulfilling. I'm delighted to be a&#13;
ticipant in both.&#13;
, 'S: In your column ·hat do you&#13;
primarily focus on?&#13;
Kupcinet: ·ames, nam and n&#13;
column of my type 1s limited ·o u, t m t&#13;
of_ the names I use are readily 1d tified without any d ri · .&#13;
• 'S: Do you find yourself br&lt;-ca .. ,uui::&#13;
very often in your column . Kupcinet: It doe n't happen&#13;
but there's nothin a ti yi&#13;
scoop. 'o matter ho phi tic t \\&#13;
become in journalism w all lo to h&#13;
a scoop and have a at on th . I&#13;
make an effort to t n fir t. It m ,&#13;
not be very important, but I lik to&#13;
first with whale r I print. ' : Do you get mu h tatic a r ult f&#13;
what you print m )our c umn?&#13;
Kupcinet: I' e had ind of n ral&#13;
cusations, nothing pin-point . \\'h&#13;
they get mad at me they call me a go ip mo r r or a ip&#13;
columnist. I don't deal in much g 1p. I don't th' n columni t&#13;
today does. Most of them are well trained ne pa r · pl nd&#13;
they_ don't deal in m~ch gossip anymore. P ple hav ·&#13;
ceptions of what go 1p really is an ·ay. S: Is there any weight to the critici m of people lik&#13;
call it biased and sloppy? Kupcinet: I would say this in the Agn , ca tha m&#13;
papers, I'm s~ng generally here and you ~w that&#13;
dangerous, but most of the papers ma ea incer effor to , r thorough and very fair in their coverage. But ther ' no d b that there are inbuilt _prejudices among the pr •ho will k n Agnew story that 1s derogatory and blow it up a much a ibl . I think he has suffered in this regard. I disagr with many hin&#13;
that Agnew stands for and says, but that till n t mean h&#13;
shouldn't get better and fairer coverage.&#13;
NS: Why does it seem that Agnew is singled out?&#13;
Kupcinet: Well, be lends himself to it by being a kind of buffoon in&#13;
certain cases and this carries over e en when he' serious and&#13;
this atti~de. that _he's a buffoon, _carries over. I think repo'rte have pre~udices_ like anyone and 1t comes out in their reporting. NS: Has JOurnalism changed much in the last fifteen years?&#13;
Kupcinet: _I ~ journalism, like the nation, ha become much&#13;
more sophisticated, much mt)l"e concerned about the major i u&#13;
&lt;:I the day, and much more aware of civic responsibility than 1t&#13;
was fifteen, twenty, years ago. 'lbe black situation, health and medical problem , food&#13;
problems; all these were problems that the press in days gone by&#13;
wo~d ~rdly pay any attention at all. Today these are major&#13;
stones~ news~pers and we give them considerable coverage by&#13;
experts m the field We have authorities writing about them these&#13;
are reporters who are well trained in that field who not only 'do the&#13;
(Cootinued on Page S) &#13;
.",'1&#13;
education meant enfottiDc&#13;
codes. . ...-&#13;
I almost pity these&#13;
discover that educati~"&#13;
than keeping your 8lIlrt ....&#13;
tucked in. The shOCk III&#13;
terrible. The John Hos lllllIt lit&#13;
education must hav~t1&#13;
minds because of this atU~&#13;
In the end I lack the ~&#13;
feel true compassion ~ II&#13;
people. My contempt is too a..;&#13;
To realize the amount of ......&#13;
they have fucked up the JIeiIIIe&#13;
they ha ve destr~yed IIIilk&#13;
creativity they have slilledlile&#13;
much. ...&#13;
bumS me. They took him and&#13;
screwed him, and beat him, ~nd&#13;
then chopped his brain up 101:"&#13;
little pieces and reassembeled 1\&#13;
so he was "nonnal".&#13;
I say "they" purposely.&#13;
Because the forces tha t fucked&#13;
him over are nebulous, and are~'t&#13;
even conscious of the psychic&#13;
damage they wreaked. I say&#13;
"they" and I mean the schools, I&#13;
mean aspects of a society tha t&#13;
foster this type of latent&#13;
totalitarianism.&#13;
I feel anger, but more, fear.&#13;
Because I look at myself and see&#13;
what I went through in high&#13;
school. I realize they came close&#13;
to lobotomizing me. They did to&#13;
an extent; I lost a certain cutting&#13;
edge of preception in high school.&#13;
, Something was ground out of me&#13;
there. Visions I began with were&#13;
lost. Lobotomize is the right word.&#13;
I feel ambivalent towards most&#13;
of my high school teachers and&#13;
principals. On one hand I feel&#13;
contempt towards them. I despise&#13;
• them for what they have done to&#13;
education.&#13;
• On the other hand I feel sorry&#13;
• for them. The sense of failure&#13;
they must experience in the dark&#13;
of night when they realize that&#13;
three years ago they believed&#13;
and, to my mind, the inborn&#13;
sensitivity of a poet - he knew&#13;
melancholy. He knew, too, I&#13;
think, the price his rebellion coul,d&#13;
be.&#13;
I saw him two years ago and he&#13;
had changed. There was still the&#13;
pride, the forthrightness, but it&#13;
was different now. Something&#13;
was missing. He hadn't gotten&#13;
past tenth grade. He'd been on the&#13;
road for a while, he said. He'd&#13;
gotten busted once, and now was&#13;
going to Vietnam. He wanted to.&#13;
He thought it was right. He&#13;
believed in it. Something was&#13;
missing.&#13;
At lunch we talked. We talked of&#13;
what had gone on with each of us,&#13;
about Vietnam. We agreed to&#13;
write one another. He wouldn't let&#13;
me pay for his meal.&#13;
I received a letter from him&#13;
about a month later. I had argued&#13;
a point on the War and now he&#13;
wrote he had seen a magazine&#13;
article that supported what I had&#13;
said. I think it was his way of&#13;
saying maybe I was right about&#13;
the War after all.&#13;
I never wrote back - that being&#13;
another story in itself. I baven't&#13;
heard from him since.&#13;
It angers me 'when I think of&#13;
what happened to Claude. It&#13;
IlyMan:~&#13;
I wonder about my friend&#13;
Claude. I wonder what happened&#13;
to him. I wonder if he is alive. I&#13;
wonder what he thinks !lOW.&#13;
He was my boyhood friend -&#13;
not that we were always together,&#13;
but rather that we could understand&#13;
one another. It's&#13;
something tha t people who are&#13;
considered "strange" by others&#13;
often share - empathy.&#13;
I went to school with him till&#13;
tenth grade when he went back&#13;
South with his brother. I saw him&#13;
briefly a lew summers after that,&#13;
and then about two years ago&#13;
before the Army sent him to&#13;
VIetnam&#13;
He was a rebel. He was a rebel&#13;
by brrth and by inclination. He&#13;
was Incapable of being forced to&#13;
do anything - he was too proud,&#13;
100 independent. Maybe it was&#13;
because he came from a dirt poor&#13;
family and had a father who had&#13;
the stature and presence of a&#13;
mountain The old man towered&#13;
over you He was tough and unvarnished&#13;
He told you right off&#13;
what he thought&#13;
laybe this gave Claude the&#13;
uent integrity he had. It was&#13;
there. He was a friend you&#13;
respected. He had intelligence,&#13;
•&#13;
•&#13;
•&#13;
v&#13;
o&#13;
I&#13;
C&#13;
E&#13;
S&#13;
I .see my friend ClaUde&#13;
tenth grade education fi~'&#13;
a war that has ~1I&#13;
defensible, and belieVingin It..&#13;
I see myself unable to&#13;
Shakespeare volunlarily bee::&#13;
of the memories of S~&#13;
in high school English cIasieI.&#13;
fin~ m~se1f ignorant of I&#13;
prejuediced against c~&#13;
music because of having itforeed&#13;
on me 10 grade scbooL I&#13;
remember dress codes 8IId&#13;
actively rebelling against ,.:&#13;
I see the bones of dead IlIindLI&#13;
see my friend ClaUde.I see JII!fI&#13;
of myself.&#13;
It may be a lell over fear from lost times&#13;
of plague and other forms of holocaust that&#13;
precipitate the disgust we have for small&#13;
creatures. Whatever it may be. many of us&#13;
recall lying face down on a cold Iloor,&#13;
twenty inches below the warm sheets that&#13;
cradled our nightmare, where the number&#13;
and size of the attackers seemed to&#13;
aggravate terror all the more.&#13;
To my mind there is but one&#13;
producer-director who's exploitation&#13;
of our inborn fears&#13;
01 little beasts approaches&#13;
eloquence. He is Alfred&#13;
Hitchcock,thatround&#13;
gentleman who&#13;
would "good&#13;
evening" us into&#13;
chills on the "glass&#13;
teat" or would&#13;
mysteriously show up&#13;
standing on a comer&#13;
an films like&#13;
"Psycho" or "The&#13;
Birds" .&#13;
background story had exhausted itself, I&#13;
learned Willard's despondent mother has&#13;
died, making the young man prey to his bos .&#13;
and deceased father's parther (Ernest&#13;
Borgnine). He wants the large old home&#13;
where Willard and friends live to be torn&#13;
down so they may build' a few apartment&#13;
buildings and make some "big money".&#13;
Willard learns of all this, and, after&#13;
a comical scene where," on&#13;
Willard's command, the rats&#13;
raid a party the boss has&#13;
thrown, the rats are told to&#13;
munch on the empl!'yer,&#13;
which they do,&#13;
realizing a befitting&#13;
end for the man.&#13;
Earlier in the&#13;
sequence of the film&#13;
the old man killed one&#13;
of Willard's favorites&#13;
. .. a rat named&#13;
Socrates, who&#13;
responded extremely&#13;
well to the Sesame&#13;
Street-like training&#13;
given free of charge&#13;
to all Willard's&#13;
friends . . . a bit of&#13;
the old revenge.&#13;
by Sandy Principe&#13;
Artists and designers&#13;
have had something to do&#13;
with nearly every manmade&#13;
object. Consequently,&#13;
the field of art has become&#13;
very broad and diverse. The&#13;
major areas could be listed&#13;
as advertising design,&#13;
illustration, fashion&#13;
illustration, photography,&#13;
industrial design, dimensional&#13;
design, interior&#13;
design, fabric design, fine&#13;
arts and Iasion design. Still,&#13;
there are hundreds upon&#13;
hundreds of careers within&#13;
these fields. All of these&#13;
fields break down into an&#13;
enormous number of&#13;
specific jobs which _.&#13;
fascinating way II&#13;
overlapping, Ink!rloctill&#13;
and leading iDto •&#13;
another. An iDteriar&#13;
designer decides to _.&#13;
lamp and finds that Mila&#13;
~&#13;
become an iDdaIfrIaI&#13;
designer. An advertlilil&#13;
designer paints a piclIre ..&#13;
fit into one of his layulIlIII&#13;
finds that he's aDilllll1nllr&#13;
Commercial art ud&#13;
industrial design lit&#13;
projected as expaIICIllII&#13;
fields. This caD be II·&#13;
My boots had just been shined, Ifve lIT&#13;
take a skuff or two. The shirt I was -me&#13;
was almost free of wrinkles. It was llIICof l1li&#13;
kind you wear without ironing. Mylevis '""&#13;
faded, but only enough to give II.-&#13;
character. Numerous rips and tears in l1l'i&#13;
suede coa t had been sewen with lI1e skill of'&#13;
tailor. According to my standards, I tbDU8bl'&#13;
looked pretty spiffy.&#13;
Unfortunately, my standards and thoIt'&#13;
some restaurants differ measurablyaft8'1111&#13;
wrinkled shirt. Esquire's fasian edIlll1' ;[&#13;
ha ve laughed me off the ten best dreIIId&#13;
but the editors of Seed would probebly bllf&#13;
patted me on the back. TheproblemIbId-:&#13;
this specific attire, was in findiing a ~eII1&#13;
eat a late night dinner, other thaD a&#13;
spoon. ,-&#13;
Maggie and I had just seen M~ III&#13;
Mrs. Miller at the Roosevell1beater.~&#13;
about fifteen minutes after eleven 0111......&#13;
evening. My date had on her fineSl .-&#13;
sweatshirt, corduroy bell-bottom~ ..&#13;
suede shoes direct from May's&#13;
New York City. . at'"&#13;
I tried to think of a nice place to ea:...-&#13;
time of night. We ha:dn't eaten supper, __&#13;
us hunger for something more lbaJI I ,-&#13;
burger. I thought for a minute at !WOo&#13;
came up with Carl's. sIIJlIIII!&#13;
Those college and high scbo01 ...&#13;
who are familiar with this place. ~ III•&#13;
there are two names. If a male IS ItIt&#13;
formal date of sorts, he may ~~ ..&#13;
female he is escorting, 'how a)loU .........&#13;
Villa 0' Carlo?' Someone in m~&#13;
would instead say of the same '1"'-&#13;
'Hey, ya wanna eat at Carl's?' ~.-&#13;
D'Carlo lends itself nicely to&#13;
moods. _ .... fIIl1 ",.&#13;
. Because it was late, we c:vu-JJ -. 01&#13;
pizza at Carl's, so we ordered •&#13;
"YOU DIRTY RATS"&#13;
Due to marvelous WILLARD - Ja me. Cagney&#13;
photography and Bruce Davison&#13;
special effects, the Sondra Locke&#13;
latter of these films Elsa Lanchester&#13;
scared the hell out of Michael Dante&#13;
me, and had me&#13;
looking to the skies Ernest Borgnine&#13;
for that one black- Directed by Daniel Mann&#13;
bird, who, with a devilish look in his dark&#13;
eyes would signal an airborne armada to&#13;
pick my bones, leaving only a belt buckle&#13;
and a plastic-coated Parks ide LD. to tell of&#13;
my fate.&#13;
Hitchcock also compelled Anthony&#13;
PerkillS, the perfect inconspicuous mad.&#13;
man, to carry out these ghastly deeds.&#13;
More than coincidence is working when&#13;
Bruce Davison walks slight and timid into&#13;
the depth of field of "Willard"&#13;
His actions are more labored and&#13;
clumsy, letting on a kind of amateur strain&#13;
rather than the smooth unfaltering intensity&#13;
displayed by Perkins; a quality of&#13;
portrayal that initiates the slow and steady&#13;
build to the end, where the ugly truth is&#13;
uncovered.&#13;
Consistency reigned in this film as Ernest&#13;
Borgnine, a sometimes brilliant&#13;
performer, played the worst role of his&#13;
career.&#13;
IlIStead of feathers I was given fur. The&#13;
fur from hundreds, no, thousands of rather&#13;
talented rats. who befriend Willard in a timf&#13;
of great de,JeCtiOll,filling his depressin~&#13;
world With appreciative squeaks and&#13;
caresses. In fact, their kindness and&#13;
cuteness was SOthoroughly played out that&#13;
I began to find these little fellows to bear a&#13;
::'~n common with my higher caste gerAfter&#13;
uite a long and lIIIDecesaary&#13;
Willard gets the rat&#13;
fur out of his ears&#13;
eyes, nose and throat and comes-to hi~&#13;
senses, ~wns the remaining ra ts and&#13;
burys their remains. He is sure of his ad-:&#13;
justrnent to a normal, ratless existence and&#13;
IOVlles a girl, we see only in profile until&#13;
this point in the film. '&#13;
As Ourlovebirds are eating a quiet dinner&#13;
at home, WIllard spies "Ben" anoth&#13;
head rat, who somehow has es~aped ;:;&#13;
clutChes of the law.&#13;
.The girl is hustled off and the aUdience is&#13;
gIVen a. chance to change its mind about&#13;
':"ts as timid Willard is torn to bits by furry&#13;
IItlle creatures with a grUdge.&#13;
Many of the problems encountered (tinny&#13;
mus~c, sp~lty photography) were&#13;
repa.lr~ble ..Tune would have been the best&#13;
mediclDe ID accomplishing this and it&#13;
seemed. at ~lDts that someone forgot all&#13;
about direction, making a nearly plotless&#13;
• shocker grow weary under the weight of&#13;
s~ntaneity. It's a good one for the kids who&#13;
mIght want to catch it at a Saturday&#13;
matmee, but beware of what they might&#13;
bring home in little cardboard boxes.&#13;
wiJliams 'Sorensen&#13;
and, to my mind, the inborn&#13;
sensitivity of a poet - be knew&#13;
melancholy. He knew, too, 1&#13;
think, the price bis rebellion coul~&#13;
bums me. They took ~m and&#13;
ed him, and beat him, ~nd&#13;
screw h ped his brain up mto then c op beled it little pieces and r~sem .&#13;
education meant enf ol'Cing codes. drea.&#13;
be. he •&#13;
•&#13;
•&#13;
he was "normal . sol say "they" purposely.&#13;
I almost pity these&#13;
discover that educau0~· 'to&#13;
than keeping your sbi ~&#13;
tucked in. The shock rn rt ~&#13;
terrible. The John Hosrna:a ht&#13;
e~ucation must have un Ii&#13;
mmds because of this at ti~Y&#13;
1 saw him two years ago and&#13;
had changed. There was still th_e&#13;
pride, the forthrightness, bu~ it&#13;
was different now. Something&#13;
was missing. He hadn't gotten&#13;
past tenth grade. He'd been on the&#13;
road for a while, he said. He'd&#13;
gotten busted once, and now was&#13;
going to Vietnam. He wanted to.&#13;
He thought it was ri~t. He&#13;
believed in it. Something was&#13;
missing.&#13;
the forces that fucked Because 1 d aren't him over are nebu ous, an hi&#13;
V&#13;
0&#13;
even conscious of the pre C&#13;
damage they wreaked. say&#13;
"they" and I mean the schools, I&#13;
mean aspects of a society that&#13;
foster this type of latent&#13;
totalitarianism·&#13;
I feel anger, but more, fear.&#13;
In the end I lack the cha~&#13;
feel true compassion for "'-lo&#13;
people. My contempt is too ~&#13;
To realize the amount of ~~ they have fucked up, the r:I"'&#13;
they have destroyed~&#13;
creativity they have stilled is~&#13;
~uch.&#13;
At lunch we talked. We talked of&#13;
what had gone on with each of us,&#13;
about Vietnam. We agreed to&#13;
\\Tite one another. He wouldn't let&#13;
I&#13;
C&#13;
E&#13;
s&#13;
Because I look at myself _and ~ee&#13;
what I went through m high&#13;
school. I realize they came ~lose&#13;
to lobotomizing me. Th~y did_ to&#13;
an extent; I lost a ~ert~m cuttmg edge of preception m high school.&#13;
Something was ground o~t of me&#13;
there. Visions I began ~th were&#13;
lost. Lobotomize is the right word.&#13;
I ·see my friend Claude With&#13;
tenth grade education figh~ 1&#13;
a wa~ that has . become in.&#13;
me defensible, and beheving in it pay for his meal. . I received a letter from him&#13;
about a month later. I had argued&#13;
a point on the War and now _he&#13;
wrote he had seen a magazme&#13;
article that supported what I had&#13;
said. I think it was his way of&#13;
saying maybe I was right about&#13;
the War after all.&#13;
1 feel ambivalent towards most&#13;
of my high school teachers and&#13;
principals. On one hand I f~el&#13;
contempt towards them. I despise&#13;
• them for what they have done to&#13;
I see myself unable to ~&#13;
Shakespeare voluntarily beca d&#13;
of the memories of Shakespeare in high school English classes 1 find myself ignorant of ~&#13;
prejuediced against classical&#13;
music bec~use of having it forced&#13;
on me m grade school. I&#13;
remember dress codes and not&#13;
actively rebelling against them&#13;
education. · • On the other hand I feel sorry&#13;
a for them. The sense of failure&#13;
they must experience in the dark&#13;
of night when they realize that&#13;
three years ago they believed&#13;
I never wrote back - that being&#13;
another story in itself. I haven't&#13;
heard from him since.&#13;
It angers me ·when I think of&#13;
what happened to Claude. It&#13;
in&#13;
"P ycho"&#13;
Bird " .&#13;
background story had exhausted itself, I&#13;
learned Willard's despondent mother has&#13;
died, making the young man prey to his bos&#13;
and deceased father's parther (Ernest&#13;
Borgnine). He wants the large old home&#13;
where Willard and friends live to be torn&#13;
down so they may build· a few apartment&#13;
buildings and make some "big money".&#13;
Willard learns of all this, and, after&#13;
a comical scene where, · on&#13;
Willard's command, the rats&#13;
raid a party the boss has&#13;
~~\IPIIL thrown, the rats are told to&#13;
munch on the employer,&#13;
which they · do,&#13;
realizing a befitting&#13;
end for the man.&#13;
Earlier in the&#13;
sequence of the film&#13;
the old man killed one&#13;
of Willard's favorites&#13;
... a rat named&#13;
Socrates, who&#13;
