Thursday, September 20, 1973
University Daily Kansan
Sneeze Season
Life is hard for a student with a cold.
As the seasonal cold bug descends on campus more and more victims suffer the pangs of unpopularity and isolation. Suddenly the victim's friends and teachers develop a strong attachment to his company and academic ventures become dogged assaults on his clogged head.
The following is a description of what to expect for those who have not yet battled the cold bug, in particular, and DON'Ts for discreet victims.
The student with a cold must quickly learn to breathe in vacant directions. Otherwise he might be banned to the back of the classroom along with the smokers and other undesirables.
In the camp of the undesirables he must necessarily become friendly with coughers, snorers, and shy girls. He brings her Great Dane to class.
Despite this predicament, trying to meet his academic responsibilities, the victim dutifully attends class. For him, large and impersonal classes are preferable to the coercive nature of in each case a tactful victim will sneeze only during pauses in the lecture:
The Nixon administration,
(sneeze) unlike its predecessors,
(hack, hack) favors a balanced
budget (gasp).
Certainly the victim loses many of his possessions message of vast importance.
"The term paper will be due (sneeze) and will be no less than (sneeze, sneeze) pages and must be (hack, hack, hack)"
When the cold season is at its peak, a discreet classroom of victims will take advantage of every pause to discharge its particular disturbances. The result is a periodical clap of thunder, a kind of rhythmical set of explosions at the end of every sentence.
Generally, the more philanthropic cold victims will hold their disruptions to a minimum, despite their misery. During some of the longer classes, an instructor often allows a break so that the smokers may pursue their habits. During these times the cold victims will be able to provide for all the ones they have repressed. Along the corridors, there is generally a smoking group and a sneezing group.
A linguistics class in which the student must participate is the greatest agony for the victim. The experience is especially damming if the instructor has already insulted her peers with Kansas nasal twangs.
Despite a request, in such classes, for a fricative or a glottal stop, the linguist-with-a-cold seems unable to produce anything but nasal tones. Even the words "these," "these," and "them" come out "dese," "dose" and "dem."
Meticulous linguistics professors are only out-done by those instructors who, flushed with academic inspiration, fly into the classroom, flinging open the frosted windows with the cry,
"Doesn't anybody want some air!"
The formula for ending colds, in the absence of medical cures, is supposedly to stay in bed, eat well, and drink lots of liquids.
But for the poor victim described above the formula must be amended to: (1) breathe in vacant directions, (2) sneeze only during pauses and (3) avoid linguistics class altogether.
-Bill Gibson
Women Find Hope in Counseling Feminist Therapy Soothes Frustration and Anger
By AILEEN JACOBSON
The Washington Post
Washington—After a while, the stories don't seem unusual or shocking anymore. Listen to enough of them, and they seem to be the stories of our time:
She's a suburban housewife, 32, two young children. She's read the magazine articles, a book or two, listened to the talk shows—but she never got involved in the war. She's not always wants her life to change. She's no longer satisfied with her role as homemaker and mother. But she would feel guilty leaving her children for a job. And she's not sure she could face the insecurity—the negation of having a marriage. She married. She turns to a therapist for help.
herself that she can make it on her own. She leaves her husband, enrolls and works hard, but the stresses, the guilt, the sense of urgency and, conversely, of reneging on lifetime values are sometimes too much—home, husband, bridge in the afternoon beckon sickening. Depression. Anger. Confusion. She sees a therapist.
Another story: She's 56; her children are grown. She's always wanted to be a community planer. Now is her chance to go up for the challenge and she doesn't want to die before she can prove to
YET ANOTHER STORY: His wife has left him to devote full time to the movement. And he wasn't even a male chauvinist pig—didn't think he was anyway. He shared the housework, thought it was fine for his wife to try anthing she wanted, thus—the dependent on her husband's decisions—and the reversal. Even his therapist thinks that he's a feminist. But his wife left anyway. And he's still in therapy.
The stories probably aren't typical of what is going on in most American homes. But for one small segment of the population, the emergence of feelings of frustration and
dissatisfaction in women has become both mission and livelihood. They are the people to whom the people in these stories turn, to tell about their small hopes and large depressions. Not ordinary run-of-the-mill therapists or counselors, but a special breed whom more and more women, and a few men, are beginning to seek out.
Surprisingly, they are finding more and more of them; therapists, most of them women, who are themselves feminists, who bill themselves that way and practice in a way that, they believe, sets them apart from the other head-healers. (Some male therapists see themselves as feminists, and a few appear on a New York feminist referral list. But many women that have experienced the necessary rapport, because they haven't the experience of being women.)
THE PUBLICATION OF "Our Bodies,
Ourselves," a comprehensive and
"A BIT TO THE LEFT AND DOWN A LITTLE …… ATTABOY ROBIN."
-Readers Respond-
One Thing's for Sure-You Can't Buy Vern
The letter written by Michael Hitchcock, Salina senator, Sept. 17, 1973, attacked statements made by Atty. Gen. Vern Miller at a recent fund raising dinner in Topeka. The committee committed a serious error by distorting the impact of statements made by Miller.
To the Editor.
Hitchcock criticized Miller for saying that no public official or party should be allowed to build huge political campaign chests. Hitchcock accused Miller of being gravely outspoken, and made these statements to more than 1,000 people who paid $60 a person to attend.
Hitchcock should have read more of Miller's speech before assuming the role of informed critic. Miller's complete speech reveals some encouraging consistency.
official.
THOSE WHO ATTENDED the dinner represented a fair cross section of the state. They were not all wealthy, not all special interests, nor were all crooked politicians. They were blue collar workers, small business people, farmers, public officials, party faithful, scattered Republicans, and angry opponents. These people were not there to extract commitments from Miller. Rather, they were there to honor an honest government
As an attendant at the Miller Viller appreciation dinner I believe I can speak with more knowledge to the event than Hitchcock. Hitchcock inferred that those who paid $50 a person (actually $50 a person, $50 a student) comprised a special inter-event for the Miller would owe a commitment. That suggestion is a total fallacy.
MILLER'S TRUE statement was: 'I feel it is wrong to build huge political war chests from large contributions obtained in ex-communist countries, special interests, and even-worse, to extract contributions from corporations and other threats of adverse government action.'
The most that was possibly raised at the dinner was $50,000 from 1,000 people. Traditionally a statewide campaign will cost in excess of $250,000. It is preferable to obtain $50,000 from 1,000 people, than obtaining $50,000 from 20 people. Isn't it better to involve the public in democracy instead of the fat cats alone?
I DO NOT CONDONE all of Vern Miller's past activities but I believe that Miller is a sincere, honest man. Miller's late night drug raids have overshadowed some of Miller's accomplishments reported views. Hitchcock might be interested to read more of Miller's speech, particularly the following: "I feel very strongly that no official should engage in activities that violate the principle that all persons should be equal before the law and not discriminate based on government as a means of rewarding friends or supporters or punishing opponents. We in public office cannot lay claim to inherent powers' which justify the to do with the people, to wag secret war or to disregard them by breaking and entering and wirtaping.
I BELIEVE THAT Miller is a 'unique public official. Unique in many ways. One being that Miller will take the time to speak with people, not to go about regardless of how much you disagree with him or attack his views. Additionally, Miller is one politician who cannot be bought. Miller is honest, because of this he will revolutionize any office he possesses and devise a solution is to the people and how he perceives their wishes, not to special interests.
I will vote for Vern Miller for re-election, or governor if that is the path he chooses; if the Republicans oppose him with some mindless incompetent as they do by tradition. Vern's honesty and sincerity deserve my vote.
Gary Blumenthal Prairie Village sophomore
Griff and the Unicorn
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by Sokoloff
Dirt Band Review
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A young Washington lay counselor, Livvy Mellan, asks the women in a counseling group to portray images of emotional states in women and men. Enact an angry man: A woman clenches her fists, holds the anger in. In enact an angry woman: A woman screams, rages, becomes hysterical. A fearful man: A woman cloaks the imagined fear with acts of bravado. A fearful woman: A woman clings to the reality. Later, some of the women tell Livvy that they don't know how men feel. One says she isn't sure if men have feelings.
To the Editor:
favorably reviewed look at women and health care, gave one of the first indications that some serious technical thinking was going on in the women's movement. While Gloria Steinermann was out front P. R-ing with the project, her female counterpart Germaine Gerew was publicly falling in love and advocating the abandonment of pants, other women, it seemed, were quietly rethinking in the light of the women's movement all sorts of subjects not directly related to health care or who should hold open the door for women. The field of psychology has not escaped.
If the Nitty Gritty Dirt Band happens to catch wind of what the Kansan in general and Diane Yeamens in particular did to them and the music field in the way of journalism, they might never come back to Kansas again, and I wouldn't blame them.
First of all, of the four members of NGDB whose pictures appeared in the Kansan, two of them were misnamed. Is this responsible journalism? One would think that whoever's responsibility it was would take the time to get the names straight.
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As for Diane Yeamans, she must know it by reading the field about which she was written.
RUSINESS STAFF
FEMINIST THERAPY ISN'T a well-thought-out, published theoretical stance, like transactional analysis ("Games People Play") or Gestalt therapy, originating with one person and then taking up by others. Nor are the techniques like encounter group practices like amorphous—an underlying idea, a driving force for change, an attitude around which some women therapists, by themselves or in small groups, are trying to build new techniques and designs. As a result, a session with a feminist therapist may take place in a number of forms, dramas-inspired like the one above or more emotional.
For one, the album she referred to as "The Circle Will Be Unbroken" should have been "Will the Circle Be Unbroken," and the song she mentioned as "Down in New Orleans" should have read "The Battle of New Orleans."
NEWS STAFF
SUSHI
News advert.
Shawn Sawu
Editor
Bob Simison
Not only does Ms Yaemen need to brush up on album /song titles, a refresher course in American history wouldn't hurt either. "The Battle of New Orleans" has nothing to do with the Confederate Army, as she seems to be attempting to indicate, ("In 1814 we had a little trip / Along with Colonel Jackson down the mighty Mississipi /" We took a little bacon and we took a little beans / And we caught the bloody British in the town of New Orleans in 1808, and it the British, not the Confederates, who are retreating to New Orleans.
An All-American college newspaper
BUSINESS STAFF
Business Advisor . Staff
Business Manager . Steven Liggett
Sheila Ryan Shawnee Mission senior
Even without the factual errors, Ms. Yeamens' review is a bad excuse for journalism. I find it incredible that the Kansas review editors could get away with such an elementary and unoriginal error, but the clock said 11 p.m. It seemed as if it should be 9 p.m." For Ms. Yeamens, it should be the thirteenth hour.
THE UNIVERSITY DAILY KANSAN
Member Associated Collegiate Press
What the therapists do share is a common aversion to some of the philosophy of traditional therapists—from Freud's朋 envy to the conscious and unconscious role-stereotyping that they believe most therapists indulge in. They stress that much of a woman's emotional trauma comes not from mental illness, but from pressures—thely society may have enlisted the family in bringing those special pressures to bear on a young woman.
A woman in Pancost's group is talking about now being loved by her father. The therapist is affected and starts to cry, telling the group of her own depression about her father's never accepting her, independent, aggressive, "unfeminine" child.
THEY ALSO OBJECT to the idea of the therapist as authority figure. The women's movement in general shies away from hierarchical structure in many groups have rotating chairmanships for meetings, and women are often less active in secretary-less form), partly because of a feeling that women are too often placed in a position of child-like dependency in a male-dominated society. In addition, in psychology it has been mostly men who judge women negatively, and women, judging women by a male standard. Thus, according to Phyllis Chester, catalogues much that is wrong between women and therapists in her book, "Women and Madness," the male therapists are able to maintain匀ity "firmly moored between their leaks."
"Maybe you were being obnoxious" a man in the group offers.
Feminist therapists, instead, try to share their own feelings rather than give the patient the feeling that the therapist is godlike. But this can be dangerous; demystify the image of the mind-breaker.
Therapist Ruth Pancast believes that a therapist should show her patients how a woman can be both strong and vulnerable. Too often, she thinks, women are one or the other, frequently looking out their "soufer" side. Only in reality are they trying to be successful in a career.
(First of Two Parts)
Teaching Is More Than Textbooks
Editor's Note: Phil McKnight, assistant professor of education and director of the Office of Instructional Resources, will prepare a regular column dealing with issues in teaching for the Kansan.
The purpose of this essay, and of those to follow, is to consider ways in which we as teachers at the University of Kansas can enhance the academic and personal growth of the students with whom we interact in the classroom.
Because the ideas to be discussed will represent the particular philosophy and pedagogical orientation of one person, it is worth considering how assumptions about teachers and teaching so that you may relate them to your own beliefs about teachers and teaching and thereby adapt and refine my views to your own particular needs and goals.
I believe that teachers have chosen education for their profession because they enjoy working with students; that is, they teach students their academic and personal growth.
Secondly, I assume that they are competent in their subject matter. Such competence is in part determined by a thorough knowledge of their academic background and by firm commitment to adding to the body of knowledge of that discipline.
Finally, a professional educator is continually engaged in acquiring a greater understanding of the factors directly or indirectly affecting students' learning time and their use of that knowledge in their professional and personal lives.
In discussing the role of the teacher, it has been suggested that many or all of the functions of the teacher might be better carried out by such devices as programmed instruction booklets, computer assisted instruction, etc.
A definition of the teaching role which encompasses such activities is certainly appropriate, as it behoves teachers to use whatever technology is useful and available. It is not always the case. However, the idea of teachers versus machines is an inappropriate one.
Each has their particular advantages and disadvantages with regard to teaching; both are needed. Thus, a teacher who should be taught by hand, a machine should be that, is he should be baked by someone else who can do what a machine cannot do. Such instructional activities are heuristic—they emphasize inquiring about hypotheses rather than fact dispensing, deductive, expository modes.
Another assumption about teaching I bold is that there is no such thing as the
"best " teacher; i.e., there is no one teaching style that will meet the myriad of different styles required by varying goals, student characteristics, etc.
Unfortunately, many early efforts in educational research were directed at finding some kind of definitive composite of teaching characteristics and behaviors which, supposedly, would work for all teachers.
Although there is not a single list of general characteristics and behaviors which we should encourage all teachers to do, the strategies we do not teaching behaviors to be recommended. However, the strategies and skills of teaching which are likely to be productive in terms of student learning are dropped from a different point of view.
As might be expected, this type of research has not provided teachers with very productive advice; that is, advice which leads to the improvement of students' learning experiences. The trouble with providing complex tasks is that such lists may not be generalizable to all teaching situations.
This newer tradition places emphasis on determining, by a systematic investigatory process, the basic skills of instruction. Observation of successful
teachers is part of the process, but not the only step.
From observations, hypotheses are developed and tested about the aspects of such skills which make them valuable. Through such research, more accurate information about what makes successful teaching can be obtained.
These findings then, can be recommended to teachers with a greater focus on the use of these skills, and focus on the essence of various helpful skills allows them to be generalized to more teaching situations; i.e. they can be used in various teaching settings or for models of teachers in a variety of situations.
For example, the basic idea behind the skill of reinforcing student achievement is that such recognition helps to strengthen the learning bonds, as well as fostering student commitment to the subject.
With this in mind, teachers in physics may use written symbols in lab exercises whereas teachers in speech and drama might use verbal and visual cues to reinforce their students. In each case, however, the principle is the same.
In subsequent weeks, various teaching skills will be reviewed in hopes that they will be useful to teachers and students. In addition there are several concepts taught in the classroom instruction, but which also affect its value to student learning.