Journey to the sourceJust pumping the steam.. *. • j ' •Marty Klein, steam plant foreman: “Thisis the heart of the University.” (Photos byCarol Studenmund) By STEVE BLOCKEven though the University steam plantat 61st and Blackstone is across theMidway from the main campus, it’s easyto find. Just look for the steam cloudspouring from the two smokestacks on theplant’s roof.“Oh, that’s just plume.” says WilliamGanser, plant manager. The hot steamcondenses when it rises into the bitter coldwinter air, producing “clean” smoke.“When the plant was powered by coal,there was less plume, because we had highstack temperatures, which dried all themoisture.”That left particulates floating all overthe city. And although the plant used lowsulfur, high-grade coal, the air qualitymonitoring station in Hyde Park declaredthat the pollution levels were too high. “We were using the highest quality fuel eight ornine years before it was an issue, but wewere still taking the blame for nothing.”In 1970, the plant began a majorremodeling effort, converting to naturalgas, just now completing the job. “Wefired the first new boiler in 1971, and havereplaced one boiler every year.” Ganserwants to make it clear that the plant wasno longer fouling the air. “The en¬vironmental people landed a helicopterright in the plume... it’s clean.”Plant workers have had to learn newskills to be able to use the new, moresophisticated machinery. One of thepeople caught up in the changes is MartyKlein, who has been the plant’s actingforeman for the last three years out of theseven years he has worked there. KleinPlant to 3 “Skilled engineers, electrically andmechanically trained operators are on thefloor at all times to supervise boileroperations.”The Chicago MaroonVol.86, No. 28 The University of Chicago Tuesday, January 18,1977Seminary Co-op competeswith UC Bookstore for SAP lays down the lawID’s checked at X-rated filmscampus textbook marketComplaints of unfilled orders,empty shelves, lost shipmentsand other charges about poorservice at the Universitybookstore have led manystudents and faculty to purchasetextbooks at the Seminary Co¬operative Bookstore and otherlocal bookstores.A growing number of facultyhave opted for the seminary co¬op bookstore, located in theChicago Theological Seminary at58th Street and University Ave,as their textbook outlet. Thecampus bookstore moved itstextbook department to thesecond floor this year in an effortto curb congestion and improveservices, but their efforts havebeen countered by those of theseminary co-op and the studentco-op in Reynold’s Club to boosttheir own business.The seminary co-op has a tenpercent discount policy forpersons who join the non-profitcooperative. Last spring, a groupof law students ordered theirtexts at discount prices from theseminary co-op. Because itsprices were undercut, theUniversity bookstore was leftwith a large overstock of lawschool texts at the end of springquarter. This year, the bookstoredecided to drop the law schoolaccount, leaving the seminary co¬op as the exclusive dealer for newlaw school texts.Several professors in otherdepartments of the Universityhave also elected to place theirtextbook orders with theseminary co-op, or with both theco-op and the bookstore. Theseminary co-op, supplier of CTSand divinity school texts, has alsoexpanded its membership rolls inthe past year.“Over a thousand new mem¬bers have joined the co-op in thepast three months,” noted co-opmanager Jack Celia, checking a list of persons who have recentlybought the ten dollar sharesentitling them to a ten percentdiscount. “That’s a lot more thanI anticipated.” He said that thereare about four to five thousandshareholders currently in the co¬op. The store has only recentlyinstituted the discount policy;previously shareholders wouldreceive rebate checks at the endof the year. Celia estimated thatroughly 60 percent of the store’sbusiness is in textbooks.“We’ve always had somecourses stocked (outside theirtraditional domain of CTS andDivinity school texts) but we’vejust about reached our limit,”Celia said. “W’e’re really not thesame sort of store as thebookstore. There’s no head-oncompetition with them. We’rejust too small.”Despite the loss of the lawschool account, bookstore of¬ficials say they have suffered nosignificant loss of orders. Ac¬cording to Ronald Harris,manager of the textbookdepartment, computerized or¬dering and stocking procedureshave actually produced an in¬crease in sales this year.“This year, our sales weremuch higher—more books wereavailable on the first day of thequarter than in the past. We hopeto do even better next quarter,”he said.In addition to computerizedordering, the textbook divisionnow receives deliveries in thebookstore itself, eliminating theextra clerical step of receivingand transferring the books fromthe warehouse behind thebookstore to the shelves.Harris has also instituted apolicy of closing the textbookdepartment by mid-term, whichgives his limited staff time topack and ship back unsold texts. By HARVEY LEW andJAN RHODESCampus film groups are nowrequired to hire “nightmanagers” to check ID’s at theshowing of “pornographic”movies, in order to comply withcity ordinances, according to anew set of rules outlined by thestudent activities office (SAO)early this quarter.Riley Davis, director of SAO,will decide when an X-rated filmis to be considered pornographic,a term not strictly defined byDavis or by city ordinance.Chicago’s Film Review Board,the city agency which screens allfilms for local commericalbookings, could not be reachedfor comment. A spokesman forthe Northwestern UniversityFilm Society said that no similarguidelines are imposed on hisgroup in Evanston.A spokesman for CEF said thatthe night managers will increasetheir overhead costs and will turnaway movie-goers withoutUniversity ID’s, even those ac¬companying University students.Film groups like DOC and CEFwill have to hire night managers,the SAO title for low-responsibility “officers of theUniversity” like the graduatestudents who oversee Ida Noyesafter the SAO is closed, becausethe groups use auditorium spacecontrolled by SAO“If they don’t want to play bythe rules, they won’t play at all,”Davis said.Davis said the night managerswould cost about $6 an hour, anda film group would need to hireone or two to handle the job at apopular film.Neil Chernoff, from CEF, saidDavis’s night managers turnedaway people who were notUniversity students who hadcome to a CEF film with somestudents. Chernoff explained inthose cases, the whole groupwould leave, cutting CEF’spossible revenue. Chernoff saidhe thinks the cost of the night A new student activities officeregulation requires student filmgroups to hire night managersand make ID checks when theyshow films deemed “por¬nographic” by the director of theoffice. (Photo by Dan Newman)managers will run at least $7 anhour and, judging from ex¬perience with the University’splant department, he expects tobe billed for the night managersfrom 5:30 until midnight, costingup to $50 per manager.Technically, Davis said thefilm groups’ agreements withfilm distributors are for showingsto limited audiences, in this caseUniversity staff, students, andfaculty. But he said the rule isusually not strictly obeyed.The SAO rules do not apply todorms showing films, which fallunder the director of studenthousing, Edward Turkington.Arno Rotbart of DOC films saidit is “highly unlikely” that hisgroup will show any X-ratedfilms this year, leaving CEF anda handful of smaller independentfilm groups to deal with the new'SAO rule.Davis said the film groupsmust check ID s to comply withcity statutes, which prohibit theshowing of pornographic films toindividuals under the age of 18.Davis said the law requires movie theaters to takereasonable measures to screenminors. Davis has decided thatthe “reasonable measure” thefilm groups must take is to hirean SAO officer called a nightmanager to check ID’s.Movie groups will be requiredto notify the SAO before theycontract for a film with adistributor. Not all movies withX-ratings would fall under thecity statute’s prohibition ofpornography. Davis Dointed outthat films like “MidnightCowboy” might have an X-rating, but he would not considerthem pornographic.Chernoff was concerned thatthe SAO guidelines might lead tocensorship by the University.Davis said he has no intention ofpreventing groups from showingfilms, but only wanted to insurethat the University is complyingwith city ordinance.Turkington decided that thedorms must comply with the lawby having resident heads checkID’s, incurring no additionaloverhead costs.Showing pornographic films isoften an easy way for a group tomake money, and to be sure ofnot losing money. Film dis¬tributors usually contract toreceive half of the gross profitsfor pornographic films, adeparture from the practice ofother types of films. If there is alarge turn-out, both the group andthe distributor make money. If noone show's up, the film groupdoesn’t lose.Film groups insist that the newcosts of the night managers willdent their profits. Neil Chernoffof CEF said “The Devil in MissJones” grossed approximately$1200 in its three showings at $1.50per person. Chernoff said $700covered the cost of the film andpublicity, leaving a total of $500.“There’s a general miscon¬ception that film groups makehuge profits,” Chernoff said.