Multiculturalism courses by Wassim Mentouri

Multiculturalism courses
When anyone thinks of college, they think of going off somewhere far away, being away from loved ones and familiar places and traditions. But no one really thinks about the different ideas or viewpoints that come with college. No one would like to be far away from cherished ideas or familiar thoughts or the safety of knowing that they will have people around them with the same beliefs. Some students must be educated about the world and the differences in cultures and peoples of America. Prominent universities around this nation have establishes certain classes that help with educating students on different ways of thinking. Before then we had to rely on spontaneous trades of ideas between students, now we have multicultural education.
Multicultural education is an important and fundamental part of a student's world experience, but multicultural is a broad term and many people think that it means difference in race(Grant, 8). This is not entirely true, when one talks about multicultural he or she is also talking about difference in gender, county of origin, religion, social setting, sexual orientation and personal tastes and beliefs. Multicultural education is built on the foundation that the students taking them will learn something new from a viewpoint opposite of their own viewpoint. For a long time, at many universities, minorities were invisible(Ball,xiii). Their voices were ignored and their perspective was nonexistent. Although colleges and universities were integrated, there was still a wall built up between the different races.
In April 1989, the wall between white students and minority students was torn down. At the University of Vermont, the ALANA, a group of African American, Latino, Asian and Native American students occupied the offices of the President, the provost and other high-ranking officials at the UVM(Ball,xiii). The members of the ALANA, for the longest time, implored for the university to give the student body insight and education on the views and perspective on minorities and other sub-cultural groups(Ball,xiii-xiv). Finally the ALANA took action and stormed into those high officials' offices and demanded that attention be paid to the struggle and conflict of students who were not necessarily white or male. After days of deliberation and discussion, the ALANA and the president agreed on the multi-cultural courses(Ball, xiv).
Unfortunately things did not go smoothly, while all of the other colleges and institutes at the UVM accepted the terms of the MC courses, the college of Arts and Sciences, the largest college in the UVM, refused to have Multicultural courses. For the college of Arts and Sciences it would take the most funds to start a multicultural curriculum. The faculty after months of many proposals to the UVM finally established a new method(Ball,xv). Instead of creating new classes, and hiring new professors, they would classify some classes as Multi-cultural, and modify other classes to include more interesting figures in reading and discussion. Students seeking a degree at the University of Vermont would have to take at least one multicultural course(Ball, xv).
This system was eventually adopted by the University of Georgia. Franklin college of Arts and Sciences students are now required to take at least one multicultural class in order to receive a bachelor's degree(website). These courses are vital for UGA because The University of Georgia is not very diversified. Our demographics show that we have a majority of white students, who originate from Georgia(Thomas, interview). The University of Georgia is also strongly Christian and predominantly female. One cannot truly learn much if the college he or she goes to is not diversified. With multicultural courses, a student has a opportunity to gather different beliefs and to experience a different way of thinking while satisfying a degree requirement. Multicultural education is not supposed to be seen as a throw away course(Thomas). These courses are supposed to be challenging. These courses are supposed to keep students on their toes and Multicultural courses are meant to take apart a student's beliefs and to identify if they are true and concrete or if they are not(Thomas,interview). While all students come out of these courses with a new knowledge of a different viewpoint, some relish the knowledge and open their minds further; while others are grounded to their original beliefs.
Many students have complaints and have apprehension towards multicultural courses or learning something new, but every student who goes through at least one multicultural course is affected. The times have changed from being blind or being biased, with multicultural courses, one gets a close-up of a racial, gender, or religious personality and what makes them real. These courses are not asking students to throw away their personality and their known views, but to listen to people who have never been able to speak and who have a lot to say.







Grant, Carl A.,ed. Research and Multicultural Information. London, Washington D.C.: The Falmer P, 1992. 7-17.

Ball, Howard, S.D. Berkowitz, and Mbuelo Mzamane., ed. Multicultural Education in Colleges and Universities. Mahwah, NJ: Lawrence Erlbaum Associates, 1998. xiii-xv.

"Descriptions of Courses Approved by the Franklin College Curriculum Committee to Satisfy Multicultural Requirements of the College." Franklin College of Arts and Sciences. 2007. University of Georgia. 23 Oct. 2007 .

Thomas, Kecia M. Telephone interview. 22 Oct. 2007.

"Traveling Students" by Jeff Bissell

The University of Georgia campus is composed of six hundred and fifteen acres with three hundred and thirteen buildings. (Quick facts about UGA) This extensive amount of area cause many problems for students. The extreme acreage makes it difficult for students to get from class to class on time while hauling around books. Driving to class on the campus is not an option due to the quantity of students. The university decided they had to take action against this problem before the campus expanded and the enrollment increased. The solution was a bus system to transport students around campus without causing a traffic buildup. The idea of a transit system was put into place in September 1996 and continues to save students’ valuable time and energy (Ron Hamlin). Starting as a small transportation unit, the transit system at the University of Georgia helps students travel across campus on time while conserving their energy, and is able to accompany all types of people keeping our environment clean.
The bus system that we take for granted today was once an extremely small and slow working fleet. The original fleet was four US Army surplus buses that cost 5 cents per ride (Hamlin). It is hard to believe this fact seeing how many busses are on Georgia’s campus as of now. Their ability to transport numerous amounts of students at once makes getting to class easier then ever. Not only has the system grown in quantity, but also in quality by serving those who are handicap. Ron Hamlin has this to say about the new fleet, “The fleet has significantly grown from its beginning years to forty-seven buses and five vans to support any person with a handicap.” This fact should make students at the university feel proud because there is an excessive amount of busses to help able students but the bus transit also helps the disabled. Our university is able to serve and make everyone on campus have an easier day because of the bus system.
With this many buses helping a large quantity of people daily, gas and pollution are a concern for many. This buses run continuously throughout the day and a few during the night. During these long hours buses are burning fuel constantly sending fumes into the atmosphere. To ease minds red and black quotes Ron Hamlin on the buses fuel B20 that is composed of biodiesel, “Biodiesel is good for the environments and good for the economy, and we’re glad to be using it.” (University of News Service) This eliminates all criticism about the transit system. It is able mass transport students over campus without hurting the environment. This major plus helps students who must have the bus transit to travel across campus and could not afford for the busses to shut down because of pollution.
Evan, my roommate, is extremely proud and grateful for all that the bus transit does for the students on campus. When asked about he bus system, he has this to say, “You know, I can’t always make it from one side of campus to the other in time for my classes. But, I can just get on the North-South and make it to my class. Also, the bus system helps me save energy and health. I had a severe case of scoliosis in high school, and I am not able to walk with my backpack on for very long or my back begins to severely ache.” This is perfect case where the bus system is able to help a student in need because of health issues. The bus transit saves Evan time and enables him to get through the day with minimal pain.
Since the bus system has been put into action, many other schools have followed. Though, Georgia was not the first to use busses I believe that other school, Alabama, uses busses now because of the great success it has at the University of Georgia. UGA students may take the bus transit for granted because it has been around for over a decade, but it greatly eases the worries of students trying to converse around campus and should never be overlooked. With the University of Georgia’s size, it would be nearly impossible for school to function correctly without the transit system in place. Students should always make sure they understand how the transit makes mobility around campus as painless as possible everyday just for them.















Bibliography
Hamlin, Ron. “2006-2007 Face Sheet.” Campus Transit. 26 July 2006. http://www.transit.uga.edu/facts.html
“Quick Facts about UGA” The University of Georgia. 29 October 2007. http://www.uga.edu/profile/facts.html
University of News Service. “University buses switch to biodiesel blend.” Red and Black 23 April 2007.