responded extremely&#13;
"YOU DIRTY RATS" well to the Sesame&#13;
Du to marvelous WILLARD&#13;
photography and Bruce Davison&#13;
pedal effects, the Sondra Locke&#13;
I tter of these films Elsa Lanchester&#13;
ared the hell out of Michael Dante&#13;
- Jamea Cagney Street-like training&#13;
given free of charge&#13;
to all Willard's&#13;
friends . . . a bit of&#13;
the old revenge.&#13;
me, and had me Ernest Borgnine&#13;
looking to the skies Directed by Daniel Mann for that one black- Willard gets the rat&#13;
fur out of his ears,&#13;
eyes, nose and throat and comes - to his&#13;
senses, drowns the remaining rats and&#13;
burys their remains. He is sure of his ad-•&#13;
justment to a normal, ratless existence and&#13;
invites a girl, we see only in profile, until this point in the film.&#13;
bird, who, with a devilish look in his dark&#13;
eye would signal an airborne armada to&#13;
pick my bones, leaving only a belt buckle&#13;
and a pla ·tic-&lt;:oated Parkside I.D. to tell of&#13;
my fate.&#13;
Hitchcock also compelled Anthony P kins, the perfect inconspicuous madman,&#13;
to carry out these ghastly deeds.&#13;
More than coincidence is working when&#13;
Bruce Davison walks slight and timid into&#13;
the depth of field of "Willard"&#13;
His actions are more labored and&#13;
clumsy letting on a kind of amateur strain&#13;
rather 1&#13;
than the smooth unfaltering intensity&#13;
displayed by Perkins; a quality of&#13;
portrayal that initiates the slow and stea~y&#13;
build to the end, where the ugly truth 1s&#13;
uncovered.&#13;
on istency reigned in this film as Ern&#13;
l Borgnine, a sometimes brilliant&#13;
performer, played the worst role of his&#13;
c r r.&#13;
Inst ad of feathers I was given fur. The&#13;
fur from hundreds, no, thousands of rather&#13;
tal nted rats who befriend Willard in a tim£&#13;
of gr at dejection, filling his depressin~ world with appreciative squeaks and i car . In fact, their kindness and&#13;
cuten wa so thoroughly played out that&#13;
I began to fmd these little fellows to bear a&#13;
lot in common with my higher caste ger- bils.&#13;
After quite a long and unnecessary&#13;
As our lovebirds are eating a quiet dinner&#13;
at home, Willard spies "Ben", another&#13;
head rat, who somehow has escaped the clutches of the law.&#13;
The girl is hustled off and the audience is&#13;
given a chance to change its mind about&#13;
rats as timid Willard is torn to bits by furry little creatures with a grudge.&#13;
Many of the problems encountered (tinny&#13;
music, spotty photography) were&#13;
repairable. Time would have been the best&#13;
medicine in accomplishing this and it&#13;
seemed at points that someone forgot all&#13;
about direction, making a nearly ploUess&#13;
shocker grow weary under the weight of&#13;
spontaneity. It's a good one for the kids who&#13;
might want to catch it at a Saturday matinee, but beware of what they might&#13;
bring home in little cardb~d boxes.&#13;
Williams ·Sorensen&#13;
I see the bones of dead minds. I&#13;
see my friend Claude. I see pans of myself.&#13;
by Sandy Principe&#13;
Artists and designers&#13;
have had something to do&#13;
with nearly every manmade&#13;
object. Consequently,&#13;
the field of art has become&#13;
very broad and diverse. The&#13;
major areas could be listed&#13;
as advertising design,&#13;
illustration, fashion&#13;
illustration, photography,&#13;
industrial design, dimensional&#13;
design, interior&#13;
design, fabric design, fine&#13;
arts and fasion design. Still,&#13;
there are httndreds upon&#13;
hundreds of careers within&#13;
these fields. All of these&#13;
fields break down into an&#13;
enormous number of&#13;
specific jobs which have 1&#13;
fascinating way&#13;
overlapping, interlocking&#13;
and leading into one&#13;
another. An inter10&#13;
designer decides to design a&#13;
lamp and finds that he bas&#13;
become an&#13;
~ industr11!&#13;
designer. An advertising&#13;
designer paints a picture&#13;
fit into one of his layouts and&#13;
finds that he's an illustrator&#13;
Commercial art and&#13;
industrial design are&#13;
projected as expanding&#13;
fields. This can be at·&#13;
My boots had just been shined, give. or&#13;
take a skuff or two. The shirt I was weartng&#13;
was almost free of wrinkles. It was one ci the&#13;
kind you wear without ironing. My levis were&#13;
faded, but only eno';'gh to give . °:°&#13;
character: Numerous rips and tears _in of i&#13;
suede coat had been sewen with the ~~""ti tailor. According to my standards, I LIIUU6"&#13;
looked pretty spiffy. d&#13;
Unfortunately, my standards and ~ tilt&#13;
some restaurants differ measurably _aft&#13;
wrinkled shirt. Esquire's fasion editor :·&#13;
have laughed me off the ten best dr~ ha&#13;
but the editors of Seed would proba Jd&#13;
patted me on the back. T~e p_ro~~em 1 lace&#13;
this specific attire, was m fmdiing 8 P greasY eat a late night dinner, other than 8&#13;
spoon. McCabe .- Maggie and I had just seen It&#13;
Mrs. Miller at the Roosevelt Theater.sunda.&#13;
about fifteen minutes after eleve~ 0!~ ~&#13;
evening. My date had on her fin nts and&#13;
sweatshirt, corduroy bell-bot~om :rnent&#13;
suede shoes direct from May s ba&#13;
New York City. tattlJal I tried to think of a nice place to ea rna&#13;
time of night. Weha:dn'teatensuptha~ 8 •&#13;
us hunger for something more .... 0 burger · te or ,,. ' . I thought for a mmu&#13;
came up with Carl's. ool st&#13;
Those college and hi~ sch 1tno\l'&#13;
who are familiar with this plat is out tct'&#13;
there are two names. If a ma e est to&#13;
formal date of sorts, he may ~~ dinflel' •&#13;
female he is escorting, 'how_ a mY situl&#13;
Villa D' Carlo'?' Someone m e restslJ11ll&#13;
would instead say of the/~?1carl's or\&#13;
'Hey, ya wanna eat at ~r s · lifestyJeS D'Carlo lends itself mcely to&#13;
moods. could ()Illy r,611 Because it was late, wered 8 12 u,c:b- (le&#13;
pizza at Carl's, so we orde &#13;
OMit ..&#13;
..... years ago, ina land&#13;
-- thel"elived a man&#13;
"'=~w developed the&#13;
.IIJ rkable talent of&#13;
~:liOg 17 mand~rin&#13;
~o g e s w h I I e&#13;
~taoeouSlY bal,:mcing a&#13;
~elon on hIS nose,&#13;
~ Welsh coal mining&#13;
es and accompanying&#13;
~ on the zither played&#13;
'i1b bis toes.&#13;
Tbis strange ability&#13;
zed the local townspeollPiplewho&#13;
turned ~ut&#13;
larly to see him&#13;
~tice Saturday ·af-&#13;
~ns on his front lawn.-&#13;
W1JiIe his fnends enjoyed&#13;
.. tClJing him very much,&#13;
tiel' realized tha this grea t&#13;
"t was hidden in such a&#13;
I1118D townand urged him to ,tothecity where he could&#13;
be appreciated by a great&#13;
III1Dberof people..&#13;
not possibly have been any&#13;
better.&#13;
.But then a sad thing&#13;
happened. He began to grow&#13;
. old. The twelve oranges&#13;
dwindled to ten, then eight.&#13;
The watermelon gave way&#13;
to a small cantalope, and&#13;
saddest of all, those once&#13;
lightning toes could no&#13;
longer perform magic on the&#13;
zither. His fame dwindled&#13;
along with his fortune and .&#13;
one day, friendless and&#13;
dejected, the man disappeared.&#13;
And so he practiced day&#13;
and night and day, until he&#13;
~s ready. At a big festival,&#13;
WIth many people in attendance,&#13;
he ran out on the&#13;
stage with his oranges,&#13;
watermelon and zither and&#13;
began to perform as once&#13;
the master had. The crowd&#13;
overwhelmed by the sight of&#13;
the act being performed,&#13;
. ; 'I . .,&#13;
.:. ,. . .&#13;
, , .&#13;
\._: !\ 'I ". ;......:.:&#13;
enjoy it, but what can you do&#13;
completely 011 your own?"&#13;
The crowd hushed&#13;
awaiting the answer. The&#13;
performer t then ruJjriog&#13;
that in fact there was&#13;
nothing else he could do&#13;
turned slowly and walked&#13;
off the stage, never to be&#13;
seen again.&#13;
THE END&#13;
you can do completely by&#13;
yourself that we can show to&#13;
the public belen it II too&#13;
late?" The group thouIht&#13;
for a minute.&#13;
"00 not worry," said the&#13;
gMlUp in unison sopRno,&#13;
"We, being 01 nimble banda&#13;
and quick minds, can write&#13;
and play songs as ba ve&#13;
never been heard before. We&#13;
shall use such things as folk&#13;
guitars, slow ballads and&#13;
even vocal harmony that we&#13;
may please you."&#13;
This little known&#13;
Bavarian fairyta1e, it is&#13;
rumored, was re-discovered&#13;
by Chris Wright, producer of&#13;
Ten Years After. He also&#13;
being of quick mind, saw in&#13;
it a warning. After. all, he&#13;
thought, hadn't his group&#13;
made it by re-recording old&#13;
rock and Boogie tunes?&#13;
Hadn't they been the&#13;
vanguard of the old rock&#13;
revival? And most important,&#13;
had Ihey ever&#13;
really been noted for their&#13;
originality?&#13;
Answering his own&#13;
questions, he rushed to the&#13;
recording studio.&#13;
liMy boys," be said,&#13;
pointing to the last&#13;
paragraph of the story, "we&#13;
are in grea t danger of&#13;
walking slowly off the stage&#13;
and never being heard from&#13;
again." "Is there nothing&#13;
And after hearing these&#13;
things on their tatest album,&#13;
"A Space in Time", he was&#13;
pleased. He found that they&#13;
could be as delicate and&#13;
sensitive as they we;e RW&#13;
and exciting. He beard them&#13;
play very much in the style&#13;
of the Moody Blues, but&#13;
different enough to still be&#13;
genuinely original. Fine&#13;
harmonization, vocally and&#13;
instrumentally, a distinct&#13;
element of freshness, and&#13;
their flawless execution&#13;
made him so pleased that he&#13;
even let them play a few old&#13;
rock aod Boogie tunes to&#13;
round off this very fme&#13;
recording.&#13;
And so, like all producers,&#13;
he lived happily every after&#13;
Years went by and soon :;&#13;
all that was left were a few'; ,&#13;
fond memories of this once:&#13;
amazing performer, now all&#13;
but forgotten.&#13;
But in another town, many&#13;
miles away from the land of&#13;
the old performer's birth, a&#13;
young man known to be of&#13;
nimble hands and quick&#13;
mind was studying the&#13;
strange legend of the performer&#13;
and his tricks.&#13;
"If this is true," he&#13;
thought, "then why could&#13;
not I, being of nimble hands&#13;
and quick mind, learn to&#13;
perform as he did and&#13;
perhaps recapture his fame.&#13;
lt could make me a very&#13;
wealthy man."&#13;
by Bob Borchardt&#13;
once again rose to its feet&#13;
and cheered wildly. He was&#13;
on his way. Just as the&#13;
master before him, his&#13;
amazing talent was in&#13;
demand, bringing him both&#13;
wealth and fame.&#13;
But again, just as before,&#13;
something very sad happened.&#13;
One day, while&#13;
performing in front of a very&#13;
large crowd, a man rose&#13;
from the audience asking if&#13;
he might pose a question.&#13;
i&lt;As an imitator ." he said,&#13;
"you are very good and we&#13;
Doingthis, he soon earned&#13;
!aIDebeyond belief. Across&#13;
!be world people clamored&#13;
fer bis wondrous act. While&#13;
lOme labeled him as&#13;
degenerateand tasteless, he&#13;
DOnetheless became the&#13;
mostpopular performer in&#13;
tbeentertainment biz. For a&#13;
wbileeverything was just&#13;
_derful and, in fact, could&#13;
illustrators and&#13;
photographers Professor&#13;
John lurphy of Park ide's&#13;
Art Department explained&#13;
that "In this locale, many&#13;
persons could be used 10&#13;
graphic design and industrial&#13;
design. These field&#13;
could then lead to advertising&#13;
art and even film&#13;
set up. It'll take a few years&#13;
yet to set up Parks.de for&#13;
this." Still, photograph)'&#13;
becoming increa ingly&#13;
crowded. , lurphy compared&#13;
it to drama school as an&#13;
area hard to get into and&#13;
requiring a lot of time. "You&#13;
have to spend a lot of time&#13;
(CooUnued on pago 81&#13;
growing recognition among&#13;
middle-income families of&#13;
the value of decorators'&#13;
services, and increasing use&#13;
of design services for&#13;
commercial establishments&#13;
should contribute to a&#13;
greater demand for these&#13;
workers. In addition to&#13;
newly created jobs, some&#13;
openings will arise each&#13;
year from the need to&#13;
replace designers and&#13;
decorators who retire or&#13;
leave the field for other&#13;
reasons.&#13;
Graphic communications&#13;
is a rapidly expanding industry.&#13;
Thus there will he a&#13;
need for advertising&#13;
Young people having only&#13;
average ability and little&#13;
specialized training,&#13;
however, will encounter&#13;
competition for beginning&#13;
jobs and will have limited&#13;
opportunity for adopportunities&#13;
for employment.&#13;
Applicants who&#13;
can design and plan the&#13;
functional arrangement of&#13;
interior space will be in&#13;
strong demand. Young&#13;
people without formal&#13;
training will find it increasingly&#13;
difficult to enter&#13;
the field.&#13;
A slow but steady increase&#13;
in employment of interior&#13;
designers and decorators is&#13;
anticipated throughout the&#13;
1970'S. Population growth,&#13;
larger expenditures for&#13;
home and office furnishing, .&#13;
the increasing availability&#13;
of well-designed furnishings&#13;
at moderate prices, a&#13;
lributed to our industrial&#13;
society and growing&#13;
popooJation.An estimated&#13;
50,000commercial artists&#13;
and 10,000 industrial&#13;
designerswere employed in&#13;
1J&amp;ll. Most of these people&#13;
What It's Worth I&#13;
vancement.&#13;
Talented art school or&#13;
college graduates who&#13;
majored in interior design&#13;
and decoration will find&#13;
good opportunities for&#13;
employment. Applicants&#13;
who can design and&#13;
decoration will find good&#13;
lind employment in large&#13;
c:iIiei on the staffs of large&#13;
companies. Employment&#13;
and advancement opportunitiesfor&#13;
talented and&#13;
"oil-trained commercial&#13;
artists and industrial&#13;
designersare expected to be&#13;
throughout the 70's.&#13;
Kup's Show&#13;
(Cootinued from Pago 31&#13;
news stories but interpret them.&#13;
You must explain to the public what&#13;
is behind the government ruling, what&#13;
is behind the government decision,&#13;
what's behind our Jack of housing, our&#13;
food problems and these take&#13;
authorities and newspapers today&#13;
make a habit of hiring people who are&#13;
authorities.&#13;
S: Do you think newspapers have a&#13;
broader sense of social conscience than&#13;
in the past?&#13;
Kupc:lDet: Oh much more, sure.&#13;
NS: Why? Is it public demand ... or&#13;
what? -&#13;
KupelDet: There are a Jot of reasons.&#13;
Public demand and a sense of&#13;
responsibility. We realize that these&#13;
are major problems today and we've&#13;
got to get-in there and explain them to&#13;
the public. We can't just sit on the&#13;
sidelines and report news without&#13;
going out and searching for it,&#13;
analyzing it, doing studies on the urban&#13;
problems and so forth.&#13;
Papers have become much more&#13;
responsible .. The old days of the socalled&#13;
!'yellow journalism", playing up&#13;
divorces and killings and so forth. They&#13;
are still news but they're not played the&#13;
way they used to be played, much more&#13;
room is devoted to the serious&#13;
problems of the day.&#13;
NS: Do you think the press has influenced&#13;
television more than&#13;
(Cootinued on Page 6)&#13;
tender and the cheese still hot. I wasn't really&#13;
amazed that the pizza was good, just a bit&#13;
suprised.&#13;
Anyone eating here during normal serving&#13;
hours can choose from dishes that sound&#13;
like last names on a roster of Italian soccer&#13;
players. Pasta AlI'uovo (home made&#13;
noodles), spaghetti, mostaccrolt, gnocchi&#13;
(home made dumplings) lasagna and ravoli&#13;
(home made with meat). The Amencan lineup&#13;
features steaks, sea foods and sandwiches.&#13;
The prices seem to be quite reas0':'8bl~.&#13;
There may be obvious shortcomings m the&#13;
food and service at Villa D'Carolo, but on my&#13;
visit I ran into none. The service was excellent,&#13;
from the time the waitress lit the&#13;
candle at our table, to the time she asked if we&#13;
were enjoying our meal. The pizza was excellent,&#13;
according to my ex~ences With&#13;
Italian culinary dishes. The price of the pizza&#13;
and drinks came to $2.80. .&#13;
All these good points concernmg the&#13;
jtalian restaurant do not serve as a recommendation,&#13;
but only an explanalJon as to the&#13;
popularity Carl's has earned. On our way&#13;
through the dining area as we left, we saw&#13;
three longhairs equipped With headbands&#13;
eating at one table, a softball player still m&#13;
uniform with his date at another, and a few&#13;
tables away, a couple formally dressed on&#13;
their night out.. . . After eating the pIZza, and enjoYing the&#13;
atmosphere, I paid the check and left the&#13;
waitress a shiny hall dollar. As I glanced back&#13;
at the cashier on my way out the door, I&#13;
noticed she smiled at me m sort of a funny&#13;
y It hit me when I got to the car. She must&#13;
:v~ noticed the wrinkles had fmally. wo~ed&#13;
their way out of my shirt su~lymg just&#13;
enough of an edge to put me solidly on the&#13;
Sunday night best dressed list at Carl's&#13;
Restaurant, not Villa D'Carlo. .&#13;
by Paul Lomartire&#13;
of the Newscope staff&#13;
Maggie'shalf there was to be only cheese. I&#13;
onteredcheese, onions and mushrooms on the&#13;
otherhalf. She got a 7-Up, and I, a Coke.&#13;
After we had ordered I. asked the&#13;
waitress if I could read ov~r the menu. A&#13;
~ole on the cover immediately caught my&#13;
eye. Villa D'Carlo "where food is im-&#13;
~?rtaJized and pizza'is an art." Upon reading&#13;
IS, I looked around the dining area for a&#13;
shrine to ravoli or a monument to steak. I&#13;
~onclUdedthat the food is immortalized only&#13;
In the . mmds of the employees.&#13;
til In glancing around the dining area&#13;
OUgh,I realized that we were sitting in the&#13;
newestaddition to Carl's. This restaurant was&#13;
opened in 1963. Late last year, the&#13;
I1lanagement found they had to expand&#13;
because of the business they had established.&#13;
The new dining room provides an excellent&#13;
~~~.Phere to eat. They also offer banquet&#13;
eililies. Carl's has come into its own.&#13;
M Wewaited only a short tiine for the pizza.&#13;
ter eating a few pieces I realized that the&#13;
truat was excellent, the m'ushrooms juicy and&#13;
- -&#13;
Y years ago, in a land Jl'!,y there lived a man&#13;
"1 1 m;how developed the&#13;
fllO!~kable talent ?f&#13;
reJJI rng 17 mandarin&#13;
jlld 1&#13;
0 g e s w h i 1 e&#13;
o_ r ~taneously balancing a&#13;
siJ!ltermelon on his nose, ~ . g Welsh coal mining&#13;
~ and accompanying&#13;
:self on the zither played&#13;
with his toes.&#13;
fbis stra!}ge abilit_y&#13;
azed the local towns1111&#13;
pie who turned ~ut&#13;
re:ularly to see him&#13;
actice Saturday -af-&#13;
~noons on his front lawn.~&#13;
While his friends enjoyed&#13;
watching him very_ much,&#13;
Ibey realized that his great&#13;
gift was hidden in such a&#13;
SlllBll town and urged him to&#13;
goto the city where he could&#13;
be appreciated by a great&#13;
wmber of people.&#13;
Doing this, he soon earned&#13;
rame beyond belief. Across&#13;
lbe world people clamored&#13;