“This year we’ve made verylittle, and almost all of it is from‘The Dnvjl in Miss Jones ’ ”IPowerful new fully-programmablecalculator with a thermal printer -from Hewlett-Packard.HEWLETT ife PACKARDThe HP-97 Fully-Programmable Printing Calculators750.*In one small, self-contained unit, weigh¬ing only 2Vt pounds, the HP-97 puts inyour hands:The greatest programming powerHP has ever made available in a personalcalculator , with more than 3 times thepower of the classic HP-65.An integrated printing system thatcan make a permanent paper recordof all your calculations a great advantagein checking and editing your programs.Battery operation, in addition to regularAC, that lets you perform and recordyour calculations almost anywhere. Andthe HP-97 is small enough to fit in astandard briefcaseLarge, wide-spaced keys that make desktop operation easy and a buffered keyboard forhighsped work.A large, brilliant display set at an ideal viewing angle for easy readingLets you write programs of up to 224 steps. And each function of one. two or three key¬strokes is merged to take only one step of program memory — thus qreatly increasingprogram capacity.26 storage registers provide the memory you need for your calculationsMany prerecorded programs ready on magnetic cards in HP Application Pacs that programthe HP-97 in less than 2 seconds* t* ** Hewlett Packard representative will be in the Bookstore to DEMON-J*STRATE all the calculators plus the new HP-67 and the Prining HP-97.£J Come in and have him answer your questions and advise you in your** purchase**********★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ADemo: Wednesday, Jan. 19,1977 onlyTime: 8:30 to 4:002nd Floor - Typewriter Dept.753-3303The HP-67 Fully-Programmable Pocket Calculator.s450.*The HP-67 gives you the identical programmingpower of the HP-97 and is ideal for those whodo not require a printing capability The HP-67and the HP-97 are completely compatible inoperation That is, programs written on one unitmay be loaded and executed on the other'Comes complete with 300-page Owners Handbook bakerypack recharging unit sort carrying case and Standard ProgramPac including 15 representataive program cards 1 beadcieanmg card and 24 blank program cards Two 80-<t rolls o( HPThermal Paper Tape furnished wth the HP 97Come try these incredibly powerful and conven¬ient new HP calculators todayBANKAMERICARD & MASTERCHARGE ACCEPTEDHOURS: 8 AM to 5 PM MONDAY thru FRIDAYB SATURDAY 2nd fl. 9-1GENERAL BOOK 9 - 52 The Chicago Maroon Tuesday, January 18, 1977Plant from 1has the vise-grip handshake one mightexpect of a plant foreman.Klein likes to begin tours of the plant atthe roof which is taller than a normal six-story stucture, since some floors tower 38feet.Last Friday only a few of the tallerskyscrapers in the Loop were visiblethrough the haze that covered Chicago.The ornate architecture of the Harperlibrary tower, was gleaming in the brightsunlight. Rising 125-140 feet overhead wasthe steamy plume billowing from thestacks.Surprisingly, the inside of the plant is notdingy. The walls and machines are paintedbright orange, light blue, and lime green.This reflects the overall change in theplant operation: from grimy, coal-belching stoves, to the clean, meticulousdesign of natural gas.The old conveyor belts and wheels andtracks that once transported thousands oftons of coal from the basement bins to the sixth floor are almost all dismantled.Replacing them are a wide array ofmachine panels with a variety of meters,dials, and buttons that chart the behaviorof oil, water, and air flowing through theplant.“Skilled engineers, electrically andmechanically trained operators are on thefloor at all times to supervise boileroperations,” says Klein. With 240,000pounds of pressure ^producing 70,000pounds of steam per hour in just one boiler,they keep a constant check on the waterlevel and how much steam is goingthrough the tunnels, and must be quicklyable to locate any leaks.The roar in some parts of the plant is adeafening. Fans and blowers churningsteam through pipes and stacks makeconversation impossible. To spareUniversity buildings from a noisy fate,tanks of water go through a “deaeratorprocess” which takes the air out of thewater to avoid banging pipes in WoodwardCourt in the midle of the night. One important monitoring function is todetermine the pH of the waterand to make sure the water does notbecome too bard. If too mucn chemicalgets in the pipes, the tubes lose their ef¬ficiency, arid couid cause a boiler burnout.“This is the heart of the University,”Klein says. “In a cold snap, we hope andpray that the boilers won’t all kick.” Theoperation of the plant reflects this concern.At every step of the heating sequence,standby equipment is ready to cope withany crisis, in case me city water goes off,as it did one time last summer, the plantcan operate by calling on the 140,000gallons of water in storage in tanks and areservoir. An electric motor will go on if itscompanion steam turbine fails. An oil--operated diesel generator is available ifthe gas is shut off, but there is a two hourchange-over period. This is most critical,since pressure must constantly bemaintained.Even while conducting a tour, Kleintakes care of the plant. As he points outdifferent indicators, he comments that tne waier level should oe higher.” Thepower of the plant is awesome, with onlythree of the four boilers working. 24 hoursa day, seven days a week.Many of the* recently-installed pumps,compressors, and other devices will not beused in the immediate future. “We areprepared well in advance of any Univer¬sity expansion.” announces Klein.If the steam plant is the heart of theUniversity, the fabled labyrinth of steamtunnels connecting campus buildings is thevein and arteries. Two miles of the ap¬proximately four miles of tunnel can bewalked through. “In the summer, the heatin the tunnel can reach 128 degrees.” saysKlein.Stepping gingerly under pipes and overcracks. Klein points upward. “We’reunder the Midway,” he says. If the pipesblow up, “There are escape hatchesthrough the tunnels.”Klein isn't to blame for ice forming oncampus windows. “Building supervisorscontrol the thermostats ... all we do is putthe steam through the pipes.”CalendarTuesdayMeetingsCalvert House: Learning to Pray group.8pm, Calvert House.Christian Science Organization: 5pm, EastLounge, Ida Noyes.Ki-Aikido: Mind/body coordination andself-defense, 6:15pm, Bartlett Gym.Hillel: Beginning Hebrew, 6:30pm; Ad¬vanced Hebrew, 8pm; Class in the ElijahStory- In Ancient to Modern JewishLiterature. 8pm, Hillel House; Israeli FolkDancing, 8pm, Ida Noyes.LecturesCommittee on Public Policy Studies;“Reflections on the Ungovernability Thesisin the Western Liberal Democracies,”James A. T. Douglas, 4pm, Wieboldt Hall301.Technology and the Humanities; “Comingto Life: The Nature of Film Narrative,"William V. Nestrick, 2pm, Harper 130.Dept, of Biochemistry: “All You EverWanted to Know About Pepsin,” YasushiNakagawa, 2:30pm. Cummings 101.Microbiology Club: “Picking Apart theImmune System Using a Flourescence-Activated Cell Sorter,” Dr. Michael Loken,12noon, EBB 117.Department of Mathematics: “TheHistorical Roots of Mathematics,” LouisBlock, 11:30am, Eckhart 133.Austrian Economics: “Market Process vsMarket Equilibrium: The Problem of SocialCoordination,” 4pm, Rosenwald 11; “TheAustrian School of Economics; Its Anatomyand Relevance,” Israel M. Kirzner, 7:30pm,Library Room, Ida Noyes Hall.Interview: John Hope Franklin will appearon the John Callaway Interview, 7:30pm,Channel 11.ArtsDOC: “The Big Parade,” 7pm; “So Red the Thursday LecturesRose,” 9:15pm, Cobb.WednesdayMeetingsMiddle East Studies Center: “The PaintedTruck,” film, 12:30pm, Pick 218.Hillel: Students for Israel, 12noon; MidrashClass, 7pm; Symbols & Rituals of JewishLife, 8:30pm, Hillel House.Christian Fellowship: 7:15pm, East Lounge,Ida Noyes.Bridge Club: 7pm, Ida Noyes Hall. MeetingsDebate Society: Meeting, 8pm; Instruction,7pm, Ida Noyes Hall.UC Table Tennis: 7:30, Ida Noyes. History Council: “Counting the Past,”Edward Cook & John Coatsworth, 4:30pm,Social Sciences Tea Room.South Asia Seminar: "The Food andPopulation Problem in South Asia withParticular Reference to India,” JayGrahame, 4:10pm, Foster Lounge,Change Ringing: 12noon-lpm,, locationannounced at Mon. & Sat. meetings.Calvert House: Community Night, 7-10pm;Basic Catholicism Class, 7pm, CalvertHouse.Judo: 6pm, Bartlett Gym.Hillel: Faculty Lunch- “Soviet Jews: TheirSituation, Destination and Integration,”Prof. Jeremy Azrael- 12 noon; Hebrew FolkSong Workshop, 7pm; Hillel House; IsraeliFolk Dancing, 8pm, Ida Noyes.Ki-Aikido: 6:15, Bartlett Gym. Dept, of Biochemistry: “Insulin-ReceptorBinding in Adipocytes: Relationship toInsulin Degradation and to Insulin-InducedEnhancement of Hexose Transport,” Dr.Jorgen Cliemann. 4:30pm, Cummings 101.Committee on Virology: “Virulence andAttenuation of Murine Cytomegalovirus,”Dr. June Osborn, 4pm. EBB 117.ArtsInternational House Films: "Three Days ofthe Condor.” 7pm & 9:30pm, InternationalHouse.Country Dancers: 8pm, Ida Noyes.LecturesSociety for Social Research: “Exogamy andEthnicity,” Prof. Teresa Sullivan, sherryhour, 4:30, Social Science Tea Room.Dept, of Behavioral Sciences:“Microgenesis and Macrogenesis: HowAdults Go Through Piagetian Stages inSolving Structurally Complex Problems,”David Leiser, 4pm, Beecher Hall 102.Dept, of Biochemistry: “Structural Studiesof Bovine Liver Rhodanese,” RobertHeinrikson, 4pm, Cummings 101.Liberal Education and the ModernUniversity: “Origins: Democracy,” CharlesW. Wegener, 4:30pm, Harper 130.Committee on Social Thought: “Is An¬thropology a Luxury?” Professor MaryDouglas, 4pm. SS 122.ArtsRockefeller Chapel: Robert Lodine,University Carillonneur, in recital 12:15pm,Rockefeller Chapel.DOC: “Born Yesterday," 7:30pm; “TheMarrying Kind." 9:15pm. Cobb.Reynolds Club Noontimers: UnityBluegrass Band, noon, Reynolds Club.SportsSki Team: Ski Team Race at Delafield, Wis.