The Tree that Owns Itself by Kimberly Gittings

Is it possible for a tree to own itself? Really? Well, here in Athens, the Tree that Owns Itself is located right off of Finley and Dearing Street. A tall white oak with a story to tell and who knew that there was such a famous tree just around the corner?
Throughout history there have been numerous amounts of stories told. These stories have either turned into legend or folklore or have just fizzled away with time itself. The stories and legends that refuse to depart and be continuously ingrained in Athens history include the University Arch and the Double-Barreled Cannon but one of the lesser-known stories is of the so-called Tree that Owns Itself.
Imagine a tree so grand that its limbs covered with broad sweeping leaves keeps one cool during the summer and in the winter it is barren and looks as if it is a giant among dwarfs. Standing a good hundred feet tall is this antiquated white oak. At one time it was considered the biggest tree in Athens and the most famous tree in the United States (Wikipedia). Leading up to this statuesque piece of history is the small portion of cobblestone road named Finley Street, considered one of the last cobblestone roads in Athens (Wikipedia). The tree is surrounded by a worn ornamental chain and contains two tablets of its deed. Its presence is unique due to its ownership of itself and thus the questions arise on how it all began?
It all started when a man, Colonel William H. Jackson, wanted to protect and reflect on his childhood memories of a tree on his property, so he decided to deed the tree to itself (Hammer, Karwoski). As simple as that sounds back in the 1800’s, there are currently some fine lines that have been drawn on the actual details of its beginnings and history thereafter.
Colonel Jackson was a local citizen who was believed to teach here at the University of Georgia. He happened to have a unique tree on his property that he wanted to protect so he profoundly stated:
“ I, W. H. Jackson, of the county of Clarke, of the one part, and the oak tree… of the county of Clarke, of the other part: Witnesseth, That the said W. H. Jackson for and in consideration of the great affection which he bears said tree, and his great desire to see it protected has conveyed, and by these presents do convey unto the said oak tree entire possession of itself and of all land within eight feet of it on all sides (Wikipedia).”
This statement has withstood time since its believed indoctrination between the period of 1820 and 1832 (Wikipedia). The legality of this deed is nonexistent due to the exact nature of when the land was purchased, to whom, and so on. Knowingly, it is widely accepted that this tree indeed owns itself and that many admirers have come far and wide to see this spectacular tree that owns itself.
A unique fact that many do not know is the tree one sees today is not the original. Due to the tree’s age and the weathering of some severe Georgia weather, the ancient tree succumbed to an ice storm in October of 1942 (Wikipedia). After its fall there was a movement by local citizens to replace the tree with a “son” of the original tree from one of its fallen acorns. The spot to where the tree once stood proudly was barren for four years and after some cultivation from the Athens’ Junior Ladies Garden Club, a new tree was planted from a single acorn that came from the “father” tree. With the help of the University of Georgia, Roy Bowden from the College of Agriculture and the students from the Department of Horticulture, the transfer of a new tree was a success (Wikipedia). On December 4, 1946, the tree was officially dedicated and some of the attendees included the mayor of Athens and members of the Garden Club (Wikipedia). So through its extended branches and fertile soil below, admirers actually are looking at the Son of the Tree that Owns Itself although it is widely known and accepted as the Tree that Owns Itself.
“I’ve never heard an elaborate story about a tree being owned by itself. Quite interesting if you ask me,” states, Michelle Pope, a current University student. This tree is an attraction to many who have a knack for unique or interesting pieces of historical information and for those who happen to come across it. Many individuals do not know of the folklore and there is plenty more to learn. Athens is filled with stories from its people, to buildings, and even to its trees. The tree has been an Athens historical landmark since 1988 (Wikipedia). Not many towns or cities across the nation can say they have a tree that truly owns itself. Just imagine what one can explore and discover about their surroundings.



Works Cited

Hammer, Loretta J. and Karwoski, Gail L. The Tree That Owns Itself and other Adventures Tales From out of the Past. Atlanta: Peachtree Publishers, LTD, 1996.

Pope, Michelle. Personal Interview. 24 Oct. 2007.

“Tree that Owns Itself.” Wikipedia. 4 Oct. 2007. Wikimedia Foundation. 25 Oct. 2007 http://en.wikipedia.org/wiki/Tree_That_Owns_Itself.

Where's the Water? by Jordan Quinley

“Water, water everywhere…nor any drop to drink” (Coleridge). Does this famous line from Samuel Coleridge’s epic poem The Rime of the Mariner hold true for the University of Georgia? The state of Georgia, along with the surrounding areas universities and colleges, is suffering from the effects of a current drought that has now stretched from summer into the fall. The University has taken on the drought issue and it’s climatologist and other specialists have begun researching what can be done to help the water shortage issue.
Georgia has a history of drought problems, and as the drought in 2007 hits the history books for becoming the worst in Georgia’s history data from these previous droughts are being reviewed. The first recorded drought in the states history lasted 2 years from 1903- 1905. The drought of 1986 can be remembered for its record low rain, heat, and drought conditions. The heat from the 1986 drought reached some of the highest temperatures since weather record keeping began in 1878. As the temperatures soared, wild and domestic animals alike were affected. “For a week and a half, it has been so hot across the South that chickens in their sheds, fish in their ponds, cattle in their fields, ancient oaks in their woods and people in their homes have died of heat. The drought, now the worst in the region's history…”(Clendinen). Unfortunately for Georgia residents, the characteristics of the 1986 drought are sounding familiar as the current drought continues to stretch on.
The University of Georgia’s Automated Environmental Monitoring Network has been collecting data for the University’s climatologists and specialists as they try to decide what can be done to help the state and the Athens-Clarke county area. Stations that have been set up around the state are continuously recording atmospheric pressure and rainfall, and coordinating with the Southeast Climate Consortium, which is a gathering of state climatologists from Florida, Georgia, and Alabama (Stooksbury). What does the Southeast Climate Consortium see for the future of this drought? The climatologists believe that the drought might be here to stay for the next few months. Developments along the West Coast of a cooling in the ocean temperature has indicated that the United States might soon be experiencing the effects brought on by La Niña. La Niña influences the southeast by creating a drier cool season, which for the Southeast lasts from October to March­­ (Stooksbury). This change in the climate from El Niño, which provides a wetter climate, to a La Niña has decreased the possibility for above average rain in the Georgia to twenty percent.
So what does this mean for the University of Georgia and what can you do to help? While the school cannot force it’s 5,000 freshmen undergraduates to comply with any rules, the school has made an effort to encourage its students to be more conservative with their water uses. Housing resident Katie Branscomb agrees with the actions the school is encouraging and says that it is “Important for students to make an individual effort so that they may help the water situation as a whole”. One helpful tip is to fill a pitcher up with water at the start of every week and to pour water from this during the day. A highlighted tip made by the University of Georgia housing department is to keep showers down to five minutes or less. On an average day a student uses around forty gallons of water taking a shower (Water Conservation Program). You will only use 12.5 gallons by reducing your shower time down to five minutes; over a large campus such as the University of Georgia this dramatic decrease will help not only the school but also the surrounding Athens-Clarke county area.
The University of Georgia is spear-heading the project in getting Athens-Clarke County motivated into taking action about the drought. While drought is not something new to the University or to the state, this year has seen historical high temperatures and decreased rainfall. With a future that isn’t foreseeing of any change in the weather or conditions, the University is gearing up its campus to conserve more water. La Niña might not be giving the state any more water in the near future, but procedures that can be enacted sooner are being made. The University of Georgia in association with the Athens-Clarke County commission has put together a “Step F” in drought restrictions for the area (County Must Hasten Action on Drought Plan). This new step in the Athens-Clarke County Drought Management Plan will outline different water allocation areas and times for the county. While “Step F” has yet to be passed by the board, the University has announced and recommended various different tips to creating a water-saving environment. On October 17 the annual rain deficit was 16.3 inches below normal. With such a deficit every UGA student needs to pay attention to the warnings and do his or her part in ensuring that the drought situation is improved in the Athens-Clarke County area.