for his wondrous act. While&#13;
ome labeled him as&#13;
degenerate and tasteless, he&#13;
nonetheless became the&#13;
most popular performer in&#13;
the entertainment biz. For a .&#13;
bile everything was just&#13;
wonderful and, in fact, could&#13;
tributed to our industrial&#13;
ociety and growing&#13;
popoulation. An estimated&#13;
50,000 commercial artists&#13;
and 10,000 industrial&#13;
designers were employed in&#13;
1968. Most of these people&#13;
What It's&#13;
find employment in large&#13;
cities on the staffs of large&#13;
companies. Employment&#13;
and advancement opportunities&#13;
for talented and&#13;
ell-trained commercial&#13;
artists and industrial&#13;
designers are expected to be&#13;
good throughout the 70's.&#13;
not possibly have been any&#13;
better.&#13;
But then a sad thing&#13;
happened. He began to grow&#13;
old. The twelve oranges&#13;
dwindled to ten, then eight.&#13;
The watermelon gave way&#13;
to a small cantalope, and&#13;
saddest of all, those once&#13;
lightning toes could no&#13;
longer perform magic on the&#13;
zither. His fame dwindled&#13;
along with his fortune and&#13;
one day, friendless and&#13;
dejected, the man disappeared.&#13;
&#13;
Years went by and soon&#13;
all that was left were a few :&#13;
fond memories of this once :&#13;
amazing performer, now all&#13;
but forgotten.&#13;
But in another town, many&#13;
miles away from the land of&#13;
the old performer's birth, a&#13;
young man known to be of&#13;
nimble hands and quick&#13;
mind was studying the&#13;
strange legend of the performer&#13;
and his tricks.&#13;
"If this is true," he&#13;
thought, "then why could&#13;
not I, being of nimble hands&#13;
and quick mind, learn to&#13;
perform as he did and&#13;
perhaps recapture his fame.&#13;
It could make me a very&#13;
wealthy man."&#13;
Young people having only&#13;
average ability and little&#13;
specialized training,&#13;
however, will encounter&#13;
competition for beginning&#13;
jobs and will have limited&#13;
opportunity for adWorth&#13;
I&#13;
vancement.&#13;
Talented art school or&#13;
college graduates who&#13;
majored in interior design&#13;
and decoration will find&#13;
good opportunities for&#13;
employment. Applicants&#13;
who can design and&#13;
decoration will find good&#13;
And so he practiced day&#13;
and night and day, until he&#13;
w~s ready. At a big festival,&#13;
with many people in attendance,&#13;
be ran out on the&#13;
stage with bis oranges,&#13;
watermelon and zither and&#13;
began to perform as once&#13;
the master had. The crowd&#13;
overwhelmed by the sight of&#13;
the act being performed,&#13;
by Bob Borchardt&#13;
once again rose to its feet&#13;
and cheered wildly. He was&#13;
on his way. Just as the&#13;
master before him, his&#13;
amazing talent was in&#13;
demand, bringing him both&#13;
wealth and fame.&#13;
But again, just as before,&#13;
something very sad happened.&#13;
One day, while&#13;
performing in front of a very&#13;
large crowd, a man rose&#13;
from the audience asking if&#13;
he might pose a question.&#13;
"As an imitator," he said,&#13;
"you are very good and we&#13;
opportunities for employment.&#13;
Applicants who&#13;
can design and plan the&#13;
functional arrangement of&#13;
interior space will be in&#13;
strong demand. Young&#13;
people without formal&#13;
training will find it increasingly&#13;
difficult to enter&#13;
the field.&#13;
A slow but steady increase&#13;
in employment of interior&#13;
designers and decora ors is&#13;
anticipated throughout the&#13;
1970's. Population growth,&#13;
larger expenditures for&#13;
home and office furnishing, · the increasing availability&#13;
of well-designed furnishings&#13;
at moderate prices, a&#13;
tender and the cheese still hot. I wasn't really&#13;
amazed that the pizza was good, just a bit&#13;
suprised. Anyone eating here dur~ normal serving&#13;
hours can choose from dishes that sound&#13;
like last n~mes on a roster of Italian soccer&#13;
players. Pasta All'uovo (~o~e mad~&#13;
noodles), spaghetti, mostaccioh, gnocc~&#13;
(home made dumplings) lasagna a~d ra~oli&#13;
(home made with meat). The Amencan lineup&#13;
features steaks, sea f00?5 and sand"";ches.&#13;
The prices seem to be quite reasoI_13bl~.&#13;
by Paul Lomartire&#13;
of the Newscope staff&#13;
There may be obvious shortcomings m the&#13;
food and service at Villa D'Carolo, but on my&#13;
visit I ran into none. The service was excellent&#13;
from the time the waitress Ii~ the&#13;
candle 1&#13;
at our table, to the time sh_e asked if we&#13;
were enjoying our meal. The p1~a was ~xcellent,&#13;
according lo my ex~nences '_Vlth&#13;
aggie's half there was to be only cheese. I Italian culinary dishes. The price of the pizza&#13;
ordered cheese, onions and mushrooms on the&#13;
0therhalf. She got a 7-Up, and!, a Coke.&#13;
After we had ordered I asked the&#13;
'N 'tr , ai ess if I could read over the menu. A&#13;
quote on the cover immediately caught my&#13;
eye, Villa D'Carlo "where food is imlll?rtalized&#13;
and pizza' is an art.' ' Upon reading&#13;
th~. I looked around the dining area for a&#13;
Shrine to ravoli, or a monument to steak. I&#13;
~onc}uded that the food is immortalized only&#13;
Ill the minds of the employees.&#13;
In glancing around the dining area&#13;
!hough, I realized that we were sitting in the&#13;
n west addition to Carl's. This restaurant was&#13;
0t&gt;ened in 1963. Late last year, the&#13;
lllanagement found they had to expand&#13;
~use of the business they had established.&#13;
e new dining room provides an excellent&#13;
:~~phere to eat. They also offer banquet&#13;
acilities. Carl's has come into its own.&#13;
Al We Waited only a short tiine for the pizza.&#13;
ter eating a few pieces I realized that the&#13;
crust was excellent, the n{usbrooms juicy and&#13;
and drinks came to $2.80. . All these good points concerrung the&#13;
Italian restaurant do not serve ~s a recommendation&#13;
but only an explanation as to the&#13;
popularity' Carl's has earned. On our way&#13;
through the dining area as w_e left, we saw&#13;
three longhairs equipped with head~n~s&#13;
eating at one table, a softball player still tn&#13;
uniform with his date al another, and a few&#13;
tables away, a couple formally dressed on&#13;
their night out. . . After eating the pizza, and enJoymg the&#13;
atmosphere, I paid the check and left the&#13;
waitress a shiny half dollar. As I glanced back&#13;
at the cashier on my war out the door, I&#13;
noticed she smiled at me m sort of a funny&#13;
way. It hit me when I got to the car. She must&#13;
have noticed the wrinkles ~d fmally_ wor~ed&#13;
their way out of my shirt sup~lymg Just&#13;
enough of an edge to put me solidly on the&#13;
Sunday night best dressed list at Carl's&#13;
Restaurant, not Villa D'Carlo. .&#13;
enjoy it, but what can you do&#13;
completely on your own?" you can do compl t&#13;
The crowd hushed&#13;
awaiting the answer. The&#13;
performer, then realizing&#13;
that in fact there "'as&#13;
nothing else he could do,&#13;
turned slowly and walked&#13;
off the stage, never to be&#13;
seen again.&#13;
THEE 'D&#13;
This 1i ttle no n&#13;
Bavarian fairytale, it ·&#13;
rumored, was re-discovered&#13;
by Chris Wright, producer of&#13;
Ten Years After. He also&#13;
being of quick mind sa ·n&#13;
it a warning. After. all he&#13;
thought, hadn't his group&#13;
made it by ~recording old&#13;
rock and Boogie tunes?&#13;
Hadn't they been the&#13;
vanguard of the old rock&#13;
revival? And most important,&#13;
had they e ·er&#13;
really been noted for their&#13;
originality?&#13;
Answering his own&#13;
questions, he rushed to the&#13;
recording studio.&#13;
" 1:y boys," he said,&#13;
pointing to the last&#13;
paragraph of the story, " ·e&#13;
are in great danger of&#13;
walking slowly off the sta e&#13;
and never being heard from&#13;
again." "ls there nothing&#13;
growing recognition among&#13;
middle-income famili of&#13;
the value of decorators'&#13;
ser ices. and increasing u&#13;
of design service for&#13;
commercial establishmen&#13;
should contribute to a&#13;
greater demand for th&#13;
worker' . In addition to&#13;
new! created jo ·, ome&#13;
openings will arise each&#13;
year from the need to&#13;
repl e d i ner nd&#13;
decorators who retire or&#13;
leave the field for olh r&#13;
reason .&#13;
Graphic communication&#13;
is a rapidl · e. panding indu&#13;
try. Thus the v.ill a&#13;
need for adverti ·ing&#13;
yourself that&#13;
th public&#13;
late'!" The roup&#13;
for a minut .&#13;
Kup's Show&#13;
(Continued on Page 6)&#13;
. or&#13;
has inthan&#13;
&#13;
Kup's Show&#13;
&lt;Continuedfrom Page 5)&#13;
television bas influenced the press?&#13;
Kupclnet: No doubt television has&#13;
influenced the press m~I7 t1I.BD the&#13;
other way around. TeleVl~lOn IS new,&#13;
it's fresher, it's got a ~fe~ent approach&#13;
it's more immediate in many&#13;
reg~ and the press has had .to&#13;
change considerably because of It.&#13;
Many times we don't cover ~. story&#13;
direct because we feel teleVIsion IS&#13;
covering it ... that doesn't mean we&#13;
aren't going to cover a good hot sto.ry,&#13;
but many times we want to go behind&#13;
the story because televiston ~as done&#13;
such a good job of covermg It.&#13;
NS: Getting back to your show, would&#13;
you say that your show represents&#13;
younger people adequately, or is it top&#13;
heavy with older people?&#13;
Kupclnet: I'd have to say we're top&#13;
heavy on older people. We're always&#13;
looking for good bright young people.&#13;
We don't get enough of them, I admit&#13;
that. I'd like to get more young people,&#13;
We have a problem though. To sell a&#13;
show like this you've got to have names&#13;
and most of the young people don't&#13;
have names that the public recognizes.&#13;
The guests we have on the show are&#13;
famous authors, famous people in&#13;
pOlitics, statesmen, wbatever&#13;
they're in. Young people '--~&#13;
achieved this kind of ~...,&#13;
so it:s a little bit difficult for 111 b1N,&#13;
particular type of operation to ~&#13;
too many young people on. But ::',&#13;
making an effort all the tbne :It&#13;
more. ..&#13;
NS: Of all the shows YOU':ve &lt;1-.&#13;
there any particular show ibat'"&#13;
out in your mind as being ~&#13;
good? '--"&#13;
Kupcinet: Well, I like to tIUnt&#13;
we've had a good number ofsbowa ..&#13;
are above average. Ithink ~ ~&#13;
the show for making news first .... -.&#13;
show that Harry Truman was OIl '-&#13;
he had left the Presidency in ~ fItIt..&#13;
revealed the reason be fired 1"'-":::&#13;
MacArthur was because Ma;~&#13;
wanted to use the A-bomb in r;;r&#13;
For high class, high caliber&#13;
versation we had a show with !be:&#13;
Adlai Stevenson, Sir Charll!llno...::&#13;
Aldous Huxley and Harlow ~&#13;
the astronomer from ~&#13;
University. I think those four&#13;
tlemen were probably as ~&#13;
and as intelligent and brilllant ..&#13;
witty as any guests we've ever bid.&#13;
Here were four people, each of _&#13;
was brilliant in his own right ......&#13;
in a very lively exchange of 1..£&#13;
NEWSCOPE A"-I"It71&#13;
SELLYOUR BOOK&#13;
AUGUST 16-20&#13;
We pay cash for those booles&#13;
which are being used again in&#13;
the FQII semester.&#13;
MAIN CAMPUS STORE ONLY&#13;
UNIVERSITY&#13;
BOOK STORE&#13;
PATRONIZE NEWSCOPf&#13;
ADVERTIZERS&#13;
-&#13;
MIDTOWN BAR&#13;
&amp; RESTAURANT Bauer Bauer look all three of his&#13;
(Continuedfrom Page I) degrees at Northwestern&#13;
faculty. But what impressed University in Evanston,&#13;
me most was his versatility, receiving his Ph.D. in 1959in&#13;
his creativity, and hi" public address and group&#13;
capacity for hard work. In communication. He taught&#13;
education, as in most other at the United States Air&#13;
endeavors, long hours and Force Academy from 195910&#13;
r&#13;
":========-~==:::::;;::~_~ha~rd~w:o:rk~pa~y~Of~f.~" __ ., 1961, when he joined the faculty of Bowling Green ar&#13;
Rfl.AY iUUSEMENT CfNTER ,an instructor in speech.&#13;
-. At Bowling Green he rose&#13;
10 full professor in 1968,and&#13;
MINI- GOLF in 1967 was chosen Faculty&#13;
Man of the Year by a joint&#13;
ARCHEI'l." I student-faculty committee.&#13;
f'- , He served as Direclor of&#13;
Graduate Admissions and&#13;
BIth &amp;; SHERIDAN RD',. Fellowships from .1965 to -----------==~;;.:,;:...::::.:==::..------ .J 1969and during the last two&#13;
'years of that period also was&#13;
Assistant Dean of "-&#13;
Graduate School.&#13;
In 1969Bauer was",&#13;
10 be an American eo.t&#13;
on Education ...&#13;
ministrative inlel'll II "-&#13;
University of CalHonIa,&#13;
Berkeley, where be ...&#13;
under ChanceUor1loIII' ,&#13;
Heyns and Vice I1NmcW&#13;
Robert L. Johnsoa darIII&#13;
the 1969-70academle&#13;
At Berkeley, he W&amp;I&#13;
involved in a wide&#13;
administrative&#13;
including suDel'1lid1il'l&#13;
Student Affain&#13;
during the SpI'iql&#13;
Green in 1970&#13;
He returned&#13;
and&#13;
to&#13;
~=~&#13;
his present posilioll.&#13;
PIZZA - SEAFOODS&#13;
ITALIAN-AMERICAN FOvur&#13;
COCKTAll..~ t&#13;
ENTERTAINMENT&#13;
2112 - 14 - 52 ST. I&#13;
l&lt;ENOSH.i I&#13;
- --&#13;
ANYONE WANTING&#13;
KINDLING WOOD FOR A&#13;
WI:INER ROAST ON THE&#13;
BEACH CAN GET IT A&#13;
RAINBOW GARDEN~&#13;
FREEthis Wednes&#13;
-The Wandering Troubador&#13;
8:30 --&#13;
'0:30 p.m.&#13;
PltSS&#13;
Ted. Warm brand&#13;
A t 11, 1971&#13;
$ELL YOUR BOOK$&#13;
AUGUST 16-20&#13;
We pay cash for those books&#13;
which are being used again in&#13;
th FtJII semester.&#13;
MAN CAMPUS STORE.ONLY&#13;
UNIVERSITY&#13;
BOOK STORE&#13;
PATRONIZE NEWSCOPE&#13;
ADVERTIZERS&#13;
MIDTOW,N BAR&#13;
&amp; RESTAURANT f&#13;
PIZZA - S AFOODS&#13;
1&#13;
I A LI A - A M R ICA FOUtJi&#13;
C OCKTA I S&#13;
NTERTA I M E .,.&#13;
211 2 - 14 - 52 ST.&#13;
i&lt; ENOSH~&#13;
- - -&#13;
Kup's Show&#13;
(Continued from Page 5)&#13;
television has influenced th~ ~ress?&#13;
Kupcinet: No doubt television has&#13;
influenced the press m~r~ t~an the&#13;
other way around. Televi~1on is new.,&#13;
it's fresher, it's got a ?i1fe~ent approach&#13;
it's more immediate m many&#13;
reg~ and the press has bad .to&#13;
change considerably because of it.&#13;
Many times we don't cover ~. story direct because we feel television 1s&#13;
covering it ... that doesn't mean we&#13;
aren't going to cover a good hot sto;1")',&#13;
but many times we want to go behind&#13;
the story because televis!on ~as done&#13;
such a good job of covermg 1t.&#13;
NS: Getting back to your show, would&#13;
you say that your show represents&#13;
younger people adequately, or is it top&#13;
heavy with older people?&#13;
Kupcinet: I'd have to say we're top&#13;
heavy on older people. We're always&#13;
looking for good bright young people.&#13;
We don't get enough of them, I admit&#13;
that. I'd like to get more young people.&#13;
We have a problem though. To sell a&#13;
show like this you've got to have names&#13;
and most of the young people don't&#13;
have names that the public recognizes.&#13;
The guests we have on the show are&#13;
famous authors, famous people in&#13;
politics, statesmen, whatever&#13;
they're in. Young people h field&#13;
achieved this kind of recogmti av~·t&#13;
so it's a little bit difficult for uso~ Yet,&#13;
particular type of operation tot~&#13;
too many young people on. But :·':1i&#13;
making an effort all the time :ere&#13;
more. gei&#13;
NS: Of all the shows you've d&#13;
there any particular show that iie is&#13;
out in your mind as being esn!~&#13;
good'? r ""IClJJ&#13;
Kupcinet: Well, I like to think&#13;
we've had a good number of show tha&#13;
are above average. I think though~&#13;
the show for making news first was i&#13;
show that Harry Truman was on at&#13;
he had left the Presidency in Which~&#13;
revealed the reason he fired Ge~&#13;
MacArthur was because MacArtJi&#13;
wanted to use the A-bomb in Korea~&#13;
For high class, high caliber&#13;
versation we had a show with the~&#13;
Adlai Stevenson, Sir Charles Da~&#13;
Aldous Huxley and Harlow Shapl&#13;
the astronomer from Harva~&#13;
University. I think those four ~ tlemen were probably as articuJa&#13;
and as intelligent and brilliant Bild&#13;
witty as any guests we've ever had.&#13;
Here were four people, each of whom&#13;
was brilliant in his own right engaging&#13;
in a very lively exchange of ideas.&#13;
Bauer&#13;
(Continued from Page 1)&#13;
faculty. But what impressed&#13;
me most was his versatility,&#13;
his crea ti vi ty, and hi~.&#13;
capacity for hard work. In&#13;
education, as in most other&#13;
endeavors, long hours and&#13;
hard work pay off. "&#13;
Bauer took all three of his&#13;
degrees at Northwestern&#13;
University in Evanston,&#13;
receiving his Ph.D. in 1959 in&#13;
public address and group&#13;
communication. He taught&#13;
at the United States Air&#13;
Force Academy from 1959 to&#13;
1961, when he joined the&#13;
Assistant Dean of l&#13;
Graduate School.&#13;
r-------------~-------------------.. faculty of Bowling Green ar RELAY an instructor in speech.&#13;
In 1969 Bauer was selected&#13;
to be an American Cou&#13;
on Education ad&#13;
ministrative intern at the&#13;
University of California&#13;
Berkeley, where he sened&#13;
under Chancellor Roger&#13;
Heyns and Vice Chancelkr&#13;
Robert L. Johnson durinc&#13;
the 1969-70 academic year&#13;
At Berkeley, he was directJy&#13;
involved in a wide range fl&#13;
administrative activitiel.&#13;
including supervision of Ille&#13;
Student Affairs Office&#13;
during the Spring turmoil&#13;
ANYONE WANTING&#13;
KINDLING 000 FOR A&#13;
tlNEA ROAST ON THE&#13;
BEACH CAN GET IT A&#13;
RAINBOW GARDEN~&#13;
AMUSEMENT CfNTfR At Bowling Green he rose&#13;
to full professor in 1968, and MINI• GQLf in 1967 was chosen Faculty Man of the Year by a joint- AR c HE n v student-faculty committee.&#13;
f'\. I He served as Director of&#13;
Graduate Admissions and&#13;
BZth &amp;. SHERtDAN RD.. Fellowships from .1965 to&#13;
-----------------.;...........,~-----------' 1969 and during the last two&#13;
He returned to Bowlq&#13;
Green in 1970 and assumed ·years of that period also was his present position.&#13;
-The Wandering Troubador&#13;
. 8:30 -&#13;
,o:30 p.m.&#13;
Pflee&#13;
Ted .Warmbrand&#13;
"j i&#13;
..&#13;
.!.&#13;
E "&#13;
e&#13;
~&#13;
j &#13;
by Jim Casper 01 the NewlIcope staff&#13;
"lIIwk" Harrelson, one of baseball's most&#13;
CGICJlful performers in and out of uniform. has&#13;
fgrtaken his baseball career for a try at pro&#13;
..M It's rather unusual for an athlete to switch&#13;
P-O' one professional sport to another. but Ken&#13;
~ does not always do things the usual&#13;
-Y'rreJson's career is discussed in a book ;00 "Hawk" written by Harrelson himself&#13;
.,d AI Hirshberg. ~_I"" brawls. big-money golf matches&#13;
......-. ,&#13;
The&#13;
New&#13;
Hawk&#13;
pool, poker and bair styling are all part of the&#13;
activitiesof Harrelson.&#13;
Neverone to shy away from bets. Harrelson&#13;
WGU1dbet hundreds of dollars that be could win&#13;
II golf and pool. Here is an example of the&#13;
"Hawk" in a poolroom venture.&#13;
"l would do better at nine-ball if I got the&#13;
auer instinct more often - the instinct that&#13;
lIIIkesyouwant to beat a guy's ass until you've&#13;