(Photo by Dan Newman)THREE DRYS OF THE CONDORThur. 20 B Sat. ZZ7:006-9:30 l-HOUSE $1.50The Chicago Maroon Tuesday, January 18, 1977 3Teacher evaluations:it works both waysThere is no evidence to suggestthat students here are searchingfor the easiest and least painful.Both undergraduates andgraduates might be looking for agood education. Intellectualdemands might be a pleasure,not a plague.By JAN RHODESThere are professors here who wouldrather not teach classes just as there arestudents who would rather not attendthem. Faculty, graduate students, andundergraduates are all programmed toecho the statement that this is primarily aresearch institution. They tend to repeat itloudly without taking notice of the quietfacts* each for his own reason. Someprofessors wish the sentiment were true;some students wish it weren’t. Althoughcarefully camouflaged, there is a com¬mitment to teaching here, both personaland institutional. Throughout theUniversity, there are student-runmechanisms for evaluation of teaching,and they are occasionally taken quiteseriously.Teacher evaluations just might showfaculty members how well they do theirjobs, besides illuminating the twilight zoneof tenure decisions and the dark shadowsof course selections.In the four largest collegiate divisions,the divisional masters have studentadvisory groups who undertake teacherevaluations of one sort or another. Mosttry to evaluate the common core courses,if nothing else. Some touch all the coursesoffered in their division, including a fewgraduate courses. All the divisions ask forthe students’ opinions of a course in essayform, but the social sciences division, andthis year, physical sciences, also ask fornumerical rankings of aspects of thecourse.“I’m sure you've seen our evaluationforms,” said Brian Sweeney of the socialsciences advisory committee. “Ours arethe forms with the questions on the frontwhich you fill out with the number twopencil which you never have.”Looming in front of each committee isthe huge problem of communication. Theyget little attention from the faculty, buteven less from the students. The results ofeach committee's work are available tostudents, although often not without somediligent digging. Up until this year, theevaluations in the physical sciences havemouldered untouched by student hands inthe master’s office. Scott King, fourth yearstudent on that division’s advisory com¬mittee, said this year they are, going to tryto publish the results of their newevaluation form and distribute copiesaround in the dorms like the biologycommittee does. Evaluations in thehumanities are available to students in themaster’s office. The social science com¬mittee, years ahead of the other divisionsin evaluation evolution, not onlydistributes copies of its computerizedevaluations to the dorms, but also sellscopies of the evaluations.“We lose money,” Brian Sweeneycommented wryly. Apparently, fewstudents know the evaluations exist.Fewer still are aware that the studentadvisory committees have input - at leastnominal — into tenure decisions. Membersof three of the committees — physicalsciences the exception — are asked by thedivisional master to prepare a report onindividuals being considered for tenure.They rely heavily on their archive ofstudent evaluations of teachers. The socialscience advisory committee checks oldclass rosters and interviews listedstudents about their former teachers.“That’s amazing to me,” said ScottKing. “I know in my department,chemistry, teaching is not even looked at.”In other parts of the University, groupswho conduct evaluations face similarproblems caused by their low profileamong the students and faculty.One medical school student said heheard a professor make an off-the-cuffremark about the student-run evaluations,saying they would be conducted andcompiled, but not taken seriously.In the law school, the Law StudentAssociation (LSA) conducts courseevaluations when it can gather the man¬power. LSA president Mary Nissensonsaid they evaluated courses last year, buthaven’t yet decided about this year. Cynical after two years and one quarter inlaw school, Nissenson said theirevaluations have little effect on anybody atthe law school. She said students won’teven take the time to pick up theevaluations when they publish them,choosing to rely on the grapevine forcourse and teacher descriptions.“The interest really waned last year,”Nissenson said. “We asked for studenthelp last spring. We even offered to paythem. But out of 500 law students, we didn’tget a single volunteer, or even a singlecomment.”Oddly enough, the business school is aglaring exception to the dismal pattern ofthe University’s teacher evaluations.There, evaluations are conducted withelan.“For once, the school of business is kindof in the vanguard at the University,”commented Joseph La Rue, assistant deanof the graduate school of business,laughing as he said it. Evaluations thereare conducted under the auspices of theschool’s faculty administration.Ironically, the conservative economicorientation of the business school led to theacceptance of teacher evaluations whenthe demand for evaluations in the name ofstudent rights produced no results.At the beginning of the sixties, studentevaluations were considered importantand were used nationwide. By the end ofthe decade, reacting to left-leaning,banner-waving student activists,universities began to take studentevaluations less seriously. La Rue said thefinancial crunch in higher education in theearly seventies has led to a new push forclassroom accountability. At the businessschool, he said they take their studentdemands seriously — for a peculiarlyeconomic reason.“The students pay a lot of money andthey want a good product,” La Rue ob¬served. “They have a high level of specificdemands of their courses ”Consequently, the business school is“stumbling toward a more organized approach to teaching effectiveness,” LaRue said. The school is refreshinglystraight-forward about the issue ofteaching and the related problem of tenuredecisions. Not only business school ad¬ministrators admit that teaching is animportant aspect of a tenure-candidate’srecord, they are open about the fact thatthey give tenure only to full professors, apractice followed by many other de¬partments in the University but neverconfessed.Teacher evaluation at the businessschool is not the work of a group of well-meaning students. A student-facultycommittee oversees the evaluations butthe day-to-day operation is taken care ofby La Rue’s office. He said the school usedto hire a student research assistant tomanage the analysis, but it was graduallydecided that a permanent administrativeoffice could handle the job more easilythan a part-time student, and Ld Rue’soffice slowly assumed the responsibility.La Rue said he takes the numericalanswers to the evaluations and determinessome kind of average figure for the schoolfaculty. The dean uses the information inassessing teaching for purposes includingtenure decisions.“They look at the teachers who fall in thelower range and worry about it,” La Ruesaid. “We view the evaluations as one ofthe measures of teaching effectiveness. ”Cumulative results for each facultymember are compiled, so the individualcan look at his own record over a period oftime. Each quarter, about mid-term time,the business students are given the resultsof the previous course evaluations. Inorder to make informed, intelligent coursechoices.The evaluations have both a quantitativeand a qualitative part. There are fourteenquestions which students answer withranking of one to five and a number ofessay questions on the back of the form.La Rue thinks that not only the dean, butalso the teachers themselves and thestudents use evaluations. Students can “zero in on the ideal course,” he said, ifthey just take advantage of theevaluations.“And the teachers think it’s veryvaluable. They bite their nails waiting toget them — or they bite their nails hopingnot to get them”.Some teachers at the business school arenot convinced that the current evaluationsare extensive enough and are motivated toconduct their own evaluations, for theirown edification. Some don’t like the fiveincrement scale because it generallyforces people who are neither enchantednor repulsed by a course to give themiddle-of-the-road answer, a three. Theyuse a seven-point scale, with five steps ohthe “positive” end to differentiate at¬titudes more clearly.