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(02/18/14 6:53am)
Before beginning this argument, I suppose it’s worth addressing the fact that I am the current Board of Visitors student member and therefore may be thought to be a biased reporter on this process as the beneficiary of its present structure. I’d like to think that my bias will not affect my reporting in any negative way other than the simple fact that I cannot report first-hand what the consequences of a different process might be. I will leave it up to you whether or not my argument is sound.
(04/25/12 9:59am)
In a time when the federal budget is never far from the front page of the news, there is one federal agency which is far underappreciated, and often the object of entirely undeserved spite: NASA. The National Aeronautics and Space Administration is an essential and outstanding resource to our country, and yet its allotment of the national budget has seen a steady decline since the presidency of Lyndon B. Johnson. Granted, there is no objective and measurable goal with the import and tangibility of landing a man on the moon, nor a competitor as villainous as the Soviet Union to beat, but NASA is still incredibly valuable to our country. At the very least, it deserves a stable source of funds so that its projects - more often than not long-term projects since space exploration is not exactly a short-term endeavor - can translate this financial stability into success.
(04/16/12 9:19am)
In the forty years or so since the first woman was admitted into this University, there have been many advancements which have led to an atmosphere many might argue is closer to full gender equality. This is not to say that we have everything figured out about gender equivalence or gender relations, which perhaps could use some examination. For the time being, though, "equivalent" seems to be the best way to describe the status of opportunities for men and women at the University.
(04/05/12 8:32am)
Math should be more mainstream. And I don't mean that it ought to belong to more than just the academic hipsters of the world. I mean that from the earliest points in education math ought to be portrayed in the same light as reading, science and history. The impetus behind this desire, quite frankly, is that I am sick and tired of answering the question haunting most second years and undergraduates, in general, "What's your major?" and being met with either googly eyes, incredulous scowls or the occasional and always inspiring, "Oh, I hate math!" There is, of course, no appropriate response to any of the reactions, especially the last. There is just something about having your passion reduced to the object of hatred which really rubs you the wrong way and for some reason leaves you less inclined to inquire about that person's major.