IOl every cent he owns." Hawk explai~ed ~at&#13;
IIlCIt 01 the time he did not have the killer 10-&#13;
mt but there were instances when he did.&#13;
"One night in Savannah a guy I knew didn't&#13;
lit me started bugging me with smart cracks&#13;
Ibout how I wasn't half the pool player I&#13;
IIIougbI I was, It was true. I was still spotty -&#13;
_here near as consistant as a good pool&#13;
pllyershould be - and I knew he could beat&#13;
1Ill!, I Iinally thought 'the hell with it,' and&#13;
dllllenged him to nine-ball at ten bucks a&#13;
game. We played one game for forty bucks and&#13;
Iwon..Then we played for fifty. game and I&#13;
kept nght on winning. Iran my hanknill up to&#13;
five hundred, and he wanted to play one game&#13;
f~r ~t. 'Let me see your money: I said He&#13;
~dn t have any. 'We'll use markers.' he S&amp;Kl&#13;
Ca~ Ornothing: Isaid, and wallted. '" WIth&#13;
his five hundred dollars."&#13;
Harrelson also discusses his infatuation lor&#13;
golf. and how it somelinnes interferred WIth&#13;
baseball. ow he has given up baseball for golf&#13;
but this took place alter the book was wrItten&#13;
Perhaps some of the most lOtereslinll&#13;
developments in Harrelson's career unfolded&#13;
during his employment under Charley F1nIe)'&#13;
one of baseball's most conlroversl8.l and .;.&#13;
novative owners.&#13;
Ken describes Finley as not the smartest&#13;
baseball owner. but the most int.erestmg With&#13;
Finley in control there was never a chaDee for&#13;
boredom. He did thinIs. regardless 01 wbether&#13;
or not they made sense.&#13;
As Harrelson says, "u he wasn·t finni a&#13;
manager, be was Ilirinll a pinch-~ or&#13;
moving a franchise, or dreaming up a gag or&#13;
shaking up the front office."&#13;
One of Finley's most intereslinll and&#13;
ridiculous gags was his mule mascot named&#13;
Charley O.&#13;
Charley 0 really gained atten 00 ..-ben&#13;
Finley announced that he would bnDi bun ClII •&#13;
road trip so fans in some other AmenalO&#13;
League parks would get an opportumty to see&#13;
him. This was in either 1966or 1967. 'obod)'&#13;
took him seriously because it seemed unlikel)&#13;
that he would pay all those shipping charges for&#13;
just a gag.&#13;
He brought Charley 0 to Yank.. Stadium and&#13;
none other than the Hawk volunteered to ri~&#13;
him around the pan:. A very non-prof 'ooaI,&#13;
but thrilling ride ensued, and It bad the entire&#13;
stadium rocking with laughter.&#13;
While field manager Alvin Dan: understandably&#13;
upset about the risk that nne 01&#13;
his ballplayers had undertaken, Charley Finle)'&#13;
had gotten what be had hoped for - a good&#13;
PARKSIDE VILLAGE APART&#13;
--==,.. ~l FOR AS LITTLE AS $I PER SEMESTER&#13;
...lJ&#13;
3 ROOMSUITE&#13;
5254.25 P.ER SEMESTER2&#13;
ROOM SUITE&#13;
5180 PER SEMESTER0000&#13;
00&#13;
•&#13;
{&#13;
ILL pAGEL OR DAN LEMBERG&#13;
OCCUPANCY SEPT. 1. 1971- CONT~c; ~LL (414) m.- COlLECT&#13;
• AT PARKSIDE VILLAGE SITE&#13;
HTUDENTS PER SUITE - UNFURNISHED&#13;
DELUXE 2 ROOMSUITE&#13;
$2'8.25 PER SEMESTERDELUXE3ROOMSUITE&#13;
$275 PER SEMESTER-&#13;
~~nm&#13;
OWNER: PARKSIDE VILLAGE I&#13;
MILWAUKEE. WISCOHSI&#13;
DEVELOPER: GLOlIAL BUSI ESS" RESIDE TlAt. CE TERS I C&#13;
17'" N FARWELL AVE.&#13;
MILWAUKEE. SCOHSI&#13;
by Jim Casper of the Newscope staff&#13;
HJwk" Harrelson, one of baseball's most&#13;
co&amp;orful performers in and out of uniform, has&#13;
ken his baseball career for a try at pro&#13;
It' rather unusual for an athlete to switch&#13;
~ one professional sport to another, but Ken&#13;
garrelson does not always do things the usual&#13;
~rrelsOn's career is discussed in a book&#13;
entitled "Hawk" written by Harrelson himself&#13;
1 Hirshberg. othes, brawls, big-money golf matches,&#13;
The&#13;
New&#13;
Hawk&#13;
J, poker and hair styling are all part of the&#13;
acthities of Harrelson.&#13;
i'e\·er one to shy away from bets, Harrelson&#13;
would bet hundreds of dollars that he could win&#13;
t golf and pool. Here is an example of the&#13;
Hawk" in a poolroom venture. "I would do better at nine-ball if I got the&#13;
tiller instinct more often - the instinct that&#13;
you want to beat a guy's ass until you've&#13;
very cent he owns." Hawk explained that&#13;
t of the time he did not have the killer instinct&#13;
but there were instances when he did.&#13;
• One night in Savannah a guy I knew didn't&#13;
e me started bugging me with smart cracks&#13;
about how I wasn't half the pool player I&#13;
ought I was. It was true. I was still spotty -&#13;
nowhere near as consistant as a good pool&#13;
play r should be - and I knew he could beat . I finally thought 'the hell with it,' and&#13;
Uenged him to nine-ball at ten bucks a&#13;
oo OD 00&#13;
LL PAGEL OR DAN LEMBERG&#13;
OCCUPANCY SEPT. 1, 1971- CONT~&lt;;; ill (.414&gt; 212-0460 COLLECT&#13;
1 AT PARKSIDE VILLAGE SITE&#13;
4 STUDENTS PER SUITE - UNFURNISHED&#13;
DE &#13;
bp' NZWiKXf'E ---....&#13;
~P ... ~&#13;
oIlIle N...-..-,lair&#13;
So far, nineteen-hundred&#13;
IUId seventy-one bas been •&#13;
fairly good year for cab&#13;
drivers in Kenosha. The&#13;
winter wasn't too harsh, the&#13;
streets were cleaned with a&#13;
degree of efficienty, and the&#13;
of "grassroots ·urban&#13;
America". They are&#13;
frequently Used as reliable&#13;
resources in public opinion&#13;
polls, they are asked their&#13;
reaction to fashions,&#13;
politics, trends and the&#13;
weather. Every so often, one&#13;
realizes that a cab driver is&#13;
beginDinl to infiltrate the&#13;
ranks.&#13;
Kenosha has only one&#13;
female who qualifies as a&#13;
full time cabbie. Her name&#13;
is Ellen Pedicone. She&#13;
drives for her "husbandemployer",&#13;
Peppie, who IS&#13;
the founder-owner-manager&#13;
home in the basement,&#13;
where the calls are taken&#13;
and dispa tched to the&#13;
drivers.&#13;
An average day for her&#13;
begins at quarter to five in&#13;
the morning. She works&#13;
between 12 and 14 hours a&#13;
day between driving and&#13;
Working&#13;
Class'&#13;
Heroine:&#13;
Kenosha's Only Woman&#13;
MIS. Ellen Pedicone"&#13;
cold weather didn't prove to&#13;
be too stiff for the best worn&#13;
vehicles that carry individuals&#13;
24 hours a day,&#13;
seven days a week.&#13;
Cabbies in Kenosha were&#13;
also struck with good fortune&#13;
when the city's only&#13;
other public transportation&#13;
system, the buses, folded.&#13;
Anyone wanting to travel&#13;
from or around Kenosha had&#13;
10 either take a cab, or skirt&#13;
the law and hitchhike, if&#13;
they didn't own a car. This&#13;
situation made a part of 1971&#13;
a bit nicer, even if for only&#13;
the cab drivers.&#13;
Cabbies are the epitomy&#13;
one of few people who can&#13;
accurately describe a past&#13;
sporting event of magnitude&#13;
with traces of emotion.&#13;
Bo.bby Thompson's 1951&#13;
home run, and Rock Marciano's&#13;
last fight have been&#13;
relived in cabs everywhere&#13;
thousands of times.&#13;
Sports enters into the day&#13;
10 day life of cab drivers&#13;
very often. There is a&#13;
common interest between&#13;
the male drivers and their&#13;
passengers. 'This trend is&#13;
slowly ending, as talk goes&#13;
from baseball and the Cubs,&#13;
10 fashion and woman's&#13;
Iiberatlon. Women are&#13;
For What It's Worth&#13;
&lt;Continued from Page 6)&#13;
and be very dedicated to it.&#13;
ThaI's the only way you can&#13;
do it in any field of art."&#13;
According to Murphy, the&#13;
program here at Parks ide is&#13;
designed basically to fit the&#13;
needs of those students&#13;
majoring in elementary or&#13;
secondary education. "Most&#13;
of my students majoring in&#13;
art are planning on&#13;
teaching", he said. "A few&#13;
of them take the courses out&#13;
of interest". The program&#13;
presently covers a broad&#13;
spectrum inclUding course&#13;
in two and three dimensional&#13;
design, sculpture, art&#13;
education, painting,&#13;
drawing and ceramics.&#13;
Murphy stressed that&#13;
prospective art teachers&#13;
should realize that they&#13;
must dedicate themselves to&#13;
two thi ngs: their own&#13;
creative art work and their&#13;
class instruction. "You are&#13;
working with students who&#13;
bave a right to your attention.&#13;
Both require a&#13;
separate dedication and&#13;
equal time. There can be a&#13;
......&#13;
DE. MURRAY&#13;
N.GELOLSSON&#13;
-&#13;
and $p«ial au. Star&#13;
• _MT .....&#13;
..... ,."UG :OO,Jll._w.UIl:II~&#13;
llCU1'S H.ClO--,h.GO--M.OO&#13;
:::--· .. ----~ lUoeT_s_.~ .. 1.1JO_"" .... -o-.. ~ ........ .... ...---. ..-.&#13;
of Peppie's Cabs.&#13;
This cab company seems&#13;
synonomus with public&#13;
travel in Kenosha. Almost&#13;
everyone in Kenosha, at one&#13;
time or anotherI has seen&#13;
one of his fleet trudge down&#13;
the street with two, three or&#13;
even four passengers.&#13;
Driving cabs for Peppie are&#13;
longhairs, established&#13;
veterans, and his wife.&#13;
Mrs. Pedicone has been&#13;
operating a cab for five and&#13;
a half years. During this&#13;
time, she has also been a&#13;
part time dispatcher for the&#13;
cab service. The heart of&#13;
Peppie's Cab lies at her&#13;
nice carry-over between the&#13;
two when both you and the&#13;
class are working on the&#13;
same artistic problem.&#13;
You're all talking the same&#13;
language. I find it easy to&#13;
get things acroos when&#13;
you're both doing it."&#13;
One tip Murphy mentioned&#13;
as a basic teaching&#13;
fla w is the a ttem pt to&#13;
develop a student's style too&#13;
early. He feels that as long&#13;
as the student learns the&#13;
basics of working with the&#13;
materials and expressing&#13;
ideas in the classroom, an&#13;
individual style will evolve&#13;
later. Placing too much&#13;
answering calls as a&#13;
dis patcher. She can only&#13;
drive a cab during the&#13;
daylight hours, due to a city&#13;
ordinance. But by the time&#13;
the ·sun goes down, she has&#13;
put in a healthy work day.&#13;
"Since the bus system&#13;
went out of business", Mrs.&#13;
Pedicone said, "the cab&#13;
business has gone up."&#13;
There was a trace of a smile&#13;
on her face when she told me&#13;
this. The hard years of&#13;
establishing the private&#13;
enterprise with her husband&#13;
bad paid off with a little&#13;
honus. But she felt sorry for&#13;
the elderly people, she said,&#13;
importance on style may&#13;
become a trap for the&#13;
student who should be&#13;
working freely and experimenting&#13;
with different&#13;
techniques. This can happen&#13;
- even in graduate work.&#13;
Professor Murphy emphasized&#13;
that all art&#13;
requires true dedication.&#13;
You have to spend time&#13;
developing this skill;&#13;
knowledge is only part of it.&#13;
Thus, the student who&#13;
simply attempts to fulfill the&#13;
requirements as fast as&#13;
possible misses much of this&#13;
developmental process.&#13;
Although the total amount of&#13;
o&#13;
,.&#13;
11&#13;
11&#13;
m&#13;
r&#13;
r&#13;
[lJ&#13;
o&#13;
11&#13;
o&#13;
rn&#13;
11&#13;
because she felt&#13;
fares were a bit ... _&#13;
those. livinl Oil-lit&#13;
secunty. "All !be ~&#13;
set by the city ~ ...&#13;
said. She!!'eClUeli ' ..&#13;
complaints fl'Olllr:...&#13;
think the cOlDPlIly ...&#13;
price of a ride. lela "&#13;
~~Ien Pedicolle 1"'_ driving a cab _&#13;
Sitting in her fa:r. .....&#13;
in the liVing room ~&#13;
home, I COuldn'tp~ ..&#13;
behind the wheel or • ..&#13;
asked her 10 reflect -.&#13;
five years on the ~ ..&#13;
longest drive Wu ~&#13;
Kenosha to !be ~&#13;
loop. In a very ...,&#13;
mannor, she told IIIe'::&#13;
she had never ~&#13;
any hOstile IIeOPII III&#13;
drunks. The '.....:&#13;
language she ever blIII&#13;
while driVing, she lIIldlIilII&#13;
a smile, was froID.........&#13;
"The best thing about~&#13;
a cab driver," she Ilid,...&#13;
that you never knOW_II&#13;
expect. II&#13;
On the day IlaIIied lliIII&#13;
her, Ellen Pedicalle ..&#13;
readying for a 1bnIe ..&#13;
vacation to the __ 111&#13;
of the country.&#13;
After taking valuabletile&#13;
on this day 10 talk to ...&#13;
said good-bye. I !ell"'11&#13;
think about things lib ...&#13;
was to mow the Ina lIII&#13;
feed the dog while IIIe lIII&#13;
her husband were .....&#13;
For three weeki, IIer&#13;
husband was goillgtolietill&#13;
chauffeur in the ,..,&#13;
Peppie and his wife "'&#13;
going to enjoy the ~&#13;
they had earned as .......&#13;
class heroes.&#13;
degree credits can eGGceivably&#13;
be obtaiJIedII&#13;
three years , the IIudIII&#13;
would be losing muchof till&#13;
valuable training IMI&#13;
comes with time lad&#13;
practice.&#13;
Jobs are scarce III&#13;
teaching scene as 1iIeJ"&#13;
in many other fieldl_&#13;
Murphy mentiolled tMI&#13;
"many artists wiD 1IlIl ••&#13;
place for their art wart'"&#13;
support it by diggiJW ~&#13;
if they have 10." TlilII ..&#13;
dedication Murphy ~&#13;
so often as one of lbe..&#13;
requirements of aD&#13;
FREE NEWSCOPE CLASSIFIIEDS&#13;
WHEELS&#13;
1969 Honda 175cc Scrambler. Ex.&#13;
condo ~25. Includes 2 helmets. Call&#13;
Ed, 639-.t9«1.&#13;
MISCELLANEOUS&#13;
. FOR SALE&#13;
3"suitcases, ....ery good condo S2S. Call&#13;
654-2704.&#13;
For a Good night's Sleep _&#13;
'Waterbeds. 3701 . 60th street. Call&#13;
.654-' ....7.&#13;
"Sean" Portably typewriter. Good&#13;
condition. Comes with carrying&#13;
case. Will sell for $30.00. Carl 637-&#13;
-..s.&#13;
Homegrown tomatoes. Call 633-3836.&#13;
Golf Clubs, full set Wilson, $50. Indudes&#13;
accessories, beg, balls, tees,&#13;
head coven - contact John at 652.&#13;
5200 .&#13;
Maggie, I love you - Rico&#13;
legalize Marijuana Bumper&#13;
Stickers. SOc donation. Be at Student&#13;
Activities Building Wed.&#13;
Stereo Component System. 60 watt&#13;
amplifier, turntable,_ 2 speakers.&#13;
~vln~, must_ ~~I._ S50. Ph. 652-0079.&#13;
BROWSE - Breadloaf Book Shop,&#13;
26\ Broad Street, lake Geneva, Wis.&#13;
WANTED&#13;
Earn Extra Money - Bartend &amp; Go&#13;
Go Dance. 632-3785 or 633-3805.&#13;
WANTED - Rambler American or&#13;
Volkswagen - Good -condition and.&#13;
not too expensive. Jan 694-3419 .&#13;
Rider to Mankato, Mlnn.,or vicinity.&#13;
Either one or both ways. leaving&#13;
Aug. 21. Call 652·9053, Vanessa.&#13;
WANTED - '6.4 -'67 VW or 'Rambler·'&#13;
American In good running condition.&#13;
Contact Marc, 654.5196. .&#13;
FOR RENT - Modem office space.&#13;
Car~ted and air conditionect. $50.00&#13;
per mo. Utilities InCluded. Call Tonv&#13;
at 652-3945 or 654-7410.&#13;
APARTMENT '01 ,:=:.;&#13;
Madison, 3girlsn .. n ~&#13;
modem, furniShed apt. 011... ",&#13;
and Bridge. $62.00 ,.&#13;
person. Cail 633·2753 .... __&#13;
Large EdiuoD&#13;
Framed OrigiD'J&#13;
GeometrieS&#13;
$20· $25&#13;
NEW&#13;
GALLERY OlE&#13;
503 Main. ~&#13;
633-.4662 - - ~&#13;
Pa&amp;el WSCOPE&#13;
by Pall.I Lomartire&#13;
of Lbe. e cope taff&#13;
So far, nineteen-hundred&#13;
and seventy-00e has been a&#13;
fairly good year for cab&#13;
drivers in Kenosha. The&#13;
winter wasn't too harsh, the&#13;
treets were cleaned with a&#13;
degree of efficienty, and the&#13;
Working&#13;
Aapat16, 1'71&#13;
of "grassroots ·urban&#13;
America". They are&#13;
frequently used as reliable&#13;
resources in public opinion&#13;
polls, they are asked their&#13;
reaction to fashions,&#13;
politics, trends and the&#13;
weather. Every so often, one&#13;
realizes that a cab driver is&#13;
Class·&#13;
Heroine:&#13;
nosha's On!&#13;
one of few people ,who can&#13;
accurately describe a past&#13;
porting event of magnitude&#13;
with traces of emotion.&#13;
Bobby Thompson's 1951&#13;
home run, and Rock Marciano's&#13;
last fight have been&#13;
relived in cabs everywhere&#13;
thousands of times.&#13;
ports enters into the day&#13;
to day life of cab drivers&#13;
very often. There is a&#13;
common interest between&#13;
the male drivers and their&#13;
passengers. !'his trend is&#13;
slowly ending, as talk goes&#13;
from baseball and the Cubs,&#13;
to fashion and woman's&#13;
liberation. Women are&#13;
For What It's Worth&#13;
ontinued from Page 6)&#13;
nd be very dedicated to it.&#13;
That' the only way you can&#13;
do it in any field of art."&#13;
According to • forphy, the&#13;
program here at Parkside is&#13;
d igned ba ically to fit the&#13;
need of those students&#13;
majoring in elementary or&#13;
ondary education. "Most&#13;
of my tudents majoring in&#13;
art are planning on&#13;
teaching", he said. "A few&#13;
of them take the courses out&#13;
of interest". The program&#13;
presently covers a broad&#13;
spectrum including course&#13;
in two and three dimensional&#13;
design, sculpture, art&#13;
education, painting,&#13;
drawing and ceramics.&#13;
Murphy stressed that&#13;
prospective art teachers&#13;
should realize that they&#13;
must dedicate themselves to&#13;
two things: their own&#13;
creative art work and their&#13;
class instruction. "You are&#13;
working with students who&#13;
have a right to your attention.&#13;
Both require a&#13;
separate dedication and&#13;
equal time. There can be a&#13;
wltfi&#13;
DEE MURRAY ..... NIGEL OLSSON&#13;
and Special Guest Star&#13;
•AN NICKS AN8 .. IIOT LICKS&#13;
MOHDAT, AUG. ,-a:00 P.M. MII.WAUUI ~IUM&#13;
,icun u .oo-».00-$4.oo ........ ,,.._......,_S... .... (u.T....,S-.~--111J~ ... ,..--·-""-.~ ......... --...... ----------&#13;
beginning to infiltrate the&#13;
ranks.&#13;
Kenosha has only one&#13;
female who qualifies as a&#13;
full time cabbie. Her name&#13;
is Ellen Pedicone. She&#13;
drives for her "husban~-&#13;
employer", Peppie, who lS&#13;
the founder-owner-manager&#13;
home in the basement,&#13;
where the calls are taken&#13;
and dispatched to the&#13;
drivers.&#13;
An average day for her&#13;
begins at quarter to five in&#13;
the morning. She works&#13;
between 12 and 14 hours a&#13;
day between driving and&#13;
0&#13;
)&gt;&#13;
;u&#13;
;u&#13;
Ill&#13;
r&#13;
r&#13;
m&#13;
0&#13;
;u&#13;
Cl&#13;
Ill&#13;
;u&#13;
Mrs. Ellen Pedicone&#13;
of Peppie's cabs.&#13;
This cab company seems&#13;
synonomus with public&#13;
travel in Kenosha. Almost&#13;
everyone in Kenosha, at one&#13;
time or another, bas seen&#13;
one of his fleet trudge down&#13;
the street with two, three or&#13;
even four passengers.&#13;
Driving cabs for Peppie are&#13;
longhairs, established&#13;
veterans, and his wife.&#13;
Mrs. Pedicone has been&#13;
operating a cab for five and&#13;
a half years. During this&#13;
time, she has also been a&#13;
part time dispatcher for the&#13;
cab service. The heart of&#13;
Peppie's cab lies at her&#13;
nice carry-over between the&#13;
two when both you and the&#13;
class are working on the&#13;
same artistic problem.&#13;
You're all talking the same&#13;
language. I find it easy to&#13;
get things across when&#13;
you're both doing it."&#13;
One tip Murphy mentioned&#13;
as a basic teaching&#13;
flaw is the attempt to&#13;
develop a student's style too&#13;
early. He feels that as long&#13;
as the student learns the&#13;
basics of working with the&#13;
materials and expressing&#13;
ideas in the classroom an&#13;
individual style will ev~lve&#13;
later. Placing too much&#13;
answering calls as a&#13;
dispatcher. She can only&#13;
drive a cab during the&#13;
daylight hours, due to a ~ity&#13;
ordinance. But by the time&#13;
the -sun goes down, she has&#13;
put in a healthy work day.&#13;
"Since the bus system&#13;