“As a humanist, I really worry about thebusiness school’s system, but theirstudents think it’s great,” joked dean ofstudents Charles O’Connell.Student evaluations of teachers havebeen researched, revamped, debated,dissected, analyzed, and criticized byphilosophers and empiricists for over halfa century. The literature is packed withterminology familiar to the businessschool here, arguments about students asconsumers, colleges and teachers asproducers. Both sides of every issue in theevaluation debate are supported bynumerous statistical analyses, graphs ofmeans, standard deviations, andcorrelations. Yet at this University, evenwith its conservative empirical traditiondescended from Frank Knight, DeanO’Connell’s sentiment is not unique.People shy away from the numbers gamewhen it comes to the fine art of teaching.Like O’Connell, some members of thefaculty value the essay comments, butrecoil at the thought of assigning integers.Describing his division’s coursequestionnaire, David Cher fromhumanities typified the attitude. “Ourevaluation form consists of vague, generalquestions,” he said. “We don’t try toquantify such subtle things ”This is just one of the standard stockpileof arguments fired by those who questionevaluations. Laura Page has been workingwith student evaluations at NorthwesternUniversity (NU) for five years. Now agraduate student in advertising. Page wasthe chairperson of NU’s Course andTeacher Evaluation Council (CTEC). Heranswer to opponents of straight quan-tatitive evaluations is the obvious one: aform which includes essays, as well asnumerical ratings, is the optimum.Teachers find the essay answers useful,but the numerical questions are easiest forthe students to answer, and the results areeasiest to work with. Essay answers eithermust be printed verbatim in evaluationbooklets, or someone must read them alland produce a digest of the opinions. In thelatter case, Page noted, the summary issubjected to the vagaries of the personwriting the summary. Moreover, Pagepointed out that essay questions seldomelicit anything but vague, generalresponses.“Sometimes the specifics just don’tcome to mind,” Page said. “A strongevaluation system would have bothquantitative and qualitative aspects.”Used correctly, both teachers and studentscan glean valuable information.Some teachers object to the resultsobtained by quantitative evaluations. Theyworry that someone might capriciouslydraw a cut-off point for tenure, just asstudents must worry about GPA cut-offpoints drawn by graduate admissionsoffices. They question a student’s ability tojudge good teaching and claim thatteachers who “entertain” studentsnaturally get good rankings. It just sohappens that most of these arguments arenot substantiated by the facts.As any high school debater knows, youcan pick and choose your facts, but someare more true than others. In an articlepublished in the “Review of EducationalResearch” in 1976, three authors assessedthe major studies of teaching evaluations.4-The Chicago Maroon-Tuesday, January 18,1977Some teachers object to theresults obtained by quantitativeevaluations. They worry thatsomeone might capriciouslydraw a cut-off point for tenure,just as students must worryabout GPA cut-off points drawnup by graduate admissionsoffices.Most studies found between two and sevenmeaningful components of teaching. Theyfound that students consider the followingto be symptomatic of good teaching: 1)thorough knowledge of subject; 2) wellplanned and organized lectures; 3) en¬thusiastic, energetic, lively interest inteaching; 4) student-oriented, friendly,willing to help students. It is difficult toargue that students have the wrong idea ofgood teaching. *It is also hard to suggest that studentsdon’t know when they’ve been taught well.The “Review” article concluded thatstudies from 1950 to 1971 show thatstudents who tested well on objective testshad given their instructor high ranks ineffectiveness, stimulating interest, andrapport. There is evidence to support theidea that only students know when they’vehad a good teacher and that colleagues orsupervisors have no way of gaugingteacher effectiveness. A study conductedat Sheppard Air Force Base, published in correctly perceived as a good teacher. Stillothers argue that teachers who give manyA’s are listed by their students and receivegood rankings. They are rebutted bypointing out that people who are goodteachers may inspire their students toachieve A’s. the issue can go around andaround in circles.in a paper — as yet unpublished — called“Tenure and Promotion Decisions: ShouldStudent Ratings of Teaching be Con¬sidered,” Peter Frey of Northwestern’spsychology department, suggested anexplanation for the variations of paststudies. Frey found that students’ per¬ceptions of a teacher can be divided intotwo broad areas, student-instructorrapport and student perception ofachievement. Frey found that student-teacher rapport varies as might be ex¬pected; it decreased as class size in¬creased, and increased as the class’s meangrade increased. But the achievementfactor did not vary with grades or class“As a humanists, I really worryabout the business school'ssystem, but their students thinkit's great/' joked Dean ofStudents Charles O'Connell.the “Journal of Educational Psychology”in 1956, concluded: “students know whenthey were well taught...there is littlerelationship between supervisor or fellowstudent estimates of an instructor andstudent gains.”There is supporting evidence for onefavorite fact tossed about by both studentsand faculty. “The “Review” study said a1950 study concluded that the link betweenresearch and teaching is “at best, a weakone.”The most complex and confusingproblem is the question of the correlationbetween student grades and theirevaluation of teachers. Some people arguethat teachers who amuse and entertaintheir students, those who have good rap¬port, got good rankings. Others counter theargument by pointing out that a goodteacher need not be a dull one, and ateacher with a friendly personality may be size. Frey concluded that evaluationsmight meaningfully be used in tenuredecisions, if adjusted with his analysis.A quick glance around the Universityindicates that students here know a goodteacher when they see one, even studentsoutside the business school. There is noevidence to suggest that students here aresearching for the easiest and most painlessexit. Both undergraduates and graduatesmight be looking for a good education.Intellectual demands might be a pleasure,not a plague.J. David Greenstone, associateprofessor in political science, recalled afamiliar example of a professor in theCollege who invites both terror and ac¬claim.“Look at Karl Weintraub.” he said.“He’s not an easy teacher, but people beatdown the doors and cut each other’sNCD starts new course formatBy ABBE FLETMANCharles Wegener, master of the New'Collegiate Division, kicked off what hehopes will be an on-going "series of series”open to the public and also serving as acourse offering in Ideas and Methods.Wegener said the series of lectures will beon subjects of topical interest to thecommunity and will be presented byprofessors in the College.Wegener’s series of ten lectures is en¬titled. “Liberal Education and theUniversity.” Registered students arerequired to attend a discussion session inaddition to the lectures.So far, specific plans for the series ex¬tend only through next quarter whenPhilip B. Kurland, professor in the Collegeand the law school will present“Watergate and the Constitution” usingthe same public lecture format.Wegener said he was pleased with theattendance at his lectures, considering thecold weather. He said only a small numberof students are actually registered for thecourse.Dressed in a crew-neck sweater andchain-smoking Kents. Wegener seemed alittle offended by being challenged tobriefly state what he meant by “a liberaleducation.” He said it is “. . . a long andcomplicated argument . . . one which Ispend two lectures on.” He simply stated,“It’s not what you think it is. . . It’s notwhat you know ”The purpose of Wegener’s lectures is notto “prepare a recipe” for liberaleducation. In his first four lectures, two ofwhich have already been presented, hesaid he will give the “quasi-historical-origins of liberal education.After that, he plans to discuss strategiesof education, but not techniques. To Wegener, techniques are irrelevant.He believes it is possible to get a goodliberal education anywhere. “All a liberalinstitution can do is to institute somehabits.“The thing that is clear to me is the needto reformulate the problems. I’ve beenthinking of this since I’ve been teaching.It’s extremely difficult to locate theproblem. We need to think about it.”Wegener is not trying to give a definitionto a liberal education. It’s not the subjectmatter,” he maintained. He wants to re¬examine what those in the educationbusiness are trying to do.Liberal education is not the only functionof the University. “There is no such thingas the College’s idea of liberal education.There are a lot of people who have dif¬ferent ideas. We do a number of differentkinds of educational jobs — one of thethings we do is give people a liberaleducation.”To Wegener, liberal education should notdepend on economic considerations. “Itreally is an argument of liberal educationas an ethical one. How are you going tolive; how are you going to put your lifetogether?”He found his inquiry into the problems ofa liberal education both reassuring andunsatisfying — reassuring because thesame questions have been discussed forcenturies and unsatisfying because therearen’t any clear-cut answers.Although Wegener was glad that peopleturned out for his lectures, he said thateven if no one came, he would still have thewritten proof of his endeavors. He saidhe’d been trying to deal with the problemsof liberal education, and now that he haswritten about it, he’d like to go on tosomething else. throats at registration to sign up for hisclasses.”Teaching evaluations can be undertakenin degrees ranging from unmeaningfullysuperficial to ridiculously extensive.Northwestern operates a system beyondthe wildest