Letters to the Editor (Editorial Policies)
Posted on November 20, 2006

Cluster Three builds well-rounded students

In her Nov. 9 opinion, Sarah Delia bemoaned the fact that Cluster Three of General Education requires 10 credit hours, one more than in any other cluster, and noted that the subjects of Cluster Three, math and science, are not remotely connected to her two majors, English and art history.

Cluster Three is required of students because the ability to think mathematically and scientifically is a critical part of being an educated, participating citizen in our society. Mathematical representation of phenomenon help us understand, analyze and predict the patterns that affect our lives, and scientific information is essential to make informed decisions about which products to buy, which public policies to support, and which medical treatment to undergo.

Very real connections exist between math and science and both of Ms. Delia’s majors. For example, a mathematical concept, fractals, has been use to analyze the patterns of drips and pours of Jackson Pollock’s paintings. New imaging techniques, developed through science, allow art historians to “see” through the layers of paintings and examine the layout drawing of the artist.

Ms. Delia describes herself as a person “who knows 1+1 = 2, and that the world is round.” Unfortunately, the solutions to today’s serious problems (e.g. global warming, overpopulation, disease outbreaks and terrorism) require a much deeper understanding of mathematics and science. Cluster Three strives to provide the skills students need to solve these and other pressing issues. Perhaps the real question is: why are only 10 credit hours devoted to such a monumental task?

Kit Murphy, associate biology professor, Cluster Three coordinator

HPV vaccine increases education about killer cancer

I’m writing in response to the HPV vaccine article. I’m a strong proponent for the vaccine, but I feel as though not all the information about cervical cancer is given when discussing it. The vaccine does not prevent all types of HPV, only four high-risk strains. Also, while HPV is the leading cause of cervical cancer, it’s not the only one. Any sort of abnormal cell change, whether caused by lifestyle or genetics, can cause it as well.

I know this because for the past three months, I’ve gone through a cervical cancer scare — without having the HPV virus. Since finding the abnormal cells in August, I’ve had a biopsy and an operation to remove the cells (from which I’ve spent an entire month recovering). It’s a long, scary and uncomfortable process to have to go through, especially at only 20 years old. I urge girls to look into the vaccine, but don’t rely on it as a cure-all. Cervical cancer is one of the easier cancers to cure when caught early and one of the fastest to spread if not. Do talk to your doctor about the vaccine and see if it’s right for you. Just remember that the best way to prevent cervical cancer is to go to your OB/GYN every year for a checkup. I was fortunate enough not to have progressed to cancer, but had I waited another year to get checked out, I’d be in chemo instead of class. Don’t let it happen to you.

Brooke Nestor, junior health science major

Civil rights apply to all citizens, regardless of sexual orientation

I find it interesting to read through the vehement responses to Brian Goodman’s Nov. 9 opinion article about the marriage amendment. Many have indignantly pointed out that the struggles of homosexuals in today’s society cannot possibly be compared to the struggles of African-Americans during what we call the Civil Rights movement. Several students have argued that homosexuals haven’t been lynched or assaulted with fire hoses. I think victims like Matthew Shephard and Brandon Teena, both of whom were brutally murdered because of their sexual orientation, might have issues with those arguments. Homosexuals have and continue to be persecuted in this country. Civil rights aren’t just about those who struggled to establish justice for African-Americans decades ago. The movement simply brought the term into the spotlight. Civil rights are those rights that belong to any individual by virtue of their citizenship, and these rights are protected by the 13th and 14th Amendments of the U.S. Constitution. To support a ban on gay marriage is to support the denial of fundamental rights to a class of individuals, most of whom are citizens and should be equally protected under the law. The argument over the marriage amendment should not be about religion. No one is trying to attack a church’s right to practice its doctrine; but it is unconscionable for the church to apply this doctrine to the law and, in doing so, deny law-abiding, tax-paying citizens their civil rights.

Jessica Avison. alumna, class of 2004

Race is too present to ignore

Let’s play the devil’s advocate: to ignore race is ideal, yet at this point in history it is impossible. Acknowledging race in institutional policies is not racist if its purpose is to counter racism. When real estate segregates based on race and when there is an economic imbalance aligned with race, race-based policies to counter these injustices is necessary. If you ignore race and let “the most qualified” get the college slot or the job position, you will only be hiring those of privilege — the majority — the upper and middle-class Caucasians. You cannot solve the problem from the top; by then, it is too late. These practices of integrating schools are more beneficial because they work at solving the problem closer to the roots. You cannot fight for equal opportunity at the college and career levels when there are not equal opportunities in the communities and public school systems. This is not to discredit or ignore the power of agency, but it is recognizing the power of structural interests and influence. Separate is not equal. Diversity is not about color — it is about ideas.
 
Kelly Anne Greer, junior sociology major

Advanced Placement or honors: you decide

Chesterfield County schools no longer offer honors level classes for juniors and seniors. Advanced Placement and “Z” level are the only options. Students and teachers are infuriated. Teachers are having to redo lesson plans and come up with new ways to teach and reach the students, and students feel the pressure to receive a high GPA so they move up to the AP level rather than down.

The reason for the change is to push students to their full potential. However, students are faced with hours of homework and are struggling to keep up. In the James River High School newspaper, students were quoted saying, “some students are honor-level students” and honors classes should be brought back.

Also, students in honors and AP classes received the same amount of credit which some found unfair. However, students taking “O” level classes (read below average) and students taking “Z” level classes (college bound) receive the same amount of credit; so the argument is a double standard, only applied to the honors and AP levels.

What can we do? Write letters to the principals and county supervisor. Make noise and get your opinions heard. Let those in charge know problems are being caused, not solved.

You will face opponents. They will say that the students are being pushed to achieve, but make them realize that students are being pushed too hard, too fast.

So, if you feel honors classes belong in our schools, get out there, do something, and make a difference!

Stephanie Moore, sophomore ISS major

Educators must mind the parents as well

As an elementary education major, I have been taught that I should do what is best for my students, and that I can work with other educators to find out how to accomplish that goal. I have also been subtly taught that the parents do not know and often do not even care. From an educator’s standpoint, I understand that parents can get in the way of what the teacher thinks the student needs. They might not see or understand something that you, as their teacher, think is important. We, as teachers, are there to help the child and should want the best for them. This is good. However, the parent often knows more about the child than the teacher does.

As you’re going out into the field and learning how to deal with the parents of your students, remember that often they have known the child for his or her entire life and probably care for and love them more than anyone else. There are many different situations out there, and you want to protect the child if he or she needs it, but listen to the parents. Listen to what they have to say about their child, and see if it isn’t true.

Elizabeth Hannigan, junior elementary education major

Commons preacher goes it alone

It was a fall day, and he stood atop the commons hill, with his hair combed slick and his clothes coordinated. Like the breeze in the air, he was crisp with conviction.

Taking his place atop the hill while his family looked on, he steadied his footing and himself, looking like he was ready to impart words of truth, a prophet crying out in the wilderness. But then…he spoke.

I never knew I could go to hell for so many things. Soon counted among the damned, I decided to leave. As I did, I heard people begin to argue with him. They deployed Bible quotes of their own with tones of self-righteous indignation. On both sides, there was no communication or honest admissions, just excommunication and crucifixions. I could hear the heat of the crowd, and I could feel their anger, but I found it hard to feel anything other than sympathy. In his drive by sermon, he had aimed at everyone, but had hit no one.

I glanced back one more time before I left. The man stood poised beating back the throngs of “long-haired” “pornography watchers” with the fortitude of a man who was right. And, maybe, he was right. I don’t know. All I know that is that when you deliver a sermon on a mount or live in a city atop a hill, you do so alone.

Richard Barry, undeclared freshman