went out of business", Mrs.&#13;
Pedicone said, "the cab&#13;
business has gone up. "&#13;
There was a trace of a smile&#13;
on her face when she told me&#13;
this. The hard years of&#13;
establishing the private&#13;
enterprise with her husband&#13;
had paid off with a little&#13;
bonus. But she felt sorry for&#13;
the elderly people, she said,&#13;
importance on style may&#13;
become a trap for the&#13;
student who should be&#13;
working freely and experimenting&#13;
with different&#13;
techniques. _This c_an happen&#13;
even in graduate work.&#13;
Profess·or Murphy emphasized&#13;
that all art&#13;
requires true dedication.&#13;
You have to spend time&#13;
developing this skill;&#13;
knowledge is only part of it.&#13;
Thus, the student who&#13;
simply attempts to fulfill the&#13;
requirements as fast as&#13;
possible misses much of this&#13;
developmental process.&#13;
Although the total amount of&#13;
because she felt the&#13;
fares were a bit ~&#13;
those living on •tiff f~&#13;
security. "All the 10cil)&#13;
set by the city ~ II\&#13;
said. She frequenu " ~ complaints from rid Y Itta&#13;
think the cornpan era ~ price of a ride. y Beta the&#13;
~~len Pedicone 1. dr1vmg a cab very ikta&#13;
Sitting in her favorite 11111cb.&#13;
in the living roorn "~&#13;
home, I couldn't picture her&#13;
behind the wheel of a her&#13;
~sked her to reflect ov~&#13;
five years on the l'Oad.&#13;
longest drive was f He:&#13;
Kenosha to the Chi roin&#13;
loop. In a very easy ~&#13;
mannor, she told rne ~ she had never enc0Unlered&#13;
any ho.stile people&#13;
drunks. The foul~r&#13;
language she ever beard&#13;
whil~ driving, she said.,,;&#13;
a smile, was from a worna&#13;
"The best thing about being&#13;
a cab driver," she said ,&#13;
that you never know ~t&#13;
expect.''&#13;
On the day I talked wt&#13;
her, Ellen Pedicone&#13;
readying for a three weet&#13;
vacation to the western ha!!&#13;
of the country.&#13;
After taking valuable time&#13;
on this day to talk to her I&#13;
said good-bye. I left her 'to&#13;
think about things like 1'bo&#13;
was to mow the lawn and&#13;
feed the dog while she and&#13;
her husband were gome. For three weeks, her&#13;
husband was going to be the&#13;
chauffeur in the famil)&#13;
Peppie and his wife were&#13;
going to enjoy the vacatioo&#13;
they had earned as working&#13;
class heroes.&#13;
degree credits can co ·&#13;
ceivably be obtained i&#13;
three years , the student&#13;
would be losing much cl the&#13;
valuable training that&#13;
comes with time and&#13;
practice.&#13;
Jobs are scarce oo di&#13;
teaching scene as they art&#13;
in many other fields today&#13;
Murphy mentioned tba&#13;
"many artists will set up 1&#13;
place for their art ~ and&#13;
support it by di~ ~ic:&#13;
if they have to." This 15&#13;
dedication Murphy ~!,&#13;
so often as one of the -&#13;
requirements of an artiS1&#13;
FREE NEVVSCOPE CLASSIFIEDS&#13;
WHEELS&#13;
1969 Honda 175cc Scrambler. Ex.&#13;
cond. $425. Includes 2 helmets. Call Ed, 639-4940.&#13;
1H2 Buick 2 dr hardtop, $250. Call ~«.45 or 633-2791.&#13;
MISCELLANEOUS&#13;
FORSALE&#13;
huitcases, very good cond. $25. Call 654-2704.&#13;
For a Good night's sleep -&#13;
Water beds. 3701 . 60th street. Call 65-4-9447.&#13;
"Sea"" Portably typewriter. Good&#13;
condition. Comes with carrying&#13;
case. Will sell for $30.00. Call 637- 6"5.&#13;
Homegrown tomatoes. Call 633-3836.&#13;
Golf Clubs, full set WIison, $50. Includes&#13;
accessories, bag, balls, tees,&#13;
head covers - contact John at 652 .&#13;
5200.&#13;
Maggie, I love you - Rico&#13;
Legalize Marl(uana Bumper&#13;
Stickers. 50c donation. Be at Student&#13;
Activities Building Wed.&#13;
Stereo Component System . 60 watt&#13;
a,cnpl ifler, turntable,_ 2 speakers.&#13;
~vlnp, must_ S!'~· $50. Ph. 652-0079.&#13;
BROWSE - Breadloaf Book Shop,&#13;
261 Broad Street, Lake Geneva, Wis.&#13;
WANTED&#13;
Earn Extra Money - Bartend &amp; Go&#13;
Go Dance. 632-3785 or 633-3805.&#13;
WANTED - Rambler American or&#13;
Volkswagen - Good -condition andnot&#13;
too expensive. Jan 694-3419. ··&#13;
R!derto Mankato, Minn.,or vicinity.&#13;
Either one or both ways. Leaving&#13;
Aug. 21. Call 652-9053, Vanessa.&#13;
WANTED- '64 ·'67 VW or 'Rambler '&#13;
American In good running condition.&#13;
Contact Marc, 654-5196.&#13;
FOR RENT&#13;
FOR RENT-Modem office space.&#13;
Carpeted and air conditioned. $50.00&#13;
per mo. Utilities Included. Call Tony at 652-3945 or 654-7410.&#13;
tllT - APARTMENT FOR ,:,,tri Madison, 3 girls need 1 UII&#13;
modern, furnished apt. Oil mo ,r and Bridge. $62.00 per&#13;
person. Call 633-2753-~&#13;
Large Edition&#13;
Framed Origin~&#13;
Geometrics&#13;
$20 - $2:&#13;
NlW&#13;
GALLfRY ONf&#13;
503 Main, Raclnt61&#13;
633-4662 - 631-71 </text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62058">
                <text>Parkside's Newscope, Volume 4, Issue 8, August 16, 1971</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62059">
                <text>Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62060">
                <text>1971-08-16</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62062">
                <text>College student newspapers and periodicals</text>
              </elementText>
              <elementText elementTextId="62063">
                <text> Student publications</text>
              </elementText>
              <elementText elementTextId="62064">
                <text> University of Wisconsin-Parkside--Newspapers</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62066">
                <text>Newspaper</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62067">
                <text>English</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62068">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62069">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62070">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62071">
                <text>The Board of Regents of the University Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="2491" public="1" featured="0">
    <fileContainer>
      <file fileId="4391">
        <src>https://archives.uwp.edu/files/original/e52fdb6a4a1f91513bb3b318e37f7a32.pdf</src>
        <authentication>fcaf218915356ddeed5e3822020450b7</authentication>
      </file>
    </fileContainer>
    <collection collectionId="8">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>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/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45717">
                  <text>University of Wisconsin - Parkside Ranger News</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="45718">
                  <text>Student newspaper of UW-Parkside</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>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.</description>
      <elementContainer>
        <element elementId="97">
          <name>Issue</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="62046">
              <text>Volume 4, Issue 7</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="96">
          <name>Headline</name>
          <description>Used for newspapers, the Headline element describes the main article of the issue.</description>
          <elementTextContainer>
            <elementText elementTextId="62050">
              <text>Letters to the Editor</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="95">
          <name>Series Number</name>
          <description>The series number of the original collection.</description>
          <elementTextContainer>
            <elementText elementTextId="62057">
              <text>UWPAC124 Ranger News</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="1">
          <name>Text</name>
          <description>Any textual data included in the document</description>
          <elementTextContainer>
            <elementText elementTextId="89873">
              <text>"Journalism is Literature in a Hurry" - Matthew Arnold University of Wisconsin - Parkside&#13;
Volume 4 Number 7&#13;
tr&#13;
UJ&#13;
o&#13;
or&#13;
0&#13;
01&#13;
_l&#13;
J&#13;
UJ&#13;
a.&#13;
a:&#13;
&lt;&#13;
D&#13;
A u g u s t&#13;
1 2 3 4 5 6 7&#13;
8 9 10 11 12 13 14&#13;
15 16 17 18 19 20 21&#13;
22 23 24 25 26 27 28&#13;
29 30 31&#13;
O c t o b e r&#13;
1 2&#13;
3 4 5 6 7 8 9&#13;
10 11 12 13 14 15 16&#13;
17 18 19 20 21 22 23&#13;
24 25 26 27 28 29 30&#13;
31&#13;
2 3 4&#13;
5 6&#13;
Labor Day&#13;
7 8 9 10 11&#13;
12 13 14 15 16 17 18&#13;
19 20&#13;
Rosh Hashoriah&#13;
21 22 23 24 25&#13;
26 27 28 29&#13;
Yom Kippur&#13;
30&#13;
1971 SEPTEMBER 1971 &#13;
Page 2 NEWSCOPE August 9,1971&#13;
Letters To The E ditor&#13;
PRINCETON NJ. — Educational Testing Service&#13;
announced recently that undergraduates and others&#13;
nreDaring to go to graduate school may take the&#13;
GraduateRecord Examinations on any of six different&#13;
test dates during the current academic year.&#13;
The first&#13;
Exam&#13;
Dates&#13;
Announced&#13;
testing date for&#13;
the GRE is&#13;
October 23,&#13;
1971. Scores&#13;
from this administration&#13;
&#13;
will be reported&#13;
to the graduate&#13;
schools around&#13;
December 1.&#13;
Students planning to register for the October test date&#13;
are advised that applications received by ETS after&#13;
October 5 will incur a $3.50 late registration fee. After&#13;
October 8, there is no guarantee that applications for&#13;
the October test date can be processed.&#13;
The other five test dates are December 11, 1971,&#13;
January 15, February 26, April 22, and June 17, 1971.&#13;
Equivalent late fee and registration deadlines apply to&#13;
these dates. Choise of test dates should be determined&#13;
by the requirements of graduate schools or&#13;
fellowships to which one is applying. Scores are&#13;
usually reported to graduate schools five weeks after&#13;
a test date. .&#13;
The Graduate Record Examinations include an&#13;
Aptitude Test of general scholastic ability and Advanced&#13;
Tests measuring achievement in 19 major&#13;
fields of study. Full details and registration forms for&#13;
the GRE are contained in the 1971-72 GRE Information&#13;
Bulletin. The Bulletin also contains forms and instructions&#13;
for requesting transcript service on GRE&#13;
scores already on file with ETS. This booklet is&#13;
available on most campuses or may be ordered from:&#13;
Educational Testing Service, Box 955, Princeton, N.J.&#13;
08540; Educational Testing Service, 1947 Center&#13;
Street, Berkeley, Calif. 94704; Educational Testing&#13;
Service, 960 Grove Street, Evanston, 111. 60201.&#13;
Present 'A Switch&#13;
An open letter to John C.&#13;
Weaver, President of the&#13;
University of Wisconsin,&#13;
Madison, Wis.&#13;
Dear President Weaver:&#13;
The Brokaw Defense&#13;
League is in receipt of your&#13;
letter of July 26, 1971.&#13;
In my letter of July 14,&#13;
1971, we requested a&#13;
meeting with you to discuss&#13;
(1) the continuing&#13;
repression by the Parkside&#13;
Administration of student&#13;
and faculty rights and&#13;
freedoms; (2) the recent&#13;
non-retention decisions&#13;
affecting five members of&#13;
the Parkside faculty, made&#13;
in the absence of "clear,&#13;
specific and fully-public"&#13;
guidelines for faculty&#13;
review promised in Chancellor&#13;
Wyllie's policy&#13;
statement; and (3) the&#13;
specifics of the nonretention&#13;
decision regarding&#13;
Dr. James Russell Brokaw.&#13;
In your reply you chose to&#13;
comment only on the last of&#13;
these issues.&#13;
Your letter states, "I am&#13;
satisfied that hearing&#13;
procedures in complete&#13;
c o n f o r m a n c e w i t h&#13;
University regulations were&#13;
followed and the appropriate&#13;
peer judgments&#13;
were brought to bear." If&#13;
this is the case, University&#13;
regulations are in desperate&#13;
need of change. The conditions&#13;
of Dr. Brokaw's open&#13;
hearing were a mockery of&#13;
due process. Not only did the&#13;
body which made the&#13;
original non-renewal&#13;
decision, the Science&#13;
Division Executive Committee,&#13;
act as the appelate&#13;
body, but the Dean of the&#13;
College of Science and&#13;
Society functioned as a&#13;
member of the Executive&#13;
£Pmile&#13;
Get Acqu ainted Uffer&#13;
F REE LUBE&#13;
Wit h Oil &amp; Fi l t e r Ch a n g e&#13;
PARKSIDE SHELL&#13;
WASHINGTON ROA D&#13;
&amp; 3 0TH A V E.&#13;
6 5 4 - 9 9 68&#13;
C o m m i tt e e b e f o r e&#13;
reviewing the non-retention&#13;
decision.&#13;
Furthermore, testimony&#13;
was introduced at the open&#13;
hearing implicating the&#13;
Chancellor in the recommendation&#13;
of the Executive&#13;
Committee. The Administration&#13;
involvement in&#13;
the Executive Committee&#13;
recommendation should&#13;
have been sufficient to&#13;
reverse the decision of the&#13;
Executive Committee.&#13;
Beyond this, Dr. Brokaw&#13;
answered all of the&#13;
"charges" that were submitted&#13;
to his personnel file,&#13;
most of which were submitted&#13;
after the Executive&#13;
Committee had made its&#13;
non-renewal decision.&#13;
"Peer judgements" were&#13;
not involved in Dr. Brokaw's&#13;
non-renewal. Unlike&#13;
departmental review — th e&#13;
review process at Madison&#13;
— the Science Executive&#13;
Committee review was&#13;
made by members of many&#13;
disciplines. Only two&#13;
members of this body were&#13;
members of Dr. Brokaw's&#13;
discipline, psychology.&#13;
These two psychologists&#13;
acted to recommend Dr.&#13;
Brokaw's termination in&#13;
October of 1970, basing their&#13;
review of Dr. Brokaw's&#13;
work at Parkside the&#13;
previous year on their experiences&#13;
at Parkside since&#13;
their arrival in September.&#13;
Unmentioned in your&#13;
letter are the other four&#13;
faculty members recommended&#13;
for non-renewal in&#13;
the absence of guidelines for&#13;
faculty review. These nonrenewal&#13;
decisions are arbitrary,&#13;
and in at least one&#13;
instance, may constitute&#13;
political firing. Indeed,&#13;
Editor Warren Nedry&#13;
Copy Editor JohnKoloen&#13;
News Editor Marc Eisen&#13;
Feature Editor Paul Lomartire&#13;
Business Manager John Gray&#13;
NEWS STAFF&#13;
Bob Borchardt, Darrell Borger,&#13;
James Casper, Jim Koloen, Bill&#13;
Sorensen.&#13;
CONTRIBUTING&#13;
WRITERS&#13;
Mike Stevesand, Janet Sabol,&#13;
Mike Starr.&#13;
BUSINESS STAFF&#13;
Connie Kinsella, Dave Kraus,&#13;
Don Marjara, Barb Scott.&#13;
| MIDTOWN B AR&#13;
. &amp; RESTAURANT&#13;
P I Z Z A - S E A F O O DS&#13;
I ITALJAN —AMERIC AKl c o c O&#13;
C O C K T A ILS&#13;
E N T ER T A I N M E N T&#13;
L 211 2 - 14 - 52 ST.&#13;
R KEN OSH A _ _&#13;
there is strong evidence that&#13;
Dr. Brokaw's termination&#13;
may have been made for&#13;
political reasons.&#13;
There is no comment in&#13;
your letter concerning the&#13;
climate of political&#13;
repression at Parkside. We&#13;
cannot imagine why this&#13;
goes unmentioned in your&#13;
reply. The current situation&#13;
at Parkside is well&#13;
documented. Not only&#13;
academic freedoms, but&#13;
constitutionally protected&#13;
rights have been infringed&#13;
upon by the actions of the&#13;
Parkside Administration, in&#13;
their dealings with both&#13;
faculty and students.&#13;
We do not accept your&#13;
decision regarding the nonrenewal&#13;
of Dr. Brokaw. The&#13;
civil courts are the next&#13;
area of appeal, and we are&#13;
urging him to pursue a&#13;
resolution of the issues&#13;
involved in his case in the&#13;
civil courts. At the same&#13;
time, other events at&#13;
Parkside threaten the&#13;
usefullness of that campus&#13;
as an academic institution.&#13;
We feel an investigation of&#13;
the actions of the Wyllie&#13;
Administration, particularly&#13;
the Office of&#13;
Student Affairs, is&#13;
necessary to preserve&#13;
Parkside as a part of the&#13;
University of Wisconsin's&#13;
educational system.&#13;
Very truly yours,&#13;
Nancy K. MacKay&#13;
Corresponding Secretary&#13;
cc: Chancellor&#13;
IrvinG. Wyllie&#13;
Executive Vice President,&#13;
Donald E. Percy&#13;
Senator Henry Dorman&#13;
Editor-The Daily Cardinal&#13;
Editor-Newscope&#13;
PHONES&#13;
Editorial 553-24%&#13;
Business 553-2498&#13;
Summer Newscope is an&#13;
independent student newspaper&#13;
composed and published weekly&#13;
through the summer session by&#13;
students of the University of&#13;
Wisconsin-Parkside. Student&#13;
obtained advertising funds are&#13;
the sole source of revenue for&#13;
the operation of Newscope. 6,000&#13;
copies are printed aod&#13;
distributed through the&#13;
Kenosha and Racine communities&#13;
as well as the&#13;
University. Free copies are&#13;
available upon request.&#13;
by Terry Kollman&#13;
Publicity Chairman&#13;
This year's Kenosha&#13;
Recreation Chorus program&#13;
entitled "A SWITCH IN&#13;
TIME", is centered around&#13;
the music of t he well known&#13;
Burt Bachrach and Hal&#13;
David. The show includes&#13;
such numbers as "Walk on&#13;
By", "The Look of Love",&#13;
and "Promises Promises".&#13;
Other numbers are&#13;
"Scarborough Fair",&#13;
"Traces", "Elinor Rigby",&#13;
and many others. The&#13;
program also includes band&#13;
and dance numbers.&#13;
The Kenosha Recreation&#13;
Chorus is sponsored by the&#13;
Kenosha Recreation&#13;
Dep artm ent. Unli ke&#13;
previous years, the director&#13;
of this year's show is a&#13;
student from Whitewater&#13;
State University, Dan&#13;
Zarletti. Other members of&#13;
the production staff are:&#13;
Dan Apyan, Choreographer;&#13;
Terry Lawler,&#13;
Staging; Bruce Tallon,&#13;
Production Manager; Barb&#13;
Hunt, Costumes; and Terry&#13;
Kollman, Publicity. "A&#13;
SWITCH .IN TIME" is a&#13;
combined effort by students&#13;
who hope to prove that they&#13;
recycle t h is p a p e r&#13;
1AIU J V/i v ^ 1&#13;
Kenneth Huck acts as head&#13;
of a city that employs 1,000&#13;
people to carry out its&#13;
responsibilities and provide&#13;
services for the community.&#13;
Huck is opposed to party&#13;
politics in so much as he&#13;
eels he could not work in&#13;
that particular political&#13;
arrangement because he&#13;
would not act according to&#13;
party policy. He believes&#13;
that his conscience is more a&#13;
barometer of his decisions&#13;
than political obligations&#13;
and was elected mayor&#13;
without the endorsement of&#13;
the traditionally influential&#13;
labor or political organizations.&#13;
&#13;
Newscope spoke with&#13;
Mayor Huck last week and&#13;
discussed his opinions on&#13;
topics ranging from&#13;
taxation to welfare.&#13;
Newscope: Do you have any&#13;
political reasons for running&#13;
for mayor?&#13;
Huck: I said when I first ran&#13;
that my intentions were not&#13;
to be a career mayor, that I&#13;
was hopeful what I wanted&#13;
to accomplish could be done&#13;
in two to four years and so I&#13;
think this is probably my&#13;
last time around.&#13;
NS: What did you want to&#13;
accomplish?&#13;
Huck: Well, what I was&#13;
looking for when I first&#13;
came into office was an&#13;
attempt at a stabilization of&#13;
taxes. The tax rate in the&#13;
city of Racine had increased&#13;
by 33 per cent in the&#13;
previous two years.&#13;
I also looked for a&#13;
reorganization of local&#13;
government. I felt that we&#13;
were attempting to do&#13;
business and attempting to&#13;