dreams of the collegiatedivision advisory committees here. Fiveyears ago, NU’s Associated StudentGovernment (ASG) set up a committee tohandle evaluations. Two and a half yearslater, the committee became anautonomous body, the Course and TeacherEvaluation Council (CTEC). CTEC hasfull-time staff people and scores of part-timers. They handle evaluations of coursesfor all NU’s 8000 undergraduates, sendresults to individual teachers, and publishan inch-thick book of their results.CTEC has the sanction of the students,but it also has the blessing of their provost,Raymond Mack. Although the facilitymembers might balk at evaluations, Mackis head-over-heels in favor of them. LauraPage recalled that last year. Mack in¬stituted his own course and teacherevaluations alongside her CTEC system. Itwas a seven-question form devised byFrey with seven possible responses, calledEndeavor Information Systems (EIS).Frey’s research had revealed that sevenquestions adequately covered all aspectsof a course and teacher. His system usedfrequency responses — like seldom, never,or often — rather than degrees ofagreement — such as strongly agree,agree, or disagree. He found thatfrequency judgements force students tothink about the actual behavior of ateacher, rather than evaluations ofbehavior. Unbeknownst to the facultv.Mack had Frey’s EIS cards mailed out tothe students last fall. The data wascollected by CTEC and analyzed underFrey’s instructions.The whole episode has a tragicallycomic conclusion. Quite a stir was raisedamong faculty members, who had noopportunity to stop Mack’s evaluationsdone through the mails, like they couldstop CTEC, which depended on theircooperation during class. After appeasingthe faculty, winter quarter's EIS cardswere maiied out. But ASG had, in themeantime, plotted to hijack the EISresults. They campaigned to get studentsto mail the cards to them, not to CTEC.They succeeded in pirating two-thirds ofthe responses and quickly sealed their owndoom. They made the mistake, Page said,of publishing results with only two-thirdsof the pertinent data, and without knowinghow many people from a given class hadresponded If that wasn’t bad enough. Page said 27 per cent of the informationwas matched with the wrong professors’names. She said that all ASG funds weretemporarily frozen last spring, and nowthe NU administration is consideringholding last year’s ASG leaders personallyresponsible for the printing costs.All this serves to illustrate a point forLaura Page: if a group of people are goingto conduct teacher evaluations, they hadbetter do it right. A week ago Page metwith the four collegiate division advisorycommittees and the student advisorycommittee to the dean of students, CharlesOxnard, the day after he announced hisdesertion of the sinking College ship.Spokesperson for Oxnard’s student group,Evelyn Asch, called the meeting in orderto combine the diverse evaluation effortsin the College and to publish results forhandy student use. The group onlymanaged to conclude that it wouldestablish a subcommittee to look into thecomplexity of the problem. The meetingunderscored the observation that thisUniversity is a sprawling and fragmentedplace, and that only with great effort canthe right hand find out what the left hand isdoing, let alone influence it.Students at the meeting discovered thefollowing facts: Phy sci and soc sci havequantitative and qualitative evaluations;bio sci and hum evaluations are basicallyqualitative: bio sci and phy sci committeeshad their evaluations out in classes; theother two divisions rely on teachers to passthem out; faculty reactions are univer¬sally mixed; the evaluations have varyingdegree of impact in tenure decisions.They discovered that the U of C wasfunnier than they thought. Evaluationmechanisms do exist and, despite thepervasive bad-mouthing of teaching,- someteachers and deciders of tenure actuallydo take teaching seriously. LindaDegenstein said that professors in biologyhave commented that they changed theircourses in response to the evaluations.There is still a long way to go. The Collegecommittee may decide that the wholeproject is too overwhelming. They may beable to make the College faculty sit up andtake notice of teacher evaluations. Theyhave the bare framework of anorganization and the business school toemulate. They should also be heartened by-the attention* that is accorded evaluationof teaching in parts of the University,meager as it might be. Regardless of theUniversity’s party line, there is no denyingthe facts that — like it or not — classes areheld here, some must attend, and somemust teach.announcesNew classes for the Spring Term_ Starting Jan. 31In Dance:for 4’/j-6 yr. old* — Creative Dancefor 13-15 yr. olds Ballet for beginnersfor Adults - Beginning Ballet or Modern(applicant* for on-gotng etas*•* to b* piococf by th« rnttructorjin Music:For childeren 5-7 yrs. old — Music FundamentalsFor children 7-10 yrs. old — Pace Group PianoSuzuki Cello - Suzuki Piano • Suzuki ViolinPrivate and Semi- Private LessonMay be started at any timedepending on the teochers scheduleFor information or registration coll 288-3500The Chicago Mar-oon-Tuesday. January 18.1977-5V U'“ v; ;svKSS|IjC-IS' *»V# • •/<«*$•,v * fgj? ;i<Jvaluations jUst might showhow well they do their. Ateli^twilight zoneof tenure decisions and the dark shadowsofeOUfs’esOlMidns. ” ; v 'In the: four largest collegiate divisions,the divisional masters have studentadvisory groups who undertake teacherevaluation's of one sort or another Mosttry to evaluate the common core courses,if notMngeise. Sometoueh all the coursesoffered in their division, including a fewgraduate courses. Ail the divisions ask forthe students* opinions of a course in essayform, but the social sciences division, andthis year, physical sciences, also ask fornumerical rankings of aspects of thecourse.“I’m sure you’ve seen our evaluationforms,’’ said Brian Sweeney of the socialsciences advisory, committee “Ours arethe forms with the questions on the frontwhich you fill out with the number twopencil which you never have ’*Looming in front of each committee isthe huge problem of communication Theyget little attention from the faculty, buteven less from the students The results ofeach committee s work are available to; • 1 • ‘ -'-y:.; yy.. . '. . - ■ ■student on that division’s advisory com¬mittee. said this year the\ are going to tryto ggj § resuls of’ th»-;r newevaluation jfprrn and gistHbute copies There is no evidence to suggestthat students here are searchingfor the easiest and least painfulBoth undergraduates andgraduates might be looking for agood education. Intellectualdemands might be a pleasure,not a plague.around in: the dorms like the biologycommittee does Evaluations in the |■■■■i^H^HIable tohumanities are a-\ aifable to students in themaster’s office The social science com-mittee years ahead of the other divisionsjut evaluation evolution, not onlydistributes Copies of its ctBtpMerizedevaluations to the dorms but also sellscopies of the evaluations , '“We lose money ” Brian Sweeneycommenced, wrvly. Apparently,students know the evaluations emt fewFewer still are aware that the studentadvisory committees have input at leastnominal — into tenure decisions. Membersof thr'eeof the committees ~~ physicalsciences the exception — are asked by thedivisional master to prepare a report onindividuals being considered for tenureThey rely heavily on their archive ofstudentjbvajuations of teachers The social €$mteaJ after twoyears and one quarter inlaw' school. Nissenson said theirevaluations have little effect on anybody atthe law school. She said students won’teven take the time to pick up theevaluations when they publish them,, choosing to rely on the grapevine forcourse and teacher descriptions“The interest really waned last year,”Mssenson said. “We asked for studenthelp last spring. We even offered to paythem But out of 5QQ law students, we didn’tget a single volunteer, or even a singlecomment-1* "Oddly enough, the business school is aglaring exception to the dismal pattern ofthe 'University’s teacher evaluations.There, evaluations are conducted withelan,”For once, the school of business is kindof in the vanguard at the University,”commented Joseph La Hue, assistant deanof the graduate school oi business,laughing as he said it. Evaluations thereare conducted under the auspices of theschool’s faculty administrationIronically, the conservative economicorientation of the business school led to theacceptance of teacher evaluations whenthe demand for evaluations in the name ofstudent rights produced,no results.At the beginning of the sixties, studentevaluations were considered importantand were used nationwide, By the end ofthe decade, reacting to left-leaning,banner-waving student activists, approach to teaching effectiveness.” LaRue said. The school is refreshinglyStraight-forward about the issue ofteaching and the related problem of tenure.decisions Not only business school ad¬ministrators admit that teaching is animportant aspect of a tenure-candidate’srecord, they are open about the fact thatthey give tenure only to full professors, apractice followed by many other de¬partments in the University but neverconfessed.Teacher evaluation at the businessschool is not the work of a group of well-meaning students. A student-facultycommittee oversees the evaluations butthe day-to-day operation is taken care ofby La Hue’s office. He said the school usedto hire a student research assistant tomanage the analysis, but it was graduallydecided that a permanent administrativeoffice could handle the job more easilythan a part-time student, and Ld Rue'soffice slowly assumed the responsibility.La Rue said he takes the numericalanswers to the evaluations and determinessome kind of average figure for the schoolfaculty. The dean uses the information inassessing teaching for purposes includingtenure decisions.