Bibliography

Branscomb, Katie. Personal Interview. 24 October 2007.

Clendinen, Dudley. “Even the Fish Die in Streams as the Dust-Dry South Bakes.” New York Times.com 17 July 1986: Section A pg, 1. 22 October 2007

Coleridge, Samuel T. “The Rime of the Ancient Mariner.” Electronic Text Center. 10 May 1999. Electronic Text Center. 22 October 2007.

“County Must Hasten Action on Drought Plan.” The Athens Banner-Herald 22 October 2007. 23 October 2007

Stooksbury, David. “La Nina Likely to Bring Warmer, Drier Cool Season.” Georgia Faces. 2007. University of Georgia College of Agriculture and Environmental Sciences. 21 October 2007

“Water Conservation Program.” Kent County Levy Court Department of Public Works. 2005. Kent County Levy Court. 22 October 2007.

"Rush" by Abby Alexander

Abby Alexander
ENGL 1101
RUSH
“Smile girls, smile!” screams a recruitment councilor. It is 7:45 AM and you are running to make it to your first sorority house on Milledge Avenue, also known as Greek street. You are wearing a red and white sun dress and your comfy rainbows. As you are racing to make it to the Alpha Delta Pi house, you have to work your way through a mass of other potential sorority girls. This year at UGA there are over 1300 girls participating in rush (DeShaun). Rush is a week long event with four rounds for girls desiring to join one of seventeen sororities at the University of Georgia. Rush was designed for you to get to know each of the sororities and what it means to be part of the sisterhood.
You know it is going to be a tough competition to get into the sorority of your choice, but you think that you have a better shot than some girls because your mother was in a sorority, which makes you a legacy. As soon as you make it to the ADPi house, you get in line according to the alphabet and get out your note card. At each house you have to provide a note card with your name, your rush number, the round, the event number, and the sorority house. Next the recruitment councilor knocks on the sorority house door and the doors open wide by the sorority president and the head of recruitment. They introduce themselves and invite you into the house. As you enter the house, you are surrounded by the current sorority sisters of that chapter. They are clapping and singing their sorority's songs in order to portray their sorority spirit. Next, a sorority member introduces herself and you chat about the weather, what you did in high school and over the summer, what you look forward to at UGA, and the Georgia football games. After you finish the small talk, she introduces you to as many sorority sisters she can find. “Ring, ring, ring” sounds the bell and your off to the next sorority house. For the first two days, you attend a twenty minute meet and greet at the seventeen sorority houses and then rank which sororities you prefer.
On the third day of rush, you receive a list of the sororities that invited you back for round two. During this round, you have the possibility of returning to twelve houses to go on a twenty minute house tour (Panhellenic). As you walk through each of the houses, you realize how exciting it would be to live in the sorority house as a sophomore. Every bedroom is decorated with booming colors, a wall at every house has pictures of previous sorority members, and the remaining rooms are fun and inviting. After all your house tours are complete, you return back to your tiny dorm room and take a long nap to recover from the day. Just as you lay down, it seems as though you are up again for another day of rush. During this day, you have the chance of returning to six houses to watch skits and learn about the different sorority's philanthropy (DeShaun). Philanthropy is a main focus in each sorority and portrays the values of the individual sorority through community service. This round helps you narrow down the sororities that you believe are the best match for you.
“Does anyone have an extra black dress?” says Maureen to a fellow rush participant. It is the Preferential round and most girls are wearing a solid black dress and high heels. This round only has three events that are fifty minutes each (Panhellenic). During your house visits, the current members perform special ceremonies and have members speak to the entire group in order to encourage you to join their sorority. After your last event, your mind is racing with thoughts about which sorority you should pledge. When you return to your recruitment councilor, you fill out a bid card listing the sororities you wish to join in order of preference. At the bottom of the card, you sign your name, which binds you to join the sorority that asks you back even if it was your third choice. So you have finally decided which sororities you liked and now you have to wait until the next day to find out which sorority picked you.
A white limo is waiting to pick you up downstairs in your white dress because you pledged Sigma Kappa! You made it through the exhausting week and now can relax. Although the week was stressful, you made many new friends and learned all about what it means to be a part of the Greek life.


Work Cited
Harmon, Elise. Personal Interview. 23 October 2007.
Harris, DeShaun. “Rush helps girls find houses.” The Red and Black Publishing Company Inc. 16 August 2006. 23 October 2007. paper871/news/2006/08/16/News/Rush-Helps.Girls.Find.Houses-2567876.shtml>
Flaherty, Maureen. Personal Interview. 23 October 2007.
University of Georgia Panhellenic Council. 2007. Greek Life Office. 23 October 2007.

"The '60's: Creswell, Dazed and Confused" by Ethan Hazard

Creswell Hall is well known to University of Georgia students. Even those that did not live there have at least one story to tell about it. It has earned numerous nicknames through they years, including “Bulldog Hilton,” “the 'Well”, “Cres-Hell”, and “The Green Monster”, named for the unusual and unknown shade of green that adorns the sides of the building. Creswell is currently one of the co-ed freshman dorms at the University of Georgia, nine stories tall, adjacent to Bolton Dining Hall, and home to almost 1000 students (Wikipedia). Each of the upper eight floors house students, and each floor is distributed in four halls or wings, arranged in a “T” shape. The A and B halls for the arms of the “T”, and the C and D halls form the beam (Wikipedia).

The dorm's and the dining hall's construction began in the fall of 1961 at a cost of $3,600,000. The building had a number of features that are different than today: The dorm was an all-girls freshmen dorm, it had no planned central air conditioning system due to a lack of funds (“Girls' Dorm” R+B), and there was also a proposed sunbathing deck on the roof (“Wednesday” 3.8.61). The dorm was completed and used by August 1963 (“Wednesday” 2.28.62).

Notably, the elevator distribution was planned differently than it is currently used. Originally six elevators were used, as opposed to the modern four. Every floor of the building starting from the second floor was to have its own lobby. Each lobby was to be serviced, in turn, by one or two elevators, as opposed to all of the six. (“Girls' Dorm” R+B). The elevator's design caused Carl Stark, a student to be caught on the 5th floor during a panty raid during late sixties enrollment. He said he was caught personally by the Dean, and because of it he got to know the Dean well (Stark Interview).

Creswell was one of the first dorms at UGA to be as large as it was. There were concerns about building a dorm that would house so many students in it; when the board of regents were planning and approved construction, they actually rescinded a provision limiting dorms to four floors and a limited sized. The concerns of some on the board was elaborated by the Atlanta Constitution: anxiety that having 1000 students in one building could cause an “issue”. The “issue”seemed to be worries that admitting even one African-American might “spoil” the experience for the other [white] students (“Skyscraper” Atlanta Const.). In fact, in the 1960s, African-American women did live in Creswell, and did have fairly normal social lives, mixing with whites, but their rooms tended to be grouped together at the very ends of the floors they lived on, and as such they tended to live in segregated conditions (Stark Interview).

The dorm was very well known once completed, and within a year the dorm was open to allow upperclassmen women to live there, as well as freshmen (“Freshmen” R+B). But a major problem encountered in it was vandalism. By 1964, some reports said the paper looked teen years old already. The women had been carving on the elevator walls, writing on room walls, and most notably been using the hallway floors as ash trays for cigarette ashes and butts (“Desecration” R+B). The same article claimed that such behavior was almost expected out of the freshmen men, but not out of the freshmen women.