meet modern and conRacine's&#13;
&#13;
temporary problems with&#13;
Outmoded governmental&#13;
tools.&#13;
Since I have taken office&#13;
we have gone to a strong&#13;
mayoral office. In the&#13;
beginning there were only&#13;
two employees out of a&#13;
thousand that reported to&#13;
me; my secretary and the&#13;
sealer of weights and&#13;
measures.&#13;
I did not submit an&#13;
executive budget, there&#13;
were no staff meetings, no&#13;
one talked to each other. So&#13;
we attempted to reorganize &#13;
August 9,1971 NEWSCOPE Page 3&#13;
accompanying access roads, is $196,624.&#13;
The completion of the lots comes nearly&#13;
IOV2 months later than originally&#13;
planned.&#13;
James Gailbraith, the Director of&#13;
Planning and Construction, explained&#13;
the delay was due to bad weather in the&#13;
fall of 1970 and the great difficulty of&#13;
building on a clay base.&#13;
Rains last fall prevented work from&#13;
beginning until late April of this year, he&#13;
said. Work proceeded for about six&#13;
weeks until all the material was brought&#13;
in. Then it was discovered that the land&#13;
had not yet drained from the spring&#13;
rains.&#13;
Drain tiles that farmers installed in&#13;
order to work the land, Galbraith&#13;
related, were actually bringing water&#13;
into the parking lot because the area was&#13;
a low point.&#13;
They decided then to form a "moat"&#13;
by cutting off the tiles in the lot from the&#13;
rest of the system. But in July two&#13;
damaging rains resulted in water being&#13;
trapped on the surface.&#13;
He said of working with the clay,&#13;
"Clay is one of the trickiest materials to&#13;
work with. No two clays are alike. It's&#13;
consistent only if it's always wet, or only&#13;
if it's always dry, but if it's both, that's&#13;
jwhere the problem is."&#13;
Galbraith noted in his talk with&#13;
Newscope that while state funds paid for&#13;
these lots, a new policy is being&#13;
developed that requires new parking lots&#13;
to be self amortizing — i.e. to be&#13;
financed through funds generated from&#13;
their use.&#13;
by Marc Eisen&#13;
of the Newscope staff&#13;
Parking at the Parkside campus will&#13;
be doubled by the fall semester with the&#13;
belated completion of two permanent&#13;
1&#13;
lots east of Tallent Hall.&#13;
It ends the problem that at times saw&#13;
an excess of 200 to 300 cars without space&#13;
to park in the Tallent Hall lot.&#13;
The two lots, with a combined capacity&#13;
of 1,000 cars, will supplement the present&#13;
temporary Tallent Hall parking area.&#13;
The'new lots are part of the campus&#13;
master plan.&#13;
The cost of the lots, including the&#13;
Parking&#13;
Readied&#13;
For F all&#13;
"With the asphalt layed now,"&#13;
Galbraith said, "there's not much we&#13;
can do but try to stop the further&#13;
penetration of water."&#13;
He said that he has been advised by"&#13;
the engineers that because of recent&#13;
rains the soil is not as stable as it should&#13;
be, and that minor failures in the lot&#13;
should be expected in the future until the&#13;
soil can be sealed.&#13;
Galbraith described what happened as&#13;
'a real come uppance for everybody.&#13;
It's been a challenging engineering&#13;
problem. It's very difficult soil to work&#13;
on. We've had our disappointments."&#13;
In Time'&#13;
are responsible and creative&#13;
enough to put on a good&#13;
show. The directors as well&#13;
as cast are primarily&#13;
students of either high&#13;
school or college level.&#13;
"A SWITCH IN TIME"&#13;
will be presented August 20&#13;
and 21 at 8:15 p.m. in the&#13;
Tremper High School&#13;
auditorium. Tickets will be&#13;
available from cast&#13;
members, or call 652-8680.&#13;
General admission is $1. So,&#13;
join the Kenosha Recreation&#13;
Chorus for "A SWITCH IN&#13;
TIME".&#13;
Inside&#13;
Reaction&#13;
Wendy&#13;
Ball Hour&#13;
More&#13;
administratively and set up&#13;
12 division managers that&#13;
more or less serve as my&#13;
cabinet.&#13;
Since we have done some&#13;
reorganizing in the&#13;
executive branch, I feel now&#13;
that we have to turn our&#13;
attention to the legislative&#13;
branch; the council.&#13;
We have 18 part-time&#13;
aldermen. I think we have&#13;
too many first of all, and&#13;
secondly, I think we could&#13;
use full-time aldermen.&#13;
structure four of our seven&#13;
municipalities do not levy a&#13;
municipal tax. Now this is&#13;
-nonsense. Take the town of&#13;
Mount Pleasant, one of the&#13;
largest townships in the&#13;
state, that provides services&#13;
to its people but yet does not&#13;
tax them for it. Obviously&#13;
somebody's paying for it.&#13;
With a municipality of our&#13;
geographic location, with&#13;
our skilled and semi-skilled&#13;
people, pulling in the same&#13;
direction in planning conA/layor&#13;
Kenneth Huck&#13;
3're the third largest&#13;
in the state and the&#13;
ind largest industrial&#13;
with corporate assets of&#13;
$500 million and yet we&#13;
to 18 part-time guys,&#13;
make the policy for us.'&#13;
an impossible situation,&#13;
hat I'd like to see in the&#13;
r future is a&#13;
ropolitan government,&#13;
e people are saying it's&#13;
government, it's taking&#13;
power away from the&#13;
)le. I don't believe that's&#13;
nder our present tax&#13;
cepts and municipal services&#13;
we would probably&#13;
have one of the most&#13;
progressive communities in&#13;
the state, if not in the&#13;
Midwest. But instead we&#13;
have seven municipalities&#13;
all going the opposite way.&#13;
You just cannot plan for the&#13;
future when across the road&#13;
you're in another&#13;
jurisdiction. We say we'd&#13;
like to see multi-family&#13;
dwellings developed here&#13;
while they're building&#13;
factories across the street.&#13;
It's a ridiculous situation.&#13;
NS: Would you say that&#13;
centralized government is&#13;
the answer?&#13;
Huck: Yes, I'm sure some&#13;
people would disagree and&#13;
let the municipalities&#13;
structrue the way they&#13;
want, but I can't see that as&#13;
being effective because I&#13;
know the problems we have&#13;
attempting to administer&#13;
business now and I think this&#13;
would just complicate&#13;
issues. I think we have to&#13;
consolidate.&#13;
It's just like anything&#13;
else; the theory is sound but&#13;
the administration is going&#13;
to make it or break it.&#13;
Jacksonville is a good case&#13;
in point because in the last&#13;
three years, with their&#13;
consolidation, their taxes&#13;
have gone down and their&#13;
services have improved. I&#13;
think it's only as good as the&#13;
administration.&#13;
NS: Do you think by consolidating&#13;
the city government&#13;
it would help to&#13;
stabilize taxes?&#13;
Huck: I think if you took the&#13;
total area east of 1-94 we&#13;
could administer a good,&#13;
sound program. If you go&#13;
west of 1-94 it's like entering&#13;
another state; it's rural in&#13;
(Continued on Page 5)&#13;
Nixon Rose In Poll&#13;
Princeton, N.J.: Young people's approval of President&#13;
Nixon rose sharply after his announcement that he would&#13;
travel to the People's Republic of China before May of 1972.&#13;
Fifty-seven per cent of the 18-29-year-old group now&#13;
approve of the way Nixon is handling his job as President;&#13;
33 p er cent disapprove and ten per cent have no opinion.&#13;
This 57 per cent approval is an increase of 11 per cent from&#13;
the June 5-6 approval rate of 46 per cent.&#13;
Clearly the 18-29-year-old group are the strongest&#13;
supporters of the President's decision to visit Peking.&#13;
Seventy-three per cent of those in this age group believe it is&#13;
a good thing that the President will travel to China.&#13;
Both surveys were conducted by telephone among a&#13;
representative cross-section of telephone households. The,&#13;
sample sizes for the June 5-6 survey and the July 20-21&#13;
survey were approximately 1,000 persons. Following are&#13;
the questions asked and the survey results:&#13;
"Do you approve or disapprove of the way Richard&#13;
Nixon is handling his job as President?"&#13;
Percentage Base&#13;
June 5-6 Survey&#13;
(293)&#13;
July 20-21 Survey&#13;
(287)&#13;
Approve 46 57&#13;
Disapprove 42 33&#13;
No Opinion 12 10&#13;
(Persons Age 18 to 29 Years)&#13;
"Do you personally believe that it is a good thing that&#13;
President Nixon has decided to visit the People's Republic&#13;
of China, or isn't it?"&#13;
Not a&#13;
Pet. Good Good No&#13;
- Base Thing Thing Opinion&#13;
Total Public (1,002) 67 20 13&#13;
18-29 Years (287) 73 17 10&#13;
30-49 Y ears (416) 66 22 12&#13;
50 Yrs. &amp; Ove r (294) 64 19 17&#13;
Equestrians Hold First Show&#13;
On Saturday, July 17, the UW-Parkside Equestrian&#13;
Club held its first horse show at Oak Hi Stables.&#13;
The twenty-four class show started at 9:00 A.M. There&#13;
were seven halter classes and then a lunch break. The&#13;
seventeen afternoon classes included among them speedand-action&#13;
and English and Western pleasure and horsemanship&#13;
classes.&#13;
The Parkside Equestrian Club was formed last winter&#13;
by a handful of horse admirers and owners. The club is open&#13;
to everyone in the Parkside community on a regular or&#13;
associate member basis. Anyone interested in a good nonpolluting,&#13;
organic hobby is invited to stop at the PEC table&#13;
during registration or come to one of the fall meetings. All&#13;
announcements of meetings will be posted on the bulletin&#13;
boards. &#13;
Page 4 NEWSCOPE August 9,1971&#13;
The J. Geils Band&#13;
Atlantic SD 8275&#13;
Peter Wolf — Vocals&#13;
Seth Justman — Piano and&#13;
Organ&#13;
Magic Dick — Ha rp&#13;
J. Geils — Gu itar&#13;
Danny Klien — Bass&#13;
Stephen Bladd — Drum and&#13;
Vocal&#13;
A look at the album cover&#13;
will give you a good idea&#13;
what awaits you inside. It&#13;
£ &amp;&#13;
8 i&#13;
n *&#13;
•Ss? 03 t&#13;
*3&#13;
appears to be a composite&#13;
photo of the six top&#13;
qualifiers of the 1955&#13;
mugging and knifing&#13;
championship of greater&#13;
Pittsburg. Their collective&#13;
hairdoos could support&#13;
several good sized oil wells,&#13;
while their sneers make you&#13;
think twice about walking&#13;
home alone. One quickly&#13;
comes to the conclusion that&#13;
the reason they are pictured&#13;
from the waist up is to&#13;
reveal the group in their&#13;
skin-tight chinos would&#13;
render the album undisplayable&#13;
in record shops.&#13;
Needless to say, the music&#13;
is hardly Swan Lake. Song&#13;
titles like "Crusin' for a&#13;
Love" and "Serves You&#13;
Right to Suffer" should&#13;
prove that. In place of&#13;
Tschaikovsky, we find Juke&#13;
Joint Jimmy and John Lee&#13;
Hooker as the authors of the&#13;
musical fare. Their styles&#13;
have never been the type to&#13;
be immortalized by the&#13;
Vienna Boys Choir. It's too&#13;
honest.&#13;
The point of this review is&#13;
not to give a critique of the&#13;
authors or the style, but to&#13;
discuss what the band does&#13;
with them. It often seems&#13;
that the entire album was&#13;
recorded in about an hour of&#13;
studio time. There is no&#13;
semblence of polish or&#13;
refinement, no dynamics&#13;
and a distinct lack of orchestral&#13;
coloring.&#13;
The arrangements are&#13;
uninvolved, and the solos&#13;
simple.&#13;
But that, people, is the&#13;
blues. When done this way.&#13;
it's good, accurate,&#13;
meaningful blues.&#13;
The harp player (with the&#13;
dubious name of Magic&#13;
Dick), puts meaning into his&#13;
simple riffs. On guitar, J.&#13;
Geils makes it by playing&#13;
things that at times sound&#13;
corny, but in really are&#13;
breaks with all the phony,&#13;
egotistical embellishments&#13;
left out.&#13;
Most of all, Peter Wolf's&#13;
vocals show that this is&#13;
music for the common man.&#13;
His voice is rough and untrained.&#13;
It doesn't take a&#13;
Caruso to sing about a&#13;
cheatin' woman or a bottle&#13;
of c heap whiskey.&#13;
It's music that can live&#13;
only on honesty. If played&#13;
sincerely as it is here, it's&#13;
worth listening to.&#13;
When I referred to the&#13;
album as having been&#13;
recorded in an hour or so, I&#13;
meant that what they&#13;
recorded is something that&#13;
can't be over-dubbed and&#13;
polished, without losing its&#13;
appeal of sp ontineity.&#13;
All the tunes are basically&#13;
the same and every one has&#13;
been heard before, but in no&#13;
way detracts from the&#13;
album. If you're not hung up&#13;
on disciplined music and&#13;
can see beauty in raw but&#13;
honest efforts, you'll like&#13;
this album.&#13;
I3e&lt; 0j&#13;
JluAA/. 7j^.W.&#13;
Not too long ago, I discovered a fine, late&#13;
night bit of entertainment. On weekends, when&#13;
social events are at a low ebb, I ventured into&#13;
George Webb's on Roosevelt Road.&#13;
Sipping the same cup of coffee for hours, I&#13;
watch people come and eat in the middle of the&#13;
night. I watched the waitresses serve people&#13;
who were too spaced out, or too drunk, to care&#13;
what they ate, and also I'd watch my reflection&#13;
in the mirrors that make up the walls of this&#13;
hamburger parlor.&#13;
Minutes after the bars closed the doors to&#13;
patrons, cars arrived at George Webb's as&#13;
though it were a rendezvous spot for a local&#13;
mid-evening parade of some sort. Backslapping,&#13;
laughing and sometimes stumbling,&#13;
the adult crowd would invade&#13;
the "Webb" for eggs,&#13;
pancakes, hash brown&#13;
potatoes, hamburgers, chili,&#13;
or whatever else fits the&#13;
appetite. Most of the individuals&#13;
tried to simulate&#13;
breakfast while sometimes&#13;
almost shouting to one&#13;
another, sitting blurry eyed,&#13;
or simply remaining on a&#13;
stool at the counter in a&#13;
trance-like condition.&#13;
There is no better show in&#13;
town at this time. Although&#13;
they are funny, the events&#13;
were also very interesting. I would sometimes&#13;
see a drunk valiantly trying to keep his head&#13;
from plunging into his order of fried eggs. It&#13;
was nothing to see someone doze off for a&#13;
minute or two while putting jelly on a piece of&#13;
toast.&#13;
George Webb enjoys a wide range of&#13;
popularity. Factory workers who work late&#13;
shifts, truck drivers, teenagers driving around&#13;
in the night, laborers or mailmen on their way&#13;
to a day's work, all eat here.&#13;
Literary critics would be amazed by the&#13;
menu, printed on two boards against the west&#13;
wall of the tiny restaurant; "Real" chicken rice&#13;
soup; "delicious" coffee, "farm fresh" eggs,&#13;
"tender" wheatcakes, "golden" hash brown&#13;
potatoes, "rich, creamy" butter. Such a modes!&#13;
list of of ferings can hardly go unnoticed.&#13;
Steak and eggs cost a dollar and a quarter.&#13;
Hamburgers are twenty-four cents, two farm&#13;
fresh eggs and toast are sixty-five cents, chili is&#13;
by Paul Lomartire&#13;
of the Newscope staff&#13;
forty, and coffee, fifteen. No one can&#13;
reasonably call George Webb's expensive,&#13;
unless you have no money whatsoever.&#13;
Questions concerning the quality of the food&#13;
at this hamburger parlor don't seem to be very&#13;
important to me. When one eats here late at&#13;
night, he is either exhausted, spaced out or&#13;
drunk. People in any of these conditions can&#13;
hardly care about the degree of quality&#13;
surrounding the food they are unconsciously&#13;
shoving into their bodies. Anyone eating here in&#13;
the middle of the day must like the atmosphere&#13;
and food, since there are other restaurants&#13;
open.&#13;
The only real black eye that the restaurant&#13;
has given itself is spelled out in a small sign&#13;
above the entrance. "Minimum to Minors, 36&#13;
cents". The sign then states&#13;
that there is a ten minute&#13;
limit placed on minors'&#13;
visits, and that they cannot&#13;
smoke while in the&#13;
restaurant. This sign seems&#13;
to me to be out of place in&#13;
any restaurant in America.&#13;
Those individuals who&#13;
work at this restaurant&#13;
during the late hours have a&#13;
fine sense of humor. Once a&#13;
mosquito fell off a neon light&#13;
onto my friend's piece of&#13;
toast, just before she was to&#13;
take a bite of it. The&#13;
waitress and I both noticed the event at the&#13;
same time. The George Webb employee quickly&#13;
quipped, "We won't even charge you extra for&#13;
his little visit." We all laughed as the waitress&#13;
dropped another piece of toast in the toaster.&#13;
Once in awhile, a long hair will wander in at a&#13;
strange hour, and devour enormous amounts of&#13;
food. I learned that this phenomenon is known&#13;
to those of the counter-culture as the "midnight&#13;
munchies".&#13;
But these individuals aren't as frequent&#13;
visitors as the drunks. It wouldn't be fair to&#13;
write or infer that everyone who eats in this&#13;
place late at night is of questionable character&#13;
or behavior. Many of the customers eating here&#13;
at all hours follow very normal behavior patterns.&#13;
&#13;
In any case, I enjoyed the hours I spent at&#13;
George Webb's. It's very interesting to watch&#13;
stoned, drunk and exhausted people stumble&#13;
into the hamburger parlor and "name their&#13;
poison."&#13;
BIG BROTHER IS WATCHING&#13;
THE ANDERSON TAPES&#13;
Sean Connery&#13;
Dyan Cannon&#13;
Martin Balsam&#13;
Alan King&#13;
James Bond, the most invincible man in the world,&#13;
moved stealthily down the cement-wet early morning&#13;
street, the sound of his footsteps the only interruption of&#13;
silence other than the occasional nervous taxi horn.&#13;
I pretended to read my newspaper, mimmicking that&#13;
New York aire of d isinterest while listening to those footsteps,&#13;
whose separation in time relayed that same stalking&#13;
stride .... animal.&#13;
The man finally approached and I realized that the&#13;
distance at which I was watching him had betrayed by&#13;
description. As he went by I looked up and was surprised to&#13;
see the most invincible man in the world to be balding;&#13;
l o o k i n g m o r e l i k e a b u s i n e s s m a n j u s t a t m i d d l e a g e . . . .&#13;
more preoccupied with the damp air and chill breeze than&#13;
with the cold steel revolver that probably lay hybernating&#13;
under his arm until the spring of death.&#13;
Suddenly, aware of m y vigil, he stopped and turned. I&#13;
looked into quieter eyes, tired of peril eyes; they were eyes&#13;
Working Class&#13;
by Paul Lomartire&#13;
of the Newscope staff&#13;
I was sitting in the back of&#13;
the small grocery store&#13;
when two young boys came&#13;
in to hustle the butcher for&#13;
some dog bones. With the&#13;
aire and confidence of a 20&#13;
year customer, they&#13;
presented their requests to&#13;
the butcher who was sifting&#13;
unquestionably through his&#13;
scrap of the day, almost&#13;
before they finished asking.&#13;
Minutes later, three small&#13;
children came and began&#13;
haggling among themselves&#13;
in little kid "jibber jabber".&#13;
They wanted to spend their&#13;
small change to their best&#13;
advantage on penny candy.&#13;
Little did they realize that&#13;
the ritual of buying penny&#13;
candy is amost extinct.&#13;
A woman came in and&#13;
talked to the butcher for a&#13;
while. She seemed more a&#13;
friend than a customer. She&#13;
asked for a little of this, a&#13;
half pound of that, and if&#13;
he could cut a piece of meat&#13;
a certain way. She took her&#13;
fresh meat, picked a few&#13;
other daily essentials before&#13;
checking out. The middle&#13;
aged lady was on her way&#13;
home to begin supper. It was&#13;
the end of a typical work day&#13;
for Marco and Ann Stella.&#13;
Stella's Market is located&#13;
on the southside of Kenosha,&#13;
where 14th Avenue and 70th&#13;
street form a T. By all&#13;
rights, 70th street should&#13;
have been allowed to continue&#13;
eastward, when the&#13;
streets were created. For&#13;
some strange reason,&#13;
Stella's Market and a few&#13;
other stores were granted&#13;
immunity from progress.&#13;
Walking east on 70th street&#13;
from Lincoln Park will lead&#13;
you right into the front door&#13;
of the small grocery.&#13;
Since 1927, Marco Stella&#13;
has been running his store.&#13;
A year or so later Ann&#13;
became his wife and a&#13;
valuable half of the&#13;
business. For 44 years,&#13;
Stella's Market has been&#13;
visited by little kids for&#13;
can dy, h o u s e wi v es for &#13;
that were looking for rest rather than advisary As quicklv&#13;
he moved on, disappearing down another street where&#13;
someone else would have to look twice.&#13;
So it was with Duke Anderson, a man who looked a lot&#13;
like the most invincible man in the world, but the resemblance&#13;
ends there.&#13;
Connery plays a newly released prisoner, who after ten&#13;
years in a penitentiary is imprisoned again into a world of&#13;
watchers that plays as the archives of men's fate . . . tapes&#13;
and cameras controlled" by men to control men.&#13;
For about 25 minutes the audience is conditioned by a&#13;
gray television type static which plays over the forms and&#13;
faces on the screen; while this technique is a little overplayed,&#13;
it is still successful with the help of percussionmoog&#13;
music .... admittedly one does become a little&#13;
desensitized by the electric smog.&#13;
After his release from prison, Connery decides to go in&#13;
again for Grand theft. The heist's goal is a luxury apartment&#13;
building on New York's upper East side. The plan&#13;
brings about the inevitable clash; lenses, and microphones&#13;
vs. Homo Sapien Sapien and his wits. With this as the focal&#13;
point of the story we have all the needed thrill material to&#13;
make a chiller, but, happily, more was done with the film&#13;
than this.&#13;
Connery portrays a man who will probably never quite&#13;
be played in the same way again. A man of honor with a&#13;
distinct hatred for violence huddles beneath the exterior of&#13;
a hardened man who's image of the criminal world is more&#13;
befitting a revolutionary. He is given the task of killing one&#13;
of the men assigned to him by the syndicate; he is repulsed&#13;
by th e idea, and this repulsion becomes his undoing. The&#13;
Anderson tapes are erased. Our burglars are surrounded by&#13;
the police who methodically corner them, killing just about&#13;
everyone involved.&#13;
Connery has always been quite an actor, but because of&#13;
this James Bond stigma he has carried with him it has been&#13;
rather difficult for him to be considered anything more than&#13;
a comic book hero. In this film, as in The Hill and A Fine&#13;
Madness he has shown his ability through the mask of&#13;
James Bond, making this otherwise saleable movie a&#13;
"bit more.&#13;
William Sorensen&#13;
August 9,1971 NEWSCOPE Page 5&#13;
•we'&#13;
REACTION&#13;
by Paul Lomartire&#13;
Last Thursday had all the makings of a fine&#13;
day for me. I didn't have to struggle to keep my&#13;
eyes open an hour after I woke up, the AM discjockies&#13;
weren't punishing listeners with the&#13;
usual trash, and the morning mail brought no&#13;
bills, bad news or junk.&#13;
Breakfast tasted unusually good. I read the&#13;
Chicago Sun-Times and realized that the Cubs&#13;
had won a double header. It all sounded fine.&#13;
After a few morning odds and ends, I headed&#13;
out the front door ready to enjoy the day.&#13;
Even though the absence of August&#13;
humidity and heat would mean a reduction in&#13;
the wealth of g arden tomatoes, I "still enjoyed&#13;
walking through Indian summer breezes a bit&#13;
early in the year.&#13;
About half a block from home, I saw a&#13;
neighborhood kid bending over a flamin' red&#13;
tricycle that was having obvious mechanical&#13;
trouble. It was upside down in the middle of the&#13;
sidewalk, as he was trying to decide why a back&#13;
wheel wobbled. He transferred dirt from his&#13;
hands to his face every time he wiped a few&#13;
locks of hair out of h is eyes. When he saw me&#13;
coming, he ran up and greeted me with a&#13;
request for help.&#13;
After a few minutes of minor repair, he was&#13;
able to jump on his bike and merrily peddle his&#13;
way down the sidewalk, chasing a stray dog.&#13;
Warren Nedry, Newscope editor, met me&#13;
an hour or so later. He began to fill me in on the&#13;
news of the day, as he usually does. The interview&#13;
I had set up between John Koloen of the&#13;
staff and the Mayor of Racine had come off&#13;
without a hitch. Marc Eisen made it to the&#13;
Ravinia Miles Davis concert all right, and no&#13;
one was complaining very loudly about the&#13;
layout of the last issue of the paper, in which&#13;
pages 2 and 8 got confused.&#13;
I told Warren that I had decided upon the&#13;
week's "Working Class Hero" and an "Eating&#13;
Out" had to only be transferred from my mind&#13;
onto paper. This week's deadline wasn't going&#13;
to be hanging over my head like a guillotine&#13;
blade for once. Rarely did even the journalism&#13;
business look this good late in the week. I began&#13;
to tell Warren how fine things were going, when&#13;
he told me about "the phone call"&#13;
Warren had been answering the Newscope&#13;
telephone all morning.&#13;
"Good morning, Newscope."&#13;
"Is Lomartire there?"&#13;
"No he isn't here right now."&#13;
"Who's this?"&#13;
"Warren Nedry"&#13;
"Don't cha think you were a little racist&#13;
and bigotted on Page 5?"&#13;
"Pardon."&#13;
"I think you were racist and bigotted on&#13;
Page five."&#13;
"Which article are you ..."&#13;
CLICK&#13;
My reaction was, "C'mon, Warren, did you&#13;
really get a call like that?" Then I realized that&#13;
editors don't make jokes about complaints&#13;
concerning articles that appear in papers under&#13;
their leadership.&#13;
I wasn't shook up. I've become used to&#13;
criticism. After I was interviewed by the&#13;
Kenosha News about my trip to Washington,&#13;
D.C., on May Day, I got telephone calls from&#13;
individuals telling me I was a rotten Communist,&#13;
and why didn't I drop dead. In the past,&#13;
I have even gotten a few bad responses to my&#13;
"Eating Out" columns, but the people identified&#13;
themselves, and their criticism wasn't of&#13;
a political or personal nature.&#13;
But an anonymous call over the statement,&#13;
"Any Jew worth his weight in blintzs has to&#13;
admit that Ruby's offers a fine corned beef&#13;
sandwich." I couldn't believe this qualified me&#13;
as a "racist bigot". Mister devout and proven&#13;
member of the left a "racist bigot" over a&#13;
statement concerning a corned beef sandwich.&#13;
Why couldn't the caller at least have identified&#13;
himself?&#13;
The rest of the day went downhill. All of a&#13;
sudden it was too cold, the AM disc-jockies&#13;
were punishing listeners with the usual trash,&#13;
and lunch tasted terrible. I knew I shouldn't let&#13;
the call bother me, but there are some things&#13;
that can bother even "thick skinned" individuals.&#13;
&#13;
All the way home I didn't talk to anyone. I&#13;
just felt Thursday dissolve in my mind. Once&#13;
back in my neighborhood late in the afternoon,&#13;
I noticed the same little kid bent over his red&#13;
tricycle in the middle of t he sidewalk. A wheel&#13;
had fallen off, and he was kicking the hell out of&#13;
the toy that had failed him.&#13;
I couldn't see why I should help the kid, he&#13;
just might be Jewish.&#13;
Heroes-. Mr. and Mrs. Marco Stella&#13;
fresh meat and boys for&#13;
dog bones.&#13;
While sitting in the back of&#13;
the place by the meat&#13;
counter, I talked to Marco&#13;
Stella, who has always been&#13;
the butcher and owner.&#13;
Between greeting and&#13;
serving customers, and&#13;
slicing big hunks of meat&#13;
into dinner table proportions,&#13;
he talked with me&#13;
about the future of small&#13;
groceries, inflation and&#13;
himself.&#13;
I asked if the day was&#13;
coming when a neighborhood&#13;
grocery store would&#13;
be a thing of the past.&#13;
"Yes", he said, "because&#13;
none of the small groceries&#13;
are training anyone. There&#13;
used to be one or two boys in&#13;
the neighborhood who would&#13;
come to work here and I&#13;
could teach them meat&#13;
cutting. Now there is no&#13;
one."&#13;
"I know if I were 20 years&#13;
younger, I'd go to the big&#13;
stores and get all the&#13;
benefits," he continued. I&#13;
then asked where he learned&#13;
the trade.&#13;
Marco picked up the&#13;
knowledge behind his work&#13;
with experience. A couple&#13;
years here and there, as he&#13;
puts it, California, Chicago&#13;
and Kenosha. In Kenosha,&#13;
he worked for Philbin and&#13;
Degen, who, in the twenties,&#13;
were the biggest butchers in&#13;
town. He also worked with&#13;
his father before opening his&#13;
own store in 1927.&#13;
The main attraction to&#13;
Stella's Market lies in the&#13;
personal service. Certain&#13;
cuts of meat, special family&#13;
favorites, and other small&#13;
but important services keep&#13;
a steady clientele.&#13;
I wondered if recent inflation&#13;
. had hurt his&#13;
business. Inflation had&#13;
indeed hurt his surplus&#13;
buying Marco said. But in&#13;
the number of customers he&#13;
said "We've been holding&#13;
out own. In fact," Marco&#13;
said, "we've gained on meat&#13;
sales."&#13;
Huck&#13;
(Continued from Page 3)&#13;
nature while the area east of&#13;
the highway is urban. With&#13;
the industrial complexes&#13;
that we have, ana the&#13;
natural assets and&#13;
resources we have, I think&#13;
we could really do a&#13;
A typical work day for&#13;
Marco and Ann Stella is nine&#13;
to ten hours. Ann must&#13;
assemble orders to be&#13;
delivered, and check out&#13;
customers. Marco handles&#13;
the meat counter, and occasionally&#13;
helps out at the&#13;
resgister. Together, they&#13;
have seen three generations&#13;
of neighborhood families&#13;
come to do business in their&#13;
store.&#13;
Marco and Ann Stella are&#13;
working class heros of a&#13;
special sort. The services&#13;
they render beyond the&#13;
grocery business can only&#13;
be counted in personal&#13;
favors and solid friendships,&#13;
in and around the neighborhood.&#13;
&#13;
Their value bypasses&#13;
trading stamps, giant air&#13;
conditioned monsters, and&#13;
chain store public relations.&#13;
Stella's Market can best be&#13;
judged in free dog bones,&#13;
penny candy, and friendliness&#13;
that can't be sold.&#13;
tremendous job.&#13;
NS: Presently, what would&#13;
you consider to be the main&#13;
problems of the city?&#13;
Huck: It's really difficult&#13;
with the many problems we&#13;
do have to say this one is&#13;
more important than that&#13;
one. Obviously unemployment&#13;
today in the city of&#13;
Racine is a very bad&#13;
situation.&#13;
The many social problems&#13;
that we have in our city and&#13;
the many needs ... I think&#13;
that as we live within the&#13;
inequities that we presently&#13;
have within the state of&#13;
W i s c o n si n , as far as&#13;
taxation goes, we are&#13;
burdened.&#13;
The property tax is outmoded,&#13;
it's antiquated, it&#13;
should be done away with. It&#13;
was never intended to&#13;
support welfare, it was not&#13;
intended to support the&#13;
education programs, it was&#13;
not intended to support&#13;
pollution a b a t e me n t&#13;
programs and so forth.&#13;
We're overburdening our&#13;
low income, senior citizens&#13;
ana driving them out of their&#13;
homes.&#13;
1 think one of the problems&#13;
we have to face head on is to&#13;
completely revamp our tax&#13;
structure. The property tax&#13;
can no longer be the main&#13;
source of revenue. Even&#13;
though the city of Racine is&#13;
a comparatively rich&#13;
community, because of our&#13;
present tax structure, as our&#13;
monies go to Madison and&#13;
Washington D.C., we find&#13;
that we don't have enough&#13;
left to meet our needs.&#13;
NS: As a final question,&#13;
what is the city's stand on&#13;
the topless controversy?&#13;
Huck: I can't speak for the&#13;
whole city, of course,&#13;
because I know there are&#13;
aldermen on the floor that&#13;
have different viewpoint^&#13;
than I do. We have some&#13;
aldermen that are rather&#13;
Puritan in their approach&#13;
and we have others that are&#13;
a whole lot less than that. I&#13;
think somewhere in the&#13;
middle there's a reasonable&#13;
ground. The thing that I was&#13;
upset about concerning this&#13;
kind of entertainment was&#13;
something we saw the other&#13;
day at the outdoor.&#13;
If a person is 21 years old&#13;
and they want to see a&#13;
certain type of entertainment,&#13;
I find it very&#13;
difficult for me to say no,&#13;
you can't do that.&#13;
But by the same token, I.&#13;
don't think that this sould be&#13;
pushed on the general public&#13;
through the advertising&#13;
media and so forth, if they&#13;
don't want it.&#13;
I don't think you should&#13;
have to give an eight year&#13;
old an explanation when&#13;
you're driving by a bar with&#13;
a big toples-bottomless sign&#13;
and a few other things that&#13;
might be on the sign, or&#13;
when the drum and bugle&#13;
corp is practicing at Starbuck&#13;
and watching 101 Acts&#13;
of Love or whatever.&#13;
That wasn't the film that&#13;
(Continued on Page 8) &#13;
Page 6 NEWSCOPE August 9,1971&#13;
by Marc Eisen&#13;
of the Newscope staff&#13;
"Spend the night with Wendy",&#13;
you're invited by an earnest male&#13;
voice, so you do, and when it's over&#13;
you wonder what's she really like.&#13;
'Cause you've just spent six hours&#13;
with her and you like her, but&#13;
there's something missing.&#13;
"What's she really like?" you keep&#13;
wondering to yourself.&#13;
So you go up to talk to her and&#13;
you find a pretty girl with long&#13;
blonde hair, a wide smile, and a&#13;
fashion model's leanness, you like&#13;
all that, and you find she's easy to&#13;
interview and it's going to be a&#13;
breeze story.&#13;
It's over after 50 minutes, you get&#13;
up to leave, and it hits you then:&#13;
she's said next to nothing about&#13;
herself. You walk away puzzled,&#13;
still wondering where her head's&#13;
at, but respecting, yet, her desire&#13;
to keep her personal life personal.&#13;
She's Wendy, and between&#13;
midnight and six in the morning on&#13;
WRKR fm radio she plays a mixed&#13;
brew of underground and occasional&#13;
top 40 music that is unique&#13;
in Racine-Kenosha radio.&#13;
She's been at WRKR since last&#13;
December when the station&#13;
changed its format to a combination&#13;
of top 40 and underground&#13;
sounds. Before then she worked at&#13;
the cream of Wisconsin underground&#13;
stations, WTOS and&#13;
WZMF, both out of the Milwaukee&#13;
area.&#13;
She says she prefers WRKR to&#13;
the Milwaukee stations. Freedom&#13;
to program her own show is a&#13;
prime reason. In Milwaukee, at&#13;
times, she had to follow a format&#13;
closely.&#13;
"My program is strictly my&#13;
thing; what I feel like getting into&#13;
that night," she says of her show at&#13;
WRKR. "I program according to&#13;
what I feel the audience wants to&#13;
hear, the mood I'm in, and the&#13;
requests I get.&#13;
"They give me a wide rein as to&#13;
what type of music I play," she&#13;
continued. "In one night I can go&#13;
from top 40 to jazz, and never stop&#13;
to think about it."&#13;
She feels, furthermore, the&#13;
people at the Milwaukee stations&#13;
were more interested in becoming&#13;
God images than DJ's putting on a&#13;
they can call up and talk to if they&#13;
have a problem."&#13;
Wendy feels WRKR is one of the&#13;
most unique stations in the nation.&#13;
The loose format has top 40 cuts&#13;
mixed with album cuts in the day&#13;
— "It has worked out so it sounds&#13;
good" — followed in the evening&#13;
with a higher proportion of album&#13;
cuts, then with almost all album&#13;
material in her show.&#13;
'Spend the night with Wendy'&#13;
good show.&#13;
"What I hope to accomplish with&#13;
my program is to play the music&#13;
the people want to hear, to entertain&#13;
people with the music they&#13;
know and the music they may not&#13;
know. And to be — this may sound&#13;
stupid — t he type of person they&#13;
would consider a friend; not to be&#13;
Superstar Wendy behind the&#13;
microphone, cold and impersonal,"&#13;
she says.&#13;
"I want to be the type of person&#13;
The format is failry well on its&#13;
feet in regard to finances. Except&#13;
she would like to get a sponsor to&#13;
support the entire six hours of her&#13;
show, in order that the sponsor&#13;
become identified with her&#13;
program.&#13;
No audience survey has been&#13;
taken yet, so the size of it is&#13;
unknown. She believes, though,&#13;
WRKR has attracted a good&#13;
listening audience.&#13;
On her best night during the past&#13;
week she received about 600 c alls&#13;
from listeners.&#13;
''The people who listen to my&#13;
show are really nice. I get a lot of&#13;
people calling up just to talk, and a&#13;
lot for requests. I get the typical&#13;
crank calls — people calling up and&#13;
asking me what I look like and&#13;
would I like to go out on a date,"&#13;
she shrugs.&#13;
Wendy entered radio in 1968&#13;
when she heard of an opening at&#13;
WTOS after being in radio school&#13;
for about a week. She took it and&#13;
later received her diploma from&#13;
the school.&#13;
"There was no earthly reason in&#13;
the world why I wanted to. become&#13;
a radio announcer. It was sort of a&#13;
last resort thing," she says now.&#13;
When asked about herself,&#13;
Wendy smiled engagingly and&#13;
sidestepped the question. She said&#13;
while in Milwaukee she used her&#13;
own name and got too many&#13;
hassles because of it.&#13;
Asked if she was part of the&#13;
underground, she allowed, "I feel&#13;
that I'm just Wendy, and if I&#13;
happen to fit into the underground&#13;
— fine. But if I fit into something&#13;
else — that's cool, too. My friends&#13;
go from Mr. Businessman to&#13;
someone panhandling on Main&#13;
street."&#13;
What bothers her the most? "One&#13;
thing that is really hard to take is to&#13;
have someone call you at 3 o'clock&#13;
in the morning when you think&#13;
you're doing a good show and have&#13;
them say, 'You playing that same&#13;
shit again?' It totally wipes you&#13;
out."&#13;
Outside of people like that, she&#13;
believes "Racine and Kenosha are&#13;
coming into their own as far as&#13;
having 'hip people'."&#13;
Wendy may be one of the reasons&#13;
why this is happening.&#13;