‘ ‘They look at the teachers who fall in thelower range and worry about it,” La Ruesaid. “We view the evaluations as one ofthe measures of teaching effectiveness. ”Cumulative results for each facultymember are compiled, so the individualcan look, at his pwn record over a period of -‘' * [Harter, about mid time,students are-given the resultscourse evaluations. In “zero in on the ideal course,” he said, ifthey just take advantage of theevaluations.“And the teachers think it’s veryvaluable. They bite their nails waiting toget them — pr they bite their nails hopingnot to get them”, ■, \-Some teachers at the business school arenot convinced that the current evaluationsare exrrnsi vo eiie^gfc and are motivated toconduct their own evaluations, for theirown edification. Some don’t like the fiveincrement scale because it generallyforces people who are neither enchantednor repulsed by a course to give themiddle-of-the-road answer, a three. Theyuse a seven-point scale, with five steps onthe “positive” end to differentiate at¬titudes more dearly,“As a humanist. I really worry about thebusiness school’s system, but theirstudents think it's great,” joked dean ofstudents Charles O'Connell.Student evaluations of teachers havebeen researched, revamped, debated,dissected, analyzed, and criticized byphilosophers and empiricists for over halfa century, The literature is packed withterminology familiar to the businessschool here, arguments about students asconsumers, colleges and teachers asproducers. Both sides of every issue in theevaluation debate are supported bynumerous statistical analyses, graphs ofmeans, standard deviations, andcorrelations. Yet at this University, evenwith its conservative empirical traditiondescended from Frank Knight, DeanO’Connell’s sentiment is not unique.People shy away from the numbers gamewhen it comes to the fine art of teaching.Like O’Connell, some members of thefaculty value the essay comments, butrecoil at the thought of assigning integersDescribing nis division’s coursequestionnaire; David Cher fromhumanities typified the attitude. “Ourevaluation form consists of vague, generalquestions,” he said. “We don’t try toquantify such subtle things ”This is just one of the standard stockpileof arguments fired by those who questionevaluations. Laura Page has been w orkingwith student evaluations af NorthwesternUniversity t NU) for five years. Now' agraduate student in advertising, Page wasthe chairperson of NU’s Course andTeacher Evaluation Council <CTECL Heranswer to opponents of straight quan-tatitive evaluations is the obvious one: aform which includes essays, as well asnumerical ratings, is the optimum.Teachers find the essay answers useful,but the numerical questions are easiest forthe students to answer, and the results areeasiest to work with. Essay answers eithermust be printed verbatim in evaluationbooklets, or someone must read them alland produce a digest of the opinions, in thelatter case, Page noted, the summary issubjected to the vagaries of the personwriting the summary. Moreover. Pagepointed out that essay questions seldomelicit anything but vague, generalresponses.“Sometimes the specifics just don’tcome to mind,” Page said. “A strongevaluation system would have bothquantitative and qualitative aspects.”Used correctly, both teachers and studentscan glean valuable information.Some teachers object to the resultsobtained by quantitative evaluations. Theyworry fhht someone might capriciouslydraw a cut-off point for tenure, just asstudents must worry about GPA cut-offpoints drawn by graduate admissionsoffices. Thejy question a studenUs ability tojudge good teaching and claim thm-teachers who “entertain” studentsnaturally get good rankings It just 0/happens that most of these argument's arenot substantiated by the factsAs any high school debater knows, youcan pjekand Choosy your facts, butjjqme-'. ■ResearC|i”in *$70 threjilutfior.s assessed. ;||Fi^pr';it^|||l^d^hin||:eyajiui^i|nS..Some teachers object to theresults obtained by quantitativeevaluations. They worry thatsomeone might capriciouslydraw a cut-off point for tenure,just as students must worryabout GPA cut-off points drawnup by graduate admissionsoffices.Most studies found between two and sevenmeaningful components of teaching. Theyfound that students consider the followingto be symptomatic of good teaching: 1)thorough knowledge of subject; 2) wellplanned and organized lectures; 3) en¬thusiastic, energetic, lively interest inteaching; 4) student-oriented, friendly,willing to help students. It is difficult toargue that students have the wrong idea ofgood teaching.It is also hard to suggest that studentsdon’t know when they’ve been taught well.The “Review” article concluded thatstudies from 1950 to 1971 show thatstudents who tested well on objective testshad given their instructor high ranks ineffectiveness, stimulating interest, andrapport. There is evidence to support theidea that only students know when they’vehad a good teacher and that colleagues orsupervisors have no way of gaugingteacher effectiveness. A study conductedat Sheppard Air Force Base, published inthe “Journal of Educational Psychology”in 1956, concluded: “students know whenthey were well taught...there is littlerelationship between supervisor or fellowstudent estimates of an instructor andstudent gains.”There is supporting evidence for onefavorite fact tossed about by both studentsand faculty. “The “Review” study said a1950 study concluded that the link betweenresearch and teaching is “at best, a weakone.”The most complex and confusingproblem is the question of the correlationbetween student grades and theirevaluation of teachers. Some people arguethat teachers who amuse and entertaintheir students, those who have good rap¬port, got good rankings. Others counter theargument by pointing out that a goodteacher need not be a dull one, and ateacher with a friendly personality may beCharles Wegener, master of the NewCollegiate -Division, kicked off what hehopes will be an on-going “series of series”open to the public and also serving as acourse offering in Ideas and Methods.Wegener said the series of lectures will beon subjects of topical interest to thecommunity and will be presented byprofessors in the College.Wegener’s series of ten lectures is en¬titled. “Liberal Education and theUniversity.” Registered students arerequired to attend a discussion session inaddition to the lectures.So far, specific plans for the series ex¬tend only through next quarter whenPhilip B. Kurland, professor in the Collegeand the law school will present“Watergate and the Constitution” usingthe same public lecture format.Wegener said he was pleased with theattendance at his lectures, considering thecold weather. He said only a small numberof students are actually registered for thecourse.Dressed in a crew-neck sweater andchain-smoking Kents, Wegener seemed alittle offended by being challenged tobriefly state what he meant by “a liberaleducation.” He said it is “. . . a long andcomplicated argument . . . one which Ispend two lectures on.” He simply stated,“It’s not what you think it is. . . It’s notwhat you know.”The purpose of Wegener’s lectures is notto “prepare a recipe” for liberaleducation. In his first four lectures, two ofwhich- have already been presented, hesaid he will give the “quasi-historical”origins of liberal education.After that, he plans to discuss strategiesof education, but not techniques. correctly perceived as a good teacher. Stillothers argue that teachers who give manyA’s are listed by their students and receivegood rankings. They are rebutted bypointing out that people who are goodteachers may inspire their students toachieve A’s. the issue can go around andaround in circles.in a paper — as yet unpublished — called“Tenure and Promotion Decisions: ShouldStudent Ratings of Teaching be Con¬sidered,” Peter Frey of Northwestern’spsychology department, suggested anexplanation for the variations of paststudies. Frey found that students’ per¬ceptions of a teacher can be divided intotwo broad areas, student-instructorrapport and student perception ofachievement. Frey found that student-teacher rapport varies as might be ex¬pected; it decreased as class size in¬creased, and increased as the class’s meangrade increased. But the achievementfactor did not vary with grades or classsize. Frey concluded that evaluationsmight meaningfully be used in tenuredecisions, if adjusted with his analysis.A quick glance around the Universityindicates that students here know a goodteacher when they see one. even studentsoutside the business school. There is noevidence to suggest that students here aresearching for the easiest and most painlessexit. Both undergraduates and graduatesmight be looking for a good education.Intellectual demands might be a pleasure,not a plague.J. David Greenstone, associateprofessor in political science, recalled afamiliar example of a professor in theCollege who invites both terror and ac¬claim.“Look at Karl Weintraub,” he said.“He’s not an easy teacher, but people beatdown the doors and cut each other’sTo Wegener, techniques are irrelevant.He believes it is possible to get a goodliberal education anywhere. “All a liberalinstitution can do is to institute somehabits.“The thing that is clear to me is the needto reformulate the problems. I’ve beenthinking of this since I’ve been teaching.It’s extremely difficult to locate theproblem. We need to think about it.”Wegener is not trying to give a definitionto a liberal education. It’s not the subjectmatter,” he maintained. He wants to re¬examine what those in the educationbusiness are trying to do.Liberal education is not the only functionof the University. “There is no such thingas the College’s idea of liberal education.There are a lot of people who have dif¬ferent ideas. We do a number of differentkinds of educational jobs — one of thethings we do is give people a liberaleducation.”To Wegener, liberal education should notdepend on economic considerations. “Itreally is an argument of liberal educationas an ethical one. How are you going tolive; how are you going to put your lifetogether?”He found his inquiry into the problems ofa liberal education both reassuring andunsatisfying — reassuring because thesame questions have been discussed forcenturies and unsatisfying because therearen’t any clear-cut answers.Although Wegener was glad that peopleturned out for his lectures, he said thateven if no one came, he would still have thewritten proof of his endeavors He saidhe’d been trying to deal with the problemsof liberal education, and now that he haswritten about it, he’d like to go on tosomething else. throats at registration to sign up for hisclasses.”Teaching evaluations can be undertakenin degrees ranging from unmeaningfullysuperficial to ridiculously extensive.Northwestern operates a system beyondthe wildest dreams of the collegiatedivision advisory committees here. Fiveyears ago, NU’s Associated StudentGovernment (ASG) set up a committee tohandle evaluations. Two and a half yearslater, the committee became anautonomous body, the Course and TeacherEvaluation Council (CTEC). CTEC hasfull-time staff people and scores of part-timers. They handle evaluations of coursesfor all NU’s 8000 undergraduates, sendresults to individual teachers, and publishan inch-thick book of their results.CTEC has the sanction of the students,but it also has the blessing of their provost,Raymond Mack. Although the facultymembers might balk at evaluations. Mackis head-over-heels in favor of them. LauraPage recalled that last year. Mack in¬stituted his own course and teacherevaluations alongside her CTEC system. Itwas a seven-question form devised byFrey with seven possible responses, calledEndeavor Information Systems (EIS).Frey’s research had revealed that sevenquestions adequately covered all aspectsof a course and teacher. His system usedfrequency responses — like seldom, never,or often — rather than degrees ofagreement — such as strongly agree,agree, or disagree. He found thatfrequency judgements force students tothink about the actual behavior of ateacher, rather than evaluations ofbehavior. Unbeknownst to the facultv.Mack had Frey’s EIS cards mailed out tothe students last fall. The data wascollected by CTEC and analyzed underFrey’s instructions.The whole episode has a tragicallycomic conclusion. Quite a stir was raisedamong faculty members, who had noopportunity to stop Mack's evaluationsdone through the mails, like they couldstop CTEC. which depended on theircooperation during class. After appeasingthe faculty, winter quarter’s EIS cardswere mailed out. But ASG had. in themeantime, plotted to hijack the EISresults. They campaigned to get studentsto mail the cards to them, not to CTEC.They succeeded in pirating two-thirds ofthe responses and quickly sealed their owndoom. They made the mistake. Page said,of publishing results with only two-thirdsof the pertinent data, and without knowinghow many people from a given class hadresponded If that wasn’t bad enough. Page said 27 per cent of the informationwas matched with the wrong professors’names. She said that all ASG funds weretemporarily frozen last spring, and nowthe NU administration is consideringholding last year’s ASG leaders personallyresponsible for the printing costs.All this serves to illustrate a point forLaura Page: if a group of people are goingto conduct teacher evaluations, they hadbetter do it right. A week ago Page metwith the four collegiate division advisory'committees and the student advisorycommittee to the dean of students, CharlesOxnard, the day after he announced hisdesertion of the sinking College ship.Spokesperson for Oxnard’s student group.Evelyn Asch, called the meeting in orderto combine the diverse evaluation effortsin the College and to publish results forhandy student use. The group onlymanaged to conclude that it wouldestablish a subcommittee to look into thecomplexity of the problem. The meetingunderscored the observation that thisUniversity is a sprawling and fragmentedplace, and that only with great effort canthe right hand find out what the left hand isdoing, let alone influence it.Students at the meeting discovered thefollowing facts: Phy sci and soc sci havequantitative and qualitative evaluations;bio sci and hum evaluations are basicallyqualitative; bio sci and phy sci committeeshad their evaluations out in classes; theother two divisions rely on teachers to passthem out; faculty reactions are univer¬sally mixed; the evaluations have varyingdegree of impact in tenure decisions.They discovered that the U of C wasfunnier than they thought. Evaluationmechanisms do exist and, despite thepervasive bad-mouthing of teaching: someteachers and deciders of tenure actuallydo take teaching seriously. LindaDegenstein said that professors in biologyhave commented that they changed theircourses in response to the evaluations.There is still a long way to go The Collegecommittee may decide that the wholeproject is too overwhelming. They may beable to make the College faculty sit up andtake notice of teacher evaluations. Theyhave the bare framework of anorganization and the business school toemulate. They should also be heartened by.the attention, that is accorded evaluationof teaching in parts of the University,meager as it might be. Regardless of theUniversity's party line, there is no denyingthe facts that — like it or not — classes areheld here, some must attend, and somemust teach.anwannouncesInIn New classes for the Spring Term_ Starting Jan. 31Dance: *for 4’/j-6 yr. olds — Creative Dancefor 13-15 yr. olds Ballet for beginnersfor Adults - Beginning Ballet or Modern(applicants for on-gorng classes to be placed by tfse instructoriMusic:For childeren 5-7 yrs. old — Music FundamentalsFor children 7-10 yrs. old — Poce Group PianoSuzuki Cello - Suzuki Piano - Suzuki ViolinPrivate and Semi- Private LessonMay be started at any timedepending on the teachers scheduleFor information or registration call 288-3500ThoThirAan Ma-aon-Tuesdav, January 18, 1977-5"As a humanists, I really worryabout the business school'ssystem, but their students thinkit's great," joked Dean ofStudents Charles O'Connell.NCD starts new course formatBy ABBE FLETMANSki club wins meetBy DAVE LEITUVLSIn their first intercollegiate meet onSaturday. January 22 at Sundown SkiArea, the University of Chicago Ski Clubwon the first place team trophy. In in¬dividual standings. Maroon racers JohnPrunskis and Steve Thomas were awardedbronze and silver medals respectively fortheir combined slalom and giant slalomtimes. A race from Iowa State Universitytook the gold medal.Teams from Rockford College. IowaState University and from the Universityof Iowa were dazzled by the aplomb of theMaroon schussboomers. In the slalomevent, U. of C. racers recorded 3 of the top4 times. David Lezak took second placejust 0.3 of a second behind I.S.U. ace ScottWilton. Steve Thomas and John Prunskisplaced 3rd and 4th respectively.The giant slalom w as also dominated byU. of C. racers, taking three of the top six!M ReportBetter refsBy R.W. ROHDEThe winter intramural season is in fullgear with the start of men’s and women’sbasketball last week. Men’s doubles tabletennis continues through this week, andmen’s handball as w'ell as women’s bad¬minton will start this week. Entries forwomen’s table tennis are due this Friday.In watching the start of the basketballseason last week, the most noticeablething was the difference in officials. Oninstructions from the IM department,officials are warning team captains at thebeginning of the games that they will takeno profanity on the court, and no questionsabout their decisions from anybody exceptteam captains.The move is a big change from lastquarter, but it also appears to be a major places. Thomas took second. Prunskisfinished fourth and Yoshi Yoshimuragrabbed the sixth spot. UnfortunatelyDavid Lezak was disqualified from thegiant slalom ruining his hopes for acombined medal.This meet was one in a series of racessanctioned by the Midwest Collegiate SkiAssociation (MCSA). The MCSA is com¬prised of high caliber ski teams fromcollege throughout the Midwest. The U. ofC. ski club hopes to repeat Saturday’s 1stPlace finish throughout the season againstthis tough competition.The Maroons next MCSA race istomorrow' at Olympia Village Ski Area,Wisconsin. On Saturday U. of C. willcompete in the prestigious Illinois Open atWilmot Wisconsin. This will be a racefeaturing a pro-format ‘head to head’elimination consisting of two racers skiingdown identical, adjacent courses.in programimprovement. The games are kept, incontrol more, officials enjoy it more, andthe players are concentrating on the gamemore instead of hassling the refs.Dennis Thatcher is the new man in theIM office responsible for some of thechanges, along with Dan Tepke and B.C.Vend! In addition to instructing the of¬ficials not to take any guff. Tepke andVendl are sending Thatcher around to thegy ms to evaluate the officials on the spot.Also each of the officials w ill have to rateeach of the other officials on their abilitieseach evening. The problem with thisseems to be the problem of any gradingsystem, different people have differentstandards. In this case, the officials arerated in six categories on a scale of one tofive. The last we heard, they werescheduling a debate on the merits of plus-minus grading.