Women were also treated much differently than men were. In the 1960's, Creswell had a curfew of 11:15 PM. Those who were late were put on social probation and locked down in the dorm for a week. Mr. Stark also told me that it was well-known to not drive around Creswell between 11 and 11:15 PM, because “Guys were driving at 100 mph to get their girlfriends back in time!” Also, when women would leave for the weekend, they would have to sign out with the Dorm Mothers. The Dorm Mothers would then randomly call the home of the signed out girls to see if they actually did go home. Men were not allowed to leave the lobby to go upstairs, either. They could visit only in the lobby, under the supervision of the staff (Stark Interview).
In the 1960s Creswell Hall went from being a new, somewhat controversial, and expensive construction project, to the center of freshman life, especially for females, at the University of Georgia. It since has become even more important to freshmen, having become a co-ed dorm at the center of activity on campus. With more and more freshmen-oriented programs being centered around Creswell, it obvious that the community here will continue to grow and be even more important that it has in the past.

Bibliography:

“Creswell Hall”. Wikipedia 22 October 2007.http://en.wikipedia.org/wiki/Creswell_Hall

“University To Get 9-Story Girls' Dorm.” The Red & Black 2 March 1961.

“New 'Skyscraper' Dormitory for University.” Atlanta Constitution 20 March 1961.

“Wednesday.” Wednesday at the University of Georgia Weekly Report 8 March 1961.

“Wednesday.” Wednesday at the University of Georgia Weekly Report 28 February 1962.

“Freshmen to Share New Dorm Next Fall.” The Red & Black 16 January 1964.

“Desecration.” The Red & Black 30 January 1964.

Stark, Carl. Personal Interview. 23 October 2007.

"Mark Richt: A Coach and a Man" by Allie Bates

When one thinks of a football coach, an image of an angry, intense man plays through the mind. However, Mark Richt, the University of Georgia's Head Football Coach, does not fall into that category. He has earned respect as both an excellent coach and an inspirational man with high standards. Not only has Richt succeeded in leading the Georgia Bulldogs to many victories, but he has also helped the community in many ways by becoming involved.
On December 26, 2000, Mark Richt signed as the University of Georgia's Head Coach after being a part of Florida State University's football staff for fifteen years. Georgia's football team was filled with talented players; they just needed direction, and Richt was the right choice as the leader. In his opening season as Head Coach, he won eight games, which had not been done since Georgia coach H.J. Stegeman in his first year in 1920. The year 2002 was one filled with much success for the Georgia Bulldogs. Richt led them to a Southeastern Conference (SEC) championship, which was their first in twenty years. The Bulldogs also beat Florida State in the Nokia Sugar Bowl and finished the season ranked third in the nation. According to the Official Athletic Site of the University of Georgia, “He is one of only nine head coaches in Division 1-A history to record sixty or more wins in his first six seasons, he's one of only six coaches in history to win two SEC championships (2002, 2005) in his first twelve years, and one of only five head coaches in SEC history to record four straight 10-win seasons (2002-05).” Richt was a finalist for the Bear Bryant National Coach of the Year Award in 2002 (Georgia). In 2002, Mark Richt was also named the SEC Coach of the Year (Curtis 38).
While coaching at Florida State in 1986, one of his players, Pablo Lopez, was shot and killed. This event truly affected Richt. He turned to the Bible for comfort and became a devoted Christian from this experience. Mark Richt has instilled many new traditions and values for the Georgia football community. According to an article in the New York Times, “Since becoming the football coach at Georgia in 2001, Mark Richt, too, has taken his team to churches in the preseason. A devotional service is conducted the night before each game, and a prayer service on game day. Both are voluntary, and Mr. Richt said he does not attend them,” (Drape). Every morning Richt and his staff open their meeting in prayer and with a devotion. According to Curtis, “Character is critical to everything that Richt is trying to accomplish at Georgia. That is why when his men misstep—and they do at times—it eats at him,”(56). On October 13, 2007, Richt led his team to a victory in Nashville against Vanderbilt. Georgia won on a field goal with three seconds remaining. Once the football went through the goal post, the Georgia football team stormed the field. However, Richt was angry and embarrassed that his team would show such disrespect and apologized on the television when interviewed. He said that his team knew better than to act that way. This redefines his character and morals that he displays both on the field and off of the field.
Mark Richt is involved in campus activities such as HERO, a program that benefits children affected by HIV/AIDS in Georgia. He also took a week off to travel to Honduras to do missionary work with his family. Although being the head coach of a football team is a time-consuming job, Richt still finds time in his busy schedule to help others.
After researching Mark Richt and reading so many positive things about him, I wanted to interview someone that is not a Georgia fan. I discussed Richt with my father, Billy Bates, who is an intense Alabama fan. My father is impressed with Richt as a person and what he has done with Georgia football. When asked his thoughts on Richt, he responded, “I like him because he is honest. He doesn't cheat, and he has a lot of character. I like the fact that he is not afraid to discuss his faith.” I proceeded to ask about his view on the Alabama versus Georgia game this past September. He stated that he was disappointed that Alabama lost, but he would rather lose to Georgia than any other team in the SEC because Mark Richt is classy. As a football coach, my dad thinks he is an “offensive genius” who it appears is able to recruit excellent athletes to Georgia. This interview further illustrated Mark Richt's integrity and strong character.
Whether it is coaching the University of Georgia's nationally ranked football team or doing missionary work globally, Mark Richt displays class and character in everything that he does. He is a family man instilled with values and morals that he exemplifies to his players, staff, and fans. Curtis summarizes Richt's character by stating, “The setbacks do not drain him and the successes do not change him. He has learned to be the CEO of a major college program without having to give up being a coach, or being a good man. If he turns out young men of character and loyalty with a devotion to family, then he has succeeded. Winning a few football games is just a bonus,” (60). Across the board Mark Richt is both an outstanding coach and an outstanding man.

Works Cited
Billy Bates. Personal interview. 20 October 2007.
Curtis, Brian. Every Week a Season. New York: Random House, Inc., 2004.
Drape, Joe. “Increasingly, Football's Playbooks Call for Prayer.” The New York Times 30 October 2005. 20 October 2007 .
“Georgia Biographies.” Official Athletic Site of the University of Georgia. 20 October 2007 .

"Stegeman Coliseum: A Landmark at UGA" by Jack Ritchie

Large, round, and interesting are a few words one might use to describe Stegeman Coliseum. This coliseum, which has been a part of the University of Georgia's campus for over forty years, is a host for basketball, gymnastics, and many different events every year. Stegeman, unlike many other buildings on campus, has a story for everyone. The athletic history of Stegeman Coliseum, as well as its unique architecture, makes it one of the most interesting buildings on campus.

Stegeman Coliseum, originally called the Coliseum, was completed in 1964. It was officially dedicated to the memory of Herman James Stegeman on March 2, 1996, at a special ceremony. Stegeman was known as a pioneer in collegiate basketball during the 1920s in the South. His work with the University of Georgia helped the athletic program in many ways. One of his greatest contributions was the organization of the old Southern Conference Tournament held in Atlanta from 1921 to 1932. Stegeman continued to make many contributions to Georgia's athletic program during the twenty years that he worked for the University of Georgia (1919-1939).

The athletic tradition at Stegeman Coliseum began when it replaced the “inadequate facilities” of Woodruff Hall (Boney 76). When the coliseum first opened in 1964, it drew its largest crowd in history at its inaugural game in which Georgia defeated its arch-rival Georgia Tech by a score of 81 to 68. At that game, an amazing attendance of 13,200 people was recorded and has yet to be surpassed (Wikipedia). At that time, the coliseum had seating for 11, 200 people, slightly more than the 10, 523 it seats today.

Today Stegeman Coliseum is the home of the UGA basketball and gymnastics programs. During its history Stegeman has showcased the Mideast Regional of the 1971 NCAA Men's Basketball Tournament, as well as the 1989 and 1995 NCAA championships for college gymnastics. Besides its use for basketball and gymnastics, Stegeman has also served as a large auditorium for guest speakers, rodeo rings, and other uses for the university. In 1996 just before the Olympics came to the state of Georgia, Stegeman had its first renovation. It received a new scoreboard and the first video replay board which no other SEC school had at that time. It continues to receive new renovations such as paint, seating, and LED “ribbon” boards.

In addition to its athletic history, Stegeman's architecture makes it an unique building on campus. The architecture was new and modern for the 1960s with its large curved roof, rounded walls, shallow sloped arches, and impressive size. An interesting fact about the construction of the coliseum is that the roof was built before the walls were, creating a large pavilion-like structure. This large UFO-looking structure was a sight to see. It was during this stage of construction that a local legend was created. Bill King, who was an elementary student at the time, recalls, “I remember when only the arches of the distinctive flying-saucer-like structure were up and a classmate's father (something of a town character) actually flew an airplane underneath them!” (King AJC). People continue to speak of that legendary airplane flight today. The walls are actually not connected to the roof; an aluminum bellows connects the walls to the roof of the coliseum. These bellows allow the natural movement of the roof and walls during climate changes.

Stegeman Coliseum's unique shape and arches are very noticeable to anyone passing by. Over the years, students have taken risks and climbed up the arches onto the roof of Stegeman Coliseum. The top of Stegeman has been used for many events such as tailgating, but now it is fenced off by gates at the top of the arches.

These gates do not keep people off the top of Stegeman as Kerry Nelson, senior and RA in Mell Hall, explained to me. Kerry Nelson spoke of his many trips to the top of Stegeman. “There's lots of cigar butts,” Nelson explains, and the roof is “like sand dunes; rolling white fields.” The gates were put up there in the early 1990s to stop people from climbing to the top according to Nelson. Even vehicles have been on top of Stegeman. “People use to drive motorcycles up there during tailgates” (Nelson). Nelson told a story of him and his friends who were caught climbing down Stegeman one night. “We were almost down to the ground when a cop car saw us,” Nelson said disappointingly. Nelson explained that after being yelled at by the police, he was let go. The stories of the airplane flight and the students' adventures to the top of Stegeman make it a legendary building on campus.

Stegeman Coliseum is certainly a historical and physical landmark at the University of Georgia. It not only keeps the memory of Herman James Stegeman alive, but also it represents the continual achievement in the University of Georgia athletics from all the banners that hang proudly inside the coliseum. When people see Stegeman for the first time or for the one-hundredth time, the reaction is generally the same. Amazed at the grand size and unusual architecture, people stare in awe at Stegeman. Often one might wonder what it is like on top or how a pilot could have flown his airplane through the middle. Unlike many other buildings on campus, almost everyone has a story about Stegeman. Whether they have been on top or seen an amazing game inside, there is always history linked to Stegeman Coliseum.

Works Cited
Boney, F.N. A Walking Tour of the University of Georgia. Athens: University of Georgia Press, 1989.
King, Bill. “It takes winning, not whining.” Atlanta Journal Constitution 12 Feb 2006. 21 Oct 2007 blogs/ajc/ugafans/entries/2006.02/12/it_takes_winnin.html>.
Nelson, Kerry. Personal Interview. 22 Oct 2007.
“Stegeman Coliseum” GeorgiaDogs.com. 21 Oct. 2007.
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“Stegeman Coliseum.” Wikipedia. 11 Aug 2007.
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"Go Dawgs" by Kimberly Wood

To one devoted football fan, “Uga represents a winning tradition” (Wood). What was once a belated wedding gift has now turned into a national icon (Seiler and Hannon, 6). From the covers of magazines to appearances at major social events, the University of Georgia mascot can be seen all over the nation. Specifically representing Georgia football, Uga is abound the UGA campus on Saturdays in the fall. Photo opts, multiple public appearances, and relaxation on a bag of ice in his air-conditioned doghouse occupies Uga's Saturday afternoons. The line of Uga's captures the true essence of Georgia football.
For fifty-one years, the University of Georgia has used the infamous English bulldog as its mascot. Over that time, six dogs have passed through the gate of Sanford Stadium with each one's son following in his footsteps. Every game, Uga sports his uniform—an intimidating spiked collar and an official UGA football jersey (Pittman, First & Goal). Uga even has his own student identification card and varsity letter (Seiler and Hannon, 10). The University of Georgia is also the only college to bury its mascots inside the stadium. Each time an Uga passes away, he is buried in a metal vault near the main gate of the stadium (Pittman, First & Goal).
The Uga dynasty was started by the Seiler family. Sonny and Cecelia Seiler were given a solid white English bulldog as a belated wedding gift (Seiler and Hannon, 6). Owner, Frank W. “Sonny” Seiler, began the tradition of using a bulldog when he was a college student at the university. At the season home opener in 1956, he took his nine month old wedding gift with him to a tailgate with his buddies (Pittman, First & Goal). Seiler's friends convinced him to take the dog to the game, not knowing that by the end of the fourth quarter he would establish Uga as the permanent mascot for the University of Georgia. During the game, a photographer snapped a picture of Seiler with his bulldog, which appeared in the paper the next day (Pittman, First & Goal). The photo caught the eye of the football coach at the time, Wally Butts, and now Uga is present at every football game (Seiler and Hannon, 8).
The Savannah, Georgia family started Uga I's reign in 1956 (Seiler and Hannon, 11). This dog did not experience the luxuries that the current Uga receives. Since bulldogs are susceptible to the heat, Uga I sought shade by the hedges (Seiler and Hannon, 14). To also ease the threatening Georgia heat and humidity, Uga I, along with all the other bulldogs, received a special surgery, in which the nasal passageway was expanded to allow more oxygen to pass through (Seiler and Hannon, 15). The jerseys for this dog were actually homemade by Seiler's wife, and because the hedges tended to tear the shirts, new ones were constantly made (Seiler and Hannon, 14). Uga also experienced some trifling times when he was once stolen briefly during his first season as mascot by a group of University of North Carolina fraternity brothers (Seiler and Hannon, 14). He also was taken a few years later at the Auburn game in Athens. Randomly, he turned up safely at Georgia Tech (Seiler and Hannon, 14). Despite a few mishaps, Uga I led a successful command with two bowl game appearances and a SEC championship (Seiler and Hannon, 1).
Uga II became the chip off the old block when he replaced his father as the new mascot of UGA. Due to many health problems, he unfortunately served the shortest time (Seiler and Hannon, 44). Once in 1967, the heat really took a toll on Uga II (Seiler and Hannon, 36). Uga was participating in the annual picture day; Uga fell over, and he began to pant for his life. The Seiler's realized that Uga had suffered a heat stoke, which ultimately resulted in his loss of hearing (Seiler and Hannon, 36). To prevent anymore damage, Seiler created the fireplug, a red fire hydrant, which served as a refuge for Uga II (Seiler and Hannon, 36). The fireplug was not air-conditioned, but instead, an ice-filled pillow was placed inside of it for Uga to lie on when he became overheated (Seiler and Hannon, 37). Uga II had an impressive set of football seasons with five bowl games debuts and two SEC championships (Seiler and Hannon, 28).
Uga III and IV exhibited major careers at the university. Uga III is still considered one of the most successful bulldogs in history. He led the University of Georgia football team to the 1980 NCAA national championship, two SEC championships, and six bowl game presences (Seiler and Hannon, 48). Uga III served an amazing one hundred games before retiring due to consistent vision problems and severe arthritis (Seiler and Hannon, 60). Uga IV was just as successful. Leading the team for nine seasons, Uga IV sent the team to nine bowl games, one for each year, and another SEC championship (Seiler and Hannon, 70). Uga IV, escorted by Hershel Walker, became the first mascot to attend the Heisman Banquet (Seiler and Hannon, 75). At one point, Uga IV was actually replaced for four games by his brother Otto (Seiler and Hannon, 85). According to Seiler, Uga IV “injured ligaments in his left hind knee when jumping off a hotel bed before the Vanderbilt contest” (84). Luckily, Otto, “the substitute,” led the bulldogs to three wins and one loss (Seiler and Hannon, 86). Uga IV soon returned and finished his time as mascot.
Uga V and VI nationally established a name for themselves. Uga V moved into the doghouse in 1990 (Seiler and Hannon, 96). Seiler declared that he was the last puppy to be procreated by Uga IV (97). Uga V is probably the most famous of all the bulldogs. He appeared on the cover of Sports Illustrated, and he was the bulldog in the famous photograph that captured him lunging towards an Auburn football player (Pittman, First & Goal). Currently, Uga VI stands as the mascot for the University of Georgia. He is actually the heaviest of all the bulldogs, weighing in at sixty-five pounds (Seiler and Hannon, 131). Uga VI is still going strong with an SEC championship and six bowl appearances under his belt.
As Seiler stated, “These six dogs have a resume so stellar that even summarizing it is difficult” (xii). Like salt needs pepper, the UGA football team needs Uga. Having him at the games is such a great tradition even if while the 92,746 fans are standing in ninety-eight degree temperatures and a hundred percent humidity, Uga is sunbathing on a bag of ice.

"Weighting In Line" by Zach Renner

Human capital is important in today’s society. Whether it’s through plastic surgery or exercise, people are constantly working towards bettering their appearance. Two ways people use to alter themselves is through gaining or losing weight. These changes are found most among athletes because of the physical expectations demanded of them. As athletes move from high school to college, almost every athlete looks to gain or lose weight. To better understand why athletes choose to change their physique, I spoke with UGA Sports Nutritionist, Ruth Taylor.
According to Taylor, there are a greater number of athletes looking for weight loss rather than weight gain—anywhere from 30%-40% trying to lose weight and around 20%-30% trying to gain weight. She mentions a few potential reasons for why she may see more weight loss cases: “Carrying around excess body fat may not be beneficial to sports performance, especially sports that emphasize the aesthetic value of the body (i.e. gymnastics, diving, cheerleading and equestrian); excess mass may also increase the risk of weight-bearing injuries and joint pain; and it's difficult to healthfully lose weight and then maintain that weight loss.” On the other hand, the main reason for gaining weight amongst athletes is to increase their lean muscle mass. I am much more concerned with what it takes to put on mass rather than lose it. Taylor assures me, there are surprisingly few important aspects to gaining lean mass, but an incredible abundance of confusion and myth as well.
There are many ways to gain weight, but there are few ways to gain the lean mass. Unless you want more rolls than a bakery, it is crucial that you monitor your caloric in-take. Taylor calls this “The most important aspect nutritionally in gaining weigh” For example, you could eat a double cheeseburger, large fries, and a large soda and get a lot of calories, but you receive no nutritional benefits from these calories. In stead you should have a large turkey sub, with vegetables and paired with a baked potato, a glass of two-percent milk, and a piece of fruit; with that meal you can be sure you’ll receive a similar amount of calories as the latter, but also get a higher nutrient value to maximize your health. As well as monitoring the types of calories you are consuming, you should also watch the amount.
According to The University of Georgia Athletic Association Sports Nutrition Office, in order to gain weight, you have to eat more calories than you burn. This 9s difficult because adding fat free mass takes both weight training and more calories. There are many different ways to increase your caloric intake: make sure to eat three meals a day and never skip breakfast; eat larger than normal portions; eat snacks in between meals; drink juices, milk, PowerAde in place of water; limit intake of high-fat foods; increase intake of good carbohydrates; most importantly, lift weights! If you don’t lift, the extra calories will not help build muscle and may turn to fat. Too many times athletes will eat a lot and see no results besides their growing gut; this is almost always because they think if they just eat more the “lean mass” will magically appear. Another common myth is that “more protein equals more muscle.” Taylor emphasizes the falsity of this statement despite its common acceptance. Protein is not what builds muscle, strength training builds muscle—and adequate calories and adequate protein can help your body to build muscle once you lift weights. The reason excess protein does not mean extra muscle is because your body can only use 1g/# of body weight; therefore, you don’t need to spend your money on expensive supplements or special pills. Instead spend your money on the wholesome carbohydrates, lean meats, and other “good” calories paramount in gaining lean mass. An even better idea is to just use the money you’ve already spent on this university’s award winning dinning service.
At the UGA Food Service website you can find a complete guidebook showing you the day’s food choices; this will help you plan ahead for what you to eat, in turn allowing you to make a personalized diet. You can plan what to eat on certain days in accordance with what is being served. This consistency that the dinning halls provide is vital to both creating a workable diet with food you like and consuming nutrient rich calories I mentioned earlier.
Many people still do not understand the correct way to gain lean mass, but remember that to build muscle, you not only need to have adequate calorie intake, but you also have to be lifting weights. Muscles don’t build themselves; you need to put in the work nutritionally and physically to gain lean mass.

"Freshman 15" by Cassie Kristoff

"The Myth behind The Arch" by Melanie Muhlbauer

This year, 4,750 new incoming freshmen took that initial step onto the University of Georgia’s glorious campus. They are beginning their journey in a new town, and the possibilities seem endless. Eventually, as the students wander from building to building in pursuit of an education, a social life, dinner, or all of the above, each will see the famous, mythological arch. Its image is incorporated into the official UGA logo, and it can be found on just about anything from T-shirts to UGA staff business cards (Blanchard). However, what if these freshmen students are not careful and walk under The Arch? If they end up not graduating, do they have something to blame?

The University's long standing landmark, The Arch, is a cast-iron representation of the Seal of the State of Georgia. The Arch's three pillars stand for Wisdom, Justice, and Moderation which is the state motto of Georgia. The Arch is considered to be the gateway to the University of Georgia as it stands at the northern edge of North Campus standing guard between the campus and the city of Athens (Michaels).

While observing people on the walkway that The Arch stands on, one sees students either intentionally walk around it or walk through it in a snooty manner. It is said that if a student walks under The Arch during his or her freshmen year, then they are doomed for failure and will not graduate from UGA.

History points back to an UGA alumnus, Daniel Huntley Redfearn, Class of 1910, as the originator of the legend. When Redfearn arrived in Athens from his home state of Florida, he only had with him a trunk, a suitcase, less than $200 in his wallet, and a fierce determination to graduate). As he approached the gateway to the campus on Broad Street, he vowed to himself that he would not walk under the wrought-iron Arch until he had a diploma in hand. Redfearn kept his word, though not easily when a freshman hazing ritual called for him to run with his classmates under The Arch while wearing only underwear before the Georgia-Georgia Tech football game. Rather, Redfearn ran with his classmates until reaching The Arch when, instead, he ran around it. One of Redfearn’s professors learned of Redfearn’s promise and announced it to his classes; the tradition was born(Blanchard).

Is this myth always true, though? During an interview I conducted with alumnus, Jenna West, she said, “We had one friend who walked through The Arch, brave and skeptical soul he was. He was always questioning stories he heard and pressing for the truth, so when he learned of the arch myth, he took it as just that-a myth. Unfortunately, he dropped out a year later. Now it could just be his work ethic and partying that played into his dropping out, but he did walk under The Arch, so the myth holds true in my eyes.” Another student admits that he walked under The Arch and guarantees he will graduate. “I think, no I believe, that it’s a stupid myth. Instead of going through The Arch to get where I need to go, I have to walk around it… that just makes the amount of time to get where I need to go longer because now I have to walk around The Arch instead of under it. That just seems stupid,” Mark Thiel explains. No matter the truth, I know I will not be walking under The Arch freshmen year.

Myths are not uncommon to appear and generate at colleges. At the Ivy League school, Brown University, if students walk through the Van Winkle Gates between commencement and graduation, they will not graduate. Similarly, at Princeton University, yet another Ivy League, if a student exits through the FitzRandolph Gate at all before graduating, they will not graduate. Entering through the gate is alright, though. While talking to my sister this weekend she informed me that Georgia Tech has a myth similar to UGA’s. At Tech, if a freshman touches the Ramblin’ Wreck during his or her freshman year, then he or she is cursed with both bad luck in academics and yet another year that Tech will lose to UGA during their rival football team. I hope that some wayward freshman touched the Wreck this year, too.

It is very interesting to note that the kind of college, university, or institution does not directly correlate to the existence of this type of myth. Being a private college, an Ivy League school, a public college, a liberal arts college, a technical institute, or a state university does not stop the growth of these types of myths. With the advent of the internet, all students are able to read and be informed about the history of both the legend and the structure so that they, too, do not succumb to The Arch.

Bibliography

Blanchard, Margaret. "The Arch." Athens Magazine 5 Aug. 2003. 28 Oct. 2007 .

Michaels, Adrian. "The Arch." Athens World. Oct. 2003. 28 Oct. 2007 .

West, Jenna. Personal interview. 25 Oct. 2007.

Thiel, Mark. Personal interview. 23 Oct. 2007.

Muhlbauer, Rachel. Personal interview. 23 Oct. 2007.

"Freshmen Drop-outs" by Megan McCue

Josh was an honor student graduating at the top of his class. Once arriving to the University of Georgia’s campus he planned on getting involved in as much as possible. After a couple weeks into classes he began to feel overwhelmed trying balance fraternity events and hanging out with friends on top of his ridiculous workload. He needed some down time to relax. He figured it would not make a difference if he missed a couple classes and borrowed the notes from a buddy. However, those couple days turned into a couple weeks and his attendance record was not the only thing that began to plummet.
According to College Board, over 98% of UGA’s incoming freshmen received at least a 3.0 high school GPA. Clearly, the student body has the intelligence and ability to achieve satisfactory grades. At the same time stories like the one above are far too common. Why then is there such a discrepancy between grades in college and those of secondary educational facilities?
The transition to college proves to be a difficult one, as adolescents are freed from their parents’ reigns and now call all the shots. Many freshmen lose focus once arriving, being distracted by the social scene. As Dr. Monahan explains during an interview, in a college town with 32,000 fellow students and a downtown area with 75 bars the temptation to do anything but study is great (Games Drinkers Play). Not to mention the luring Greek Roe with fraternity parties every night of the week, it is no wonder how first years get sidetracked from doing homework.
Rolling out of bed hung-over following a night out to attend an 8a.m. class is not too appealing. In a study regarding adolescents, substance abuse was directly related to poor academic performance (Relationship Lifestyle). Most freshmen courses are lectures filled with hundreds of students which makes keeping track of attendance next to impossible. Therefore, it is easy to sleep in and skip class when no penalty is enforced for missing a day. The feeling of guilt one experiences the first time skipping lessens each following time as a habit is also built. In a study conducted by the American Educational Research Association, 72% of the sample group’s final course grade could be predicted by attendance, with each day of absence dropping a student’s grade by an average of two points.
By routinely going out late and strolling back to the dorms at the crack of dawn, a lack of quality sleep becomes another issue. It is not news that being deprived of sleep affects one’s memory thus affecting one’s classroom performance. As explained during a psychology lecture by Dr. Achee, during sleep the thoughts and information previously on the awakened mind continue to circulate in the brain. This is why studying in the evening and then getting a full night’s worth of sleep is more beneficial than pulling an all-nighter prior to an exam. Freshmen are playing the catch up game by putting off assignments until the last possible moment and then cramming the entirety in one night. However, these irregular sleeping patterns indirectly affect grades in a negative way.
The HOPE scholarship has both increased the number of Georgia residents staying in-state for college and raised the bar on qualifications into these schools. According to a UGA’s Research Magazine article, the brightest students are encouraged and even rewarded financially to stay local for college. Each year acceptance into UGA is becoming increasingly competitive as the admissions process becomes more selective. Between 1992 and 1998 the SAT scores of freshmen at Georgia colleges increased three times faster than the scores of freshmen nationwide (Research Magazine). Despite the impressive credentials of the incoming class most experience a dramatic drop once enrolling at UGA. An ACT report found that over a fourth of university students wind up dropping out before their sophomore year (The Chronicle).
Although the HOPE was intended to make college an option to all in-state students, being able to afford an education without this aid is a dilemma many families face. Nearly the entire student body enters meeting the requirements to obtain HOPE. However less than a third graduate with the scholarship, failing to uphold a B average (Research Magazine). Rather than staying in school and building up loans, some opt to go straight into the work force. However, education definitely pays off as those with bachelor degrees earn twice as much as workers with only a high school diploma within a lifetime, shown by the U.S. Census Bureau (Career Wizard).
The transition to college is a difficult time for many adolescents. These eighteen year olds are thrown into the real world finally being able to make their own choices. Yet, finding the perfect balance between work and play is oftentimes the most challenging part of college life. This is apparent by the alarmingly high drop out rates of first year students. Universities must react by offering guidance to how these freshmen can prioritize in order to have a chance at reversing the record high statistics of college students dropping out.

Works Cited
Achee, Dr. John. Lecture. Psychology Lecture. University of Georgia. Student Learning Center, Athens, GA.
Cook, Kelly A. “The Relationship Between a Healthy Lifestyle and College Students' Grade Point Average.” Clearing House. 2006. Missouri Western State University. 22 Oct. 2007 .
“Does Education Pay off.” Education and Your Career. (2007). Career-Wizard. 22 Oct. 2007 .
Gianaro, Catherine. “The Merits of Hope.” University of Georgia Research Magazine (2001) 18 Oct. 2007 .
Monahan, Jennifer. “The Games Drinkers Play.” University of Georgia Research Magazine (2007) 20 Oct. 2007 .
Reisberg, Leo. “Freshmen-Dropout Rate Falls, as Does Student-Graduation Rate, ACT Reports.” The Chronicle of Higher Education 2007 22 Oct. 2007 .
“University of Georgia.” College Search. 2007. College Board Inc. 22 Oct. 2007 .
Urban-Luran, Mark. “Attendance and outcomes in a large, collaborative learning, performance assessment course.” Department of Computer Science and Engineering. Apr. 2000. American Educational Research Association. 22 Oct. 2007 .

"Is the New Grading Policy Effective?" by Ben Simms

Is the New Grading Policy Effective?

Universities are constantly challenging students to achieve higher academic standards by continuously changing the way it evaluates students. In turn, students constantly stress themselves out over their grade point average. At the University of Georgia, a decision was made by the administration to change to a GPA grading scale that includes letter grades with a plus or minus. Since its implementation, the student body at UGA has become more concerned with its grades. Fearing that their transcripts will be critically altered, not all student are sure if they should accept the new grading policy. The new grading scale will be used when applying to graduate programs; the grades that a student earns from this point on will be calculated within the new plus/minus scale (previous grades will be graded within the prior system). Is the new grading system the most effective? Does it give the University of Georgia a more academically competitive environment?

What does the addition of the plus/minus grading scale mean? With this new grading policy, a 90 that a student earns in a class will not be a 4.0; it is a 3.7. To earn a 4.0, the student would need to earn at least a 94. The rest of the grading scale looks like this:A = 4.0, A- = 3.7, B+ = 3.3, B = 3.0, B- = 2.7, C+ = 2.3, C = 2.0, C- = 1.7, D = 1.0, F = 0.0, with the numerical value of each grade being: A=94-100, A-=90-93, B+=87-89, B=84-86, B-=80-83, C+=77-79, C=74-76, C-=70-73, D=60-69, F=<60.>

Freshman, Patrick Hickey, stated in an interview, “The new plus/minus grading scale is much better than the old policy at Georgia, but it still needs a lot of revision. I think that UGA ultimately needs to go to an 100-point scale, where, in order to keep the HOPE scholarship, a student must keep an 85 overall average.” Currently, Patrick believes that the HOPE scholarship should be distributed to students with a 3.0 GPA on the plus/minus scale. As the policy is now, students can receive a 3.0 on the old scale still receive the HOPE scholarship. He also argues that the fact that there is no “A+” on the new grading scale is ridiculous. Saying, “If there is a 'B+' and a 'C+', there also must be an 'A+'.” The question then raised is what weight the “A+” grade should receive on the 4.0 scale? In many instances, schools and institutions have a 4.0 range but a student can receive higher than a 4.0.

Some students, like Candler Cook, have slightly different views on the grading system. Cook believes that the new plus/minus grades are not a good idea and that UGA should return to its old way of grading. Upset by the fact that his 90 average will not in fact give him a 4.0, Cook, along with many others, would appreciate the traditional 4.0 scale. Cook agrees with Hickey and is also perturbed at the fact the there is no “A+” within the new grading range. Although he thinks that there should not be a plus/minus system, he does think that if one is to be put into effect, it should be perfected first.

Faculty are affected by this grading change too. Stephen Tully, a history Teacher's Aid, voices his thoughts on the new system: “[The plus/minus grading system] certainly provides for more precision in grading which gives a more accurate account of student performance. However, I will be curious to see how this effects overall grade point averages. I suspect they may go down.” Tully believes that the new way that the University handles GPA will allow teachers to give grades that reflect students' true grades. In the past, teachers felt obligated to give students higher grades because they felt like grades on the old scale did not give a realistic reflection of a student's effort.

There are alternatives to a 4.0 scale like the one used at Georgia. A 100-point scale is the fairest way to grade. It provides an accurate representation of a students actual grade. In the old system, ten percentage points were given the same weight; on the new scale, four numbers have the same weight on the overall GPA. If the 100-point scale were in use, students would stress for every point because each point means more.

Students frequently study to keep their grades up now that there is more on the line. Grades can change GPA's far easier than before. It seems as though other scales, such as the 100-point scale, reflect grades and the work of students better. Is the new policy fair to the students and does it mean that the HOPE scholarship will be harder to obtain in the future? The scholarship is a statewide grant, so it is only fair that everyone should be on the same scale, whether it is the standard A, B, C scale, the plus/minus scale, or the one hundred point scale. The government would like to raise the state's educational standards by having colleges alter their criteria for obtaining the minimum average. There is still a lot of work to be done with the grading process, and students need to voice their opinions support those ideas.

Bibliography

Cook, Candler. Personal interview. 22 Oct. 2007.

Healy, Patrick. "HOPE Scholarships Transform the University of Georgia." Chronicle of Higher Education 44.11 (1997): a32-a34. GALILEO. 23 Oct. 2007 .

Hickey, Patrick. Personal interview. 17 Oct. 2007.

"Plus/Minus Grading FAQ." University of Georgia. 17 Oct. 2007 .

Tully, Stephen. E-Mail interview. 20 Oct. 2007.

"Dancing for Life" by Andrea Hubard

“Although almost two-thirds of American children are covered by private health insurance, nearly eleven million are uninsured” (Life Science and Biotechnology Update). What will happen to the eleven million uninsured? Many will not be given the treatment that is needed, but with help, some might still have a chance. Students at the University of Georgia and other schools in the southeastern area are raising money and children's hopes by joining Dance Marathon. Many non-profits are based on just raising money, but Dance Marathon is about more than that. It is about getting the kids involved. Not only is it the largest student-run philanthropy in the southeast, but it is also the fifth-largest sponsor for children's health care of Atlanta (Dance Marathon).
Dance Marathon began as a small competition held at Penn State University to raise money for local hospitals, but it quickly grew into something much more (Wikipedia). Now the actual marathon is just a grand finale for a year's worth of raising money through many different events, such as: Dance Marathon 5K, miracle family picnic, and tour of homes (Dance Marathon). Every member must raise $175 by February 9th, the night of the Dance Marathon. Last year, the University of Georgia raised $249,887.33, making Dance Marathon one of the top fundraisers of children's hospitals in Atlanta (Georgia Magazine).
These college students give up a lot more than sleep, but are rewarded with something much more valuable. “When my roommate comes back from one of her hospital visits to Atlanta, she always tells me she is sad when she first walks into the hospital, but once she starts playing with the children she realizes they don't want you to feel bad for them, they want you to help them have a normal life, and to take their minds off the hospital” (Daisy Holland). Like Daisy's roommate, many of the member's not only attend the “grand finale” dance, but are in involved in committees, that year round support the children.
Many of the students involved with Dance Marathon can relate to the cause. At one point in their lives, they themselves have been in the same situation. They have either felt what it is like to lay in the hospital bed or know a friend or a family member that has. Children placed in these hospitals need more than money to be cured; they need hope. Dance Marathon strives to give them exactly that. Every committee at Dance Marathon visits the children at the local hospitals, sometimes just so they have someone to talk to or play with. There is even an entire committee dedicated just for that purpose called the Hospital Relations Committee. These committees also show parents that there are people fighting for their child as well. Many do not realize the impact a few kind words might make on a parent watching there child experience something traumatic at such a young age (Dance Marathon). One mother expresses her gratitude in The Georgia Magazine: “Why this happened, I don’t know, but the long and short of it is that I have a hard time saying it was the worst that ever happened to us because it really taught us about people’s compassion and the generosity of people that you don’t get to see on a day-to-day basis of living your life” (Georgia Magazine).
This student-run organization allows the University of Georgia and other southeastern school student bodies to interact with each other. The only common interest they might have is the want to help the children. Along with getting to know your schoolmates, they are given the chance to make a difference in the world. These college students are getting a better view of what life is like outside the campus walls; they are given the chance to make an impact on children's lives. One mother's response when asked about what the University of Georgia's students' involvement was: “She’s become good friends with the kids at UGA. They’re really sweet. These kids don’t have children. They don’t have a point of reference for children. They’re living their 20-year old lives, but they’re living beyond that” (Georgia Magazine).
What started off as a dance marathon over thirty years ago, has turned into not only one of the largest student-run organizations nationwide, but also a year long preparation for what can no longer be called a “dance marathon,” but an entire dance movement . These college students are taking up an opportunity to help others and make a difference in the world as best as they can. They have established a sense of community, acceptance, and love. As one famous country singer explains, “and when you get the choice to sit it out or dance, I hope you dance. (Lee Ann Womack)”

Works Cited

“Dance Marathon.” 22 Oct. 2007. GNU Free Documentation License. <www.wikipedia.org>.

Holland, Daisy. Personal Interview. 23 October 2007.

“In Step with the Dance Marathon.” Georgia Magazine. Ed. Kelly Simmons. 2007. UGA. 22 Oct. 2007. <www.uga.edu/gm>.
“Statistics on Children's Health Insurance and Access to Care.” Life Sciences and Biotechnology Update. March 1999. 2004. 22 Oct. 2007. <www.findarticles.com>.

University of Georgia's Dance Marathon. 2007. 22 Oct. 2007 <www.ugadm.org>.

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