you didnt frmite &lt;yn fiayo two,&#13;
bmile&#13;
ANYONE WANTING&#13;
KINDLING WOOD FOR A&#13;
WEINER ROAST ON THE&#13;
BEACH CAN GET IT AT&#13;
RAINBOW GARDENS.&#13;
RELAX AMUSEMENT CENTER&#13;
MINI-GOLF&#13;
rfflwji ARCHERY&#13;
RAINBOW GARDENS 87 th &amp; SHERIDAN RD&#13;
§i&#13;
Kenosha Racine&#13;
I CHAT N CHEW I&#13;
g g&#13;
40th Avenue &amp; 5 2nd Street f&#13;
KENOSHA&#13;
I SUNDAY THRU THURSDAY&#13;
11 A.M. TI LL MIDNITE&#13;
FRIDAY &amp; SATURDAY TI LL 2 A.M. |&#13;
HAMBURGERS 4 0$ &amp; 24 $&#13;
| SUPERCHEW (Tripl e d ecker |&#13;
1 55$ 1&#13;
Visit Us&#13;
at the&#13;
Kenosha County Fair&#13;
Discover Why There's Nothing&#13;
Finer than&#13;
(ED JVUuvlz&#13;
CARL'S PIZZA&#13;
In Four Sixes 9" - 12" - 14" - 16"&#13;
ALSO&#13;
• RIBS • SPAGHETTI • CHICKEN&#13;
GNOCCHI • RAVIOLI • LA SAGNA&#13;
• SEA FOOD • SANDWICHES&#13;
CARRY-OUTS - DELIVERY&#13;
"YOU KING ... WE BB'NG"&#13;
657-9843 or&#13;
658-4922&#13;
COLOR &amp; B-W TV&#13;
NOT AT ANY PRICE!&#13;
juav&#13;
3105 60th Street 657-3142 &#13;
August 9,1971 NEWSCOPE Page 7&#13;
by Jim Casper&#13;
of the Newscope staff&#13;
A Dell Book&#13;
Edited by Leonard Shecter&#13;
The fact that Jim Bouton's book&#13;
about baseball, entitled Ball Four&#13;
is not especially relished by many&#13;
major league ballplayers comes as&#13;
no surprise upon reading it.&#13;
Unlike many baseball&#13;
biographies that paint the game up&#13;
as perhaps the most ideal career a&#13;
young man can aspire to, Bouton&#13;
points out shortcomings in the&#13;
attitudes and general behavior of&#13;
people who play the game.&#13;
Included in the discussion are&#13;
such items as relationships among&#13;
teammates, travel, what&#13;
ballplayers do in their spare time,&#13;
along with the heartaches and&#13;
thrills that are part of the major&#13;
league scene.&#13;
Perhaps the reason that Bouton's&#13;
book appears to be a more realistic&#13;
portrayal of life in the major&#13;
leagues than other baseball books&#13;
is that it was written primarily&#13;
about a season in which Bouton&#13;
was trying to make a comeback in&#13;
the game. He did not have the&#13;
security that the superstars enjoy.&#13;
Most baseball biographies are&#13;
about superstars who possess so&#13;
much talent that they have very&#13;
few worries about playing ball&#13;
effectively.&#13;
Bouton's book is probably more&#13;
identifiable to the great majority of&#13;
players who have to struggle to&#13;
make a living in the intensely&#13;
competitive baseball world.&#13;
Not that Bouton never ex-n&#13;
player when he is cut: "You walk&#13;
into the clubhouse and you see a&#13;
guy packing his bag and you both&#13;
try not to look at each other. Most&#13;
guys won't pack until they know&#13;
everybody is busy on the field, but&#13;
sometimes you surprise Somebody&#13;
in there and it's always awkward."&#13;
Bouton later was to experience&#13;
A LOOK AT BALL&#13;
perienced being in the spotlight. In&#13;
1963 he wpn 21 games for the New&#13;
York Yankess. The following year&#13;
he chalked up 18 victories for them,&#13;
plus two more in the World Series.&#13;
But Bouton was not destined to stay&#13;
on top for long. Shortly afterward,&#13;
he lost his fastball — a fate that&#13;
befalls many promising young&#13;
pitchers. He was sent to the&#13;
minors, but, through considerable&#13;
effort, worked his way back to the&#13;
majors. Worried over his&#13;
weakened arm, he spent many&#13;
frustrating hours working on his&#13;
knuckleball, and because of his&#13;
arm problem, he concluded that it&#13;
would have to be his primary pitch.&#13;
Jim lived under the fear of&#13;
getting cut from the Seattle squad.&#13;
He explains a typical reaction of a&#13;
being sent to the minors during his&#13;
stay with Seattle, but he was soon&#13;
[recalled to the parent club and&#13;
Patronize Newscope&#13;
Advertizers&#13;
remained with it until near the end&#13;
of the season when he was traded to&#13;
the Houston Astros.&#13;
Some evidence of habits that&#13;
ballplayers possess is revealed in a&#13;
statement by Jim Pagliaroni, a&#13;
catcher. Before the players left the&#13;
park after a game they were told to&#13;
show up at 10:30 a.m. the next day&#13;
as the game would start early&#13;
because of national television.&#13;
Upon hearing this, Pagliaroni&#13;
replied, "Ten-thirty, I'm not even&#13;
done throwing up at that hour."&#13;
The above remarks are just a&#13;
small example of the interesting&#13;
anecdotes found in the book that&#13;
help make it appear closer to&#13;
reality than statements found in&#13;
some straight laced baseball books&#13;
such as this series of ideas dealing&#13;
with the goals and behavior of a&#13;
certain player:&#13;
"He had no time for movies, golf,&#13;
tennis, taverns, night clubs or&#13;
social affairs. He decided early in&#13;
life that he was going to be a big&#13;
leaguer and a good one. He saw&#13;
drinking men at close hand. No&#13;
need to go into details. But young&#13;
as he was then he saw that the men&#13;
who drank were not as keen on the&#13;
baseball field as those who abstained&#13;
.... He never smoked,&#13;
and never drank intoxicating&#13;
liquor of any kind. He shunned&#13;
movies because he reasoned that&#13;
viewing films made the eyes tired.&#13;
He wanted his eyes and his muscles&#13;
to be sharp and keen for his one lofe&#13;
in life, which was always&#13;
baseball."&#13;
True, the above statements&#13;
contain worthwhile goals, but if&#13;
you want to get closer to the reality&#13;
of major league life for most&#13;
players, Bouton's book, despite the&#13;
sensationalism found in it, would&#13;
probably be a better bet.&#13;
NEED MONEY?&#13;
SEL L Y OUR SUMMER&#13;
SCHO OL B O O KS&#13;
NEXT WEEK&#13;
UNIVERSITY r&#13;
BOOK ST OR E&#13;
$3.40&#13;
buys 6,000 ads&#13;
this size |&#13;
MOLBECKS&#13;
COMPLETE LINE&#13;
OF HEALTH FOODS&#13;
HERB TEAS&#13;
STONE GROUND&#13;
FLOURS&#13;
NATURAL VITAMINS&#13;
And many other&#13;
Organic Foods&#13;
1304 GRANGE AVE&#13;
RACINE 633-7769&#13;
Large Edition&#13;
Framed Original&#13;
Geometries&#13;
$20 - $25&#13;
NEW&#13;
GALLERY ONE&#13;
503 Main, Racine&#13;
633-4662 — 634-7168&#13;
Save&#13;
for&#13;
the&#13;
Future&#13;
WEST&#13;
FEDERAL&#13;
SAVINGS&#13;
Phone 658-2573&#13;
58th St. at 6th Ave.&#13;
MAIN OFFICE:&#13;
CAPITOL COURT&#13;
MILWAUKEE&#13;
Craig Govekar and Tom&#13;
Williamson, who were&#13;
teammates at St. Joseph&#13;
high school, will be running&#13;
together again this fall as&#13;
members of the University&#13;
of Wisconsin-Parkside track&#13;
and cross country squads.&#13;
Both have signed letters of&#13;
intent to attend UW-P, track&#13;
coach Bob Lawson announced&#13;
today.&#13;
Govekar, the son of Mr.&#13;
and Mrs. Frank Govekar,&#13;
10719 35th Ave., Kenosha,&#13;
was the third man on his&#13;
prep cross country squad&#13;
and ran the quarter-mile&#13;
and jumped in track.&#13;
Williamson, the son of Mr.&#13;
and Mrs. Thomas&#13;
Williamson, 7728 14t h Ave.,&#13;
Kenosha, was his squad's&#13;
No. 2 man in cross country,&#13;
set a school record over two&#13;
miles in track and placed&#13;
third in his state meet in the&#13;
half mile.&#13;
Both were coached in high&#13;
school by John Refieuna.&#13;
Golf, at least in a class at UW-Parkside, has a new&#13;
twist to it this year. Students in Coach Steve Stephens'&#13;
nightly golf class may watch themselves in action&#13;
later and analyze their swings. Here Susan Christian&#13;
shows Stephens how she keeps her eyes on the ball as&#13;
the camera records her every move.&#13;
UWP&#13;
Sports &#13;
Page 8 NF'VSCOPE Augusts, 1971&#13;
by Jim Koloen&#13;
Title: Black Elk Speaks&#13;
Author: John G. Neihardt&#13;
Publisher: Bison Books (1.50)&#13;
The white man's whirlpool of&#13;
guilt is on the recent rise, white&#13;
man qua American, conqueror of&#13;
nature now destroying it, has the&#13;
time to look back in remorse at his&#13;
ancestors, more and more falling&#13;
into the mucky loopholes of white&#13;
history. We&#13;
* O&#13;
o&#13;
have admitted&#13;
to our ancestors'&#13;
atrocities,&#13;
we are accepting&#13;
the&#13;
responsibility&#13;
for them, the&#13;
monkey on our&#13;
backs is heavy&#13;
guilt. We are&#13;
able to condemn&#13;
ourselves because&#13;
we have&#13;
enough leisure&#13;
time to do so.&#13;
Our Colonial&#13;
kins' first fictims,&#13;
of course,&#13;
were the red&#13;
savages who&#13;
lived on the land&#13;
without ever&#13;
conceiving of it&#13;
as property&#13;
(their biggest sin). Black Elk&#13;
Speaks (280 pages) is the life story&#13;
of a holy man of the Oglala Sioux&#13;
and it represents one of white&#13;
history's loopholes, a quagmire.&#13;
This book is timely even though it&#13;
was first published in 1932. It will&#13;
be timely forever; it was timely&#13;
long before it was written; it is the&#13;
record of a culture and of th e spirit&#13;
Huck&#13;
(Continued from Page 5)&#13;
was out there, but it was a&#13;
film that was a little risque&#13;
for an outdoor theatre;&#13;
when you can stand on Ohio&#13;
street you don't have to hear&#13;
it because the kids can see&#13;
the nuidy. This I think is a&#13;
little bit too much. I think we&#13;
have to regulate this type of&#13;
entertainment so that they&#13;
are not infringing on the&#13;
rights of others but at the&#13;
same time not denying their&#13;
rights either. That's a pretty&#13;
tough position to define and&#13;
of a people.&#13;
Black Elk Speaks represents&#13;
another point of view, it presents a&#13;
nature culture which has only&#13;
recently found its white surrogate&#13;
among the back to the land faddists.&#13;
I use the term fad because it&#13;
is a false move, you just can't go&#13;
back, there are no buffalo and we&#13;
have already conquered the Gods,&#13;
like it or not modern man is not a&#13;
farmer, he is a cog. No, there is a&#13;
difference between a nature&#13;
culture and a nature fad, and Black&#13;
Elk Speaks is exhibit A for my&#13;
contention.&#13;
Black Elk was an old medicine&#13;
man when he told his life story to&#13;
poet Neihardt. He traces his life&#13;
from his first visions at age nine to&#13;
the last time he was to say&#13;
something "to the Six Grandfathers".&#13;
Through him we learn&#13;
about the murder of a nation,&#13;
through him we can feel the&#13;
warriors' pride being shoved into&#13;
the mud.&#13;
Close to and in harmony with&#13;
God and nature, the Plains Indians&#13;
respected them, their souls were&#13;
tuned to a cosmic tuning fork. With&#13;
the industrial "revolution" White&#13;
man mass-produced his own tuning&#13;
forks, his soul attuned to a&#13;
machine. The visions the holy man&#13;
presents us are impressive, what&#13;
we dopers have vaguely (on occasion)&#13;
envisioned through external&#13;
stimulation, Black Elk felt&#13;
and saw involuntarily, he could no&#13;
more turn them on or off than he&#13;
could run away from them.&#13;
The life story gives us insights&#13;
into the two Pahuskas (longhairs&#13;
Custer and Buffalo Bill), the last&#13;
stand and the Wild West Shows,&#13;
into the mysterious superhero that&#13;
Crazy Horse was to the Indians,&#13;
how soldiers murdered him, how&#13;
soldiers murdered the old man&#13;
Sitting Bull, how white men&#13;
destroyed the buffalo for a reason&#13;
no Indian could understand, for.&#13;
sport. We follow the long list of&#13;
broken promises, of how the Indians&#13;
were forced out of their lands&#13;
by force and lies, promised food&#13;
and shelter in return they froze and&#13;
starved in the winter ("all we got&#13;
were lies and you can't eat lies.")&#13;
"It was our land." It was and the&#13;
Grandfather in Washington took it&#13;
with lies.&#13;
The Battle of Wounded Knee&#13;
broke the nation's hoop, it was a&#13;
massacre of Indians, their last&#13;
stand in which the majority of&#13;
victims were women and children.&#13;
We herded the survivors into&#13;
square houses, in "islands of land"&#13;
(reservations) which had no&#13;
power. The circle was a basic&#13;
element in the Plains Indians&#13;
metaphysic, everything in the&#13;
universe is cyclical, eternal, it is&#13;
like nature, it has power. The&#13;
suqare house is no more than a&#13;
square house, the tepee was a&#13;
metaphor for the power of G od, the&#13;
universe, nature.&#13;
The incidents portrayed in this&#13;
book are interesting, the visions&#13;
are real (that phrase, incidentally,&#13;
is not a contradiction of te rms), the&#13;
ear and pen of Neihardt capture&#13;
the nuances and syntax of the&#13;
Indian, the final product is&#13;
poignant and poetic.&#13;
Perhaps the most impressive&#13;
aspect of Neihardt's book is the&#13;
feeling that overcomes the reader&#13;
of the fantastically complex yet&#13;
simple blend of metaphysics and&#13;
man and nature that formed the&#13;
Indian Nation. Behind every cloud&#13;
there is a metaphor and behind&#13;
that is a symbol and behind that is&#13;
a messenger of a God and behind&#13;
every God there is the cloud. If the&#13;
buffalo was a source of food and&#13;
shelter it was also sacred, if a tepee&#13;
was functional it also reflected the&#13;
power of the nation's hoop and the&#13;
cycle of life. If yo u killed an enemy&#13;
or won a battle you celebrated, you&#13;
danced, you shouted to the Gods,&#13;
you were happy that you had killed&#13;
an enemy, and proud, you went to&#13;
battle and "it was a good day to&#13;
die". You put everything on the&#13;
line for your nation, your people, a&#13;
good day to die.&#13;
The Plains Indians were so&#13;
primitive that they even had the&#13;
welfare problem licked. The young&#13;
braves hunted buffalo for the&#13;
feeble and the sick, and were&#13;
honored that their was the&#13;
privilege. "The yellow metal that&#13;
makes white men crazy" led to&#13;
General Crook's invasion of the&#13;
Black Hills, Wounded Knee was the&#13;
culmination, and the Indians&#13;
couldn't even understand why the&#13;
yellow metal was so important.&#13;
The white man was as alien to the&#13;
Indian as the Indian was to the&#13;
white man, after reading this book&#13;
it will dawn on you that the difference&#13;
was a thing called nobility,&#13;
a thing that died at Wounded Knee.&#13;
The real is yonder and the&#13;
darkened dream of it was Black&#13;
Elk's visions. If you don't read this&#13;
book you're only cheating yourself.&#13;
Black Elk Speaks courtesy of t he&#13;
Book Mart, 622 - 59th Street,&#13;
Kenosha.&#13;
enforce.&#13;
Now I know some people&#13;
will say, 'close em' down,&#13;
they're no good, they're&#13;
sinful', I don't think we can&#13;
talk strictly morality here, I&#13;
think we have to talk the&#13;
mores of the community. I&#13;
definitely feel that if there is&#13;
a legal case in point it should&#13;
be tried initially by local&#13;
courts.&#13;
I don't think that a federal&#13;
judge or the US Supreme&#13;
Court should decide what&#13;
the mores of Racine,&#13;
Wisconsin are because it's&#13;
okay in Chicago or Los&#13;
Angeles. We're talking&#13;
about completely different&#13;
types of communities, and&#13;
the way people think, and&#13;
the way they believe and&#13;
what have you. I don't care&#13;
what Los Angeles wants to&#13;
do, but I know that the&#13;
majority of the people in the&#13;
city of Racine have certain&#13;
mores that they live by. Now&#13;
if this is what they want,&#13;
fine. If you lose the case&#13;
there then you go to the state&#13;
WHEELS&#13;
1969 Olds 442. Automatic, power&#13;
steering and brakes, 14,000 mi.&#13;
$2,500. Call 657-5681 after 5.&#13;
19*2 Buick 2 dr hardtop, $250. Call&#13;
634-4445 or 633-2791.&#13;
MISCELLANEOUS&#13;
FOR SALE&#13;
3 suitcases, very good cond. $25. Call&#13;
654-2704.&#13;
For a Good night's sleep —&#13;
Waterbeds. 3701 - 60th street. Call&#13;
654-9447.&#13;
"Sears" Portably typewriter. Good&#13;
condition. Comes with carrying&#13;
case. Will sell for $30.00. Call 637-&#13;
6445.&#13;
Homegrown tomatoes. Call 633-3836.&#13;
FOR RENT&#13;
F OR RENT — Modern office space.&#13;
Carpeted and air conditioned. $50.00&#13;
per mo. Utilities included. Call Tony&#13;
at 652-3945 or 654-7410.&#13;
APARTMENT FOR RENT —&#13;
Madison, 3 girls need 1 for fall to fill&#13;
modern, furnished apt. onUniversity&#13;
and Bridge. $62.00 per mo. per&#13;
person. Call 633-2753. Joyce.&#13;
WANTED&#13;
Earn Extra Money — Bartend 8&gt; Go&#13;
Go Dance. 632-3785 or 633-3805.&#13;
WAN TED — Rambler American or&#13;
Volkswagen — Good condition and&#13;
not too expensive. Jan 694-3419.&#13;
Rider to Mankato, Minn.,or vicinity.&#13;
Either one or both ways. Leaving&#13;
Aug. 21. Call 652-9053, Vanessa.&#13;
court and then you go to the&#13;
federal court.&#13;
We're in a situation now&#13;
though that everytime you&#13;
turn around, bam, you're in&#13;
a federal court. You don't&#13;
bother to go through the&#13;
process anymore, you're&#13;
right in front of a federal&#13;
judge who has a political&#13;
appointment for fife — a nd&#13;
he could care less. This is&#13;
the way I feel about Judge&#13;
Reynolds. I think that he&#13;
hasn't had the guts to make&#13;
decision. I'm not&#13;
what his decision should be,&#13;
but I think he ought to have&#13;
enough guts to say 'here it&#13;
is, gentlemen', because now&#13;
we're set on one case and&#13;
it's going to take us a year to&#13;
get a decision from the man&#13;
and then it's not going to be&#13;
his own; he's going to appoint&#13;
two other judges and&#13;
the panel of three will get&#13;
together and work this thing&#13;
out. This political appointment&#13;
for life leaves a&#13;
little bit to be desired as far&#13;
as our judicial system goes. </text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>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/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62043">
                <text>Parkside's Newscope, Volume 4, Issue 7, August 9, 1971</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62044">
                <text>Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62045">
                <text>1971-08-09</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62047">
                <text>College student newspapers and periodicals</text>
              </elementText>
              <elementText elementTextId="62048">
                <text> Student publications</text>
              </elementText>
              <elementText elementTextId="62049">
                <text> University of Wisconsin-Parkside--Newspapers</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62051">
                <text>Newspaper</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62052">
                <text>English</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="62053">
                <text>Kenosha, Wisconsin</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62054">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="62055">
                <text>University of Wisconsin-Parkside</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="62056">
                <text>The Board of Regents of the University Wisconsin System</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
</itemContainer>