—HEY YOUYou Have Never Heard It So GoodWHPK - FMWHPK’s 44 top albums&15 top singles of 1976Presented by the rock music staffLISTENER’S REQUESTS INVITEDSEND CARDS BY FACULTY EXCHANGETO WHPK-FM (5706 University Ave.)BY AIR DATEWHPK 88.3 FMV >THE UNIVERSITY OF CHICAGOTHE COMMITTEE ON SOCIAL THOUGHTannounces another public lecture inthe J(thn l. hief seriesbyPROFESSOR MARY DOUGLASUniversity College LondonIS ANTHROPOLOGY ALUXURY?WEDNESDAY, JANUARY 19, 19774:00 P.M.Social Science Building. Room 1221 1 26 East 59th StreetAdmission is without ticket anti without charge SportsCagersBy GENE PAQUETTEFor the second time in as many games attheir cozv home. Bartlett Gym, a valiantsecond half rally by the University men’sbasketball team turned a slow' game intoa classical midwestern barnburner. Un¬fortunately, this time around the Marooneffort fell short. A two point Maroon leadwas lost in the final minutes to a bigger,quicker, and highly favored Lake Forestteam.The 58-57 defeat was a bitter one for theMaroons, in spite of their ferociouscomeback against their cocky 9-1 op¬ponents.But it was an exciting game. Poorshooting percentages, especially by eachteam’s leading scorers, were not the resultof sloppiness or poor play. Instead, themajor factors were hard-nosed,aggressive defense by the Maroons, andthe visitors’ lightning quick press,engineered mainly by the Lake ForestBackcourt.' In the first half, the Maroons hung indespite the press, sparked by Greg Ret-zinger’s inspiring defensive play, DanHayes’ outside shooting, and BertSchaefer’s rebounding. They never letLake Forest pull away, even though thepossibility seemed strong at times as thevisitors stormed to eight point leads.But these minor explosions, broughtabout by the press and a fierce runningattack, only served as an impetus for theMaroons to regroup and play theirdeliberate patterend style. They wouldusually narrow' the deficit to four points,and that was the difference at halftime. 26-22.For the second straight game, a visitingsubstitute guard came off the bench to squeakerinflict serious offensive damage on theMaroons. Tony Green scored 13 of his 15points in the second half, shooting four forfive from the field and five for five fromthe line. Surprisingly, the devastating allaround play by the two most effectiveLake Forest guards. 5-9 Green and 5-10Darryl Gray, overshadowed the per¬formances of their heralded front-lineteammates.The big story of the second half, though,was the Maroon’s rally. Lake Forest cameout of the locker room confident that itcould quickly run over the smaller peskyMaroons. But with Retzinger doing aspectacular defensive job on Darryl Gray,and Steve Shapiro leading a parade ofMaroon steals, The Lake Forest team wasconfronted with more than they couldhandle. Only Tony Green’s outsideshooting kept the Maroons from blowingthe Foresters out. The Maroons climaxedthe rally by taking a two point lead in thefinal minutes.Unfortunately, Lake Forest got un¬tracked after a timeout and got a one pointlead and possession of the ball. With nineseconds left, Maass put the game awaywith two free throws after an intentionalfoul. Scheafer hit on a clutch outside shotwith two seconds left, but after a timeoutthe Maroons were unable to tie up the ball,and the game was over.Jay Aliev led the Maroons with 18 points.He had trouble with the big Lake ForestFront line and shot below his seasonpercentage of 48. But his good fakes drew'fouls and his points at the line were in¬strumental in the comeback. Scheafer andShapiro chipped in 14. Shapiro’s secondhalf play was also a key factor in the rally— good defense, a few key steals, andsome fearless drives.loseTCht Tdntoersitji of ChicagoCOMMITTEE ON PUBLIC POLICY STUDIESIS NOW ACCEPTING APPLICATIONS FOR ITS PROGRAM INPUBLIC POLICY STUDIESThe Graduate Program in Public Policy Studies leads to the Master of Arts degree in PublicPolicy Applications are now being accepted for the 1977 78 academic year from studentscurrently enrolled in the Graduate Divisions and Professional Schools of the University For suchstudents the Master s degree in Public Policy is a one year programStudents who desire to develop expertise in the area of public policy in addition to theirongoing (or completed) work in a discipline or profession are encouraged to applyA limited number of UNIVERSITY PUBLIC POLICY FELLOWSHIPS will be awarded, additionalstudent aid will also be availableFor further information and applications forms write or telephoneCommittee on Pubiic Policy StudiesWieboldt Hall - Room 3011050 East 59th StreetChicago, Illinois 60637753-1897COMMITTEE ON PUBIIC POLICY STUDIESStephen R. Berry, ChemistryNorman M. Bradburn, BehavioralSciences and BusinessPastora Cafferty, Soc. Ser. Admin.Gerhard Casper, Law andPolitical ScienceJames S. Coleman, SociologyKenneth W. Dam, LawSidney Davidson, BusinessDavid Greenstone, Political ScienceClifford Gurney, Biological Sciencesand MedicineJames Gustafson, DivinityPhilip W. Jackson, Behavioral Sciencesand Education John E. Jeuck, BusinessHarry G. Johnson, EconomicsEdmund Kitch, LawBarry D. Karl, HistoryWilliam H. IWuskal, StatisticsPhilip Kurland, Law and The CollegeAlbert Madansky, BusinessTheodore Marmor, Soc. Ser. AdminPhil C. Neal, LawGeorge A. Ranney, Jr., Law and Soc.Ser. AdminHarold A. Richman, Soc. Ser Admin,and ChairmanGeorge S. Tolley, EconomicsDaniel C. Tostedon Biological Sciencesand MedicineCLA^SlF D, DSSPACERoomafe Wanted: own bedim, andstudy. Low rent! Call 667-3734.Rooms right on campus in beautifulfrat house. Room & board at reas.rates 753-3257 for details Ask forDave, Roger, or Bill.Room for rent in 6V2 rm. apt., w/2 gradstdts. 51st 8. Greenwood, $90/mo. Call752 6151.Single Student University Housingavailable. Male or Female Grad orUndergrad, call Ann 241-7005. Leave amessage it I'm not there.You too can live on Hyde Park's onlycurved street, Kenwood between 52nd53rd. Six rooms, share with twostudents. Call 288 5342.Roommate wanted for large 2 bdrm.apt. 2 blks. from campus. 955-5189.5 & 6 room apts. in building beingrehabilitated. 5 min. trom U of C on61st st. Coleman Corp. 373-1800.SCENESMODERN DANCE CLASSES.Graham background, expressivemovement, body alignment. Winterterm begins Jan. 23rd. Classes held inHyde Park at the Hyde Park ArtCenter, 5236 S. Blackstone, and also inLincoln Park. For further informationcall Wendy Hoffman, MI3-3304Wagner and the Greeks? Mein lieberSchwan . Listen to Hugh Lloyd Jones.Fri., Jan. 21 3:30 p.m., Harper 130.FOR SALECompact OE D for $17.50? 3-0323.Desks! 3 used desks, 2 metal & 1wooden UC student 684 1 564.Good used dining and bedroom fur¬niture at excellent bargain. FirstUnitarian Church. 5650 Woodlawn.Sat. Jan. 22 10-2p.m.Radio-Tape Player NationalPanasonic A/C Battery 2SW 1MWband. One year old Cassette Call 753-0300 early or late. Keep trying $50.1 Bdrm. Co-operative apt. Vicinity:55th & Woodlawn Near U. of Chicago.$12,000 or best offer. Call 736-3696 after5:30 p.m.ITS. LOW COST Charter Flights toEurope. 327-2858 4 6 p.m.WOMEN'S UNIONThere will be a Women's Unionmeeting Wednesday at 7:30 in the BlueGargoyle, rm. 22.T-SHIRTSThe University of Chicago is funnierthan you think. Buy your laughinggargoyle T-shirt in Mandel Hallcorridor 11:30 1:30 Mon Fri., and atthe Bergman Gallery 1:00-5:00 MonFri While supplies last. $4 00 each. f -OPLE WANTED1 EE TICKETS TO THE FOLKFESTIVAL. People are still needed fora variety of duties. If interested, call 3-3567 9-5, or stop by Mandel Hall BoxOffice.EARLY PREGNANCY DETECTIONPregnancy accurately detected beforeyou miss your next period. 5cc of bloodwill be drawn. Medical researchproject test is free. Call Sandy at 947-6620 or 947-5550.Delinquency research project needsseveral people to aid in the contentanalysis of case records. 05-40hours/week). Upper level un¬dergraduate or graduate students withsocial science research interestswould be preferred. The job starts$3.25/hr. Contact Bob Bursik at 3-2518.Undergraduate with strongprogramming experience to programminicomputer (Nova 3/12) 15 or morehours/week. 753-2363.Woman attendant for retired, han¬dicapped woman physician living nearUniv., one Friday (Eve. to Sat. AM)per week and/or one weekend permonth (Fri. eve. to Mon. AM) atreasonable salary. If interested call726-6509 weekdays 10:30 AM. to 5P.M., or 268-2507 eves. 7 to 9 P M., andweekends.Substitute teachers, alternativeschool, 5-9 yr. olds. Hrs. vary Call 28851178:30 9&3 - 3:30.Ass't. teacher, day care center nr.campus, 3-6 p.m. daily, also subs, hrs.vary. 324-4100. Some exper. withchildren pref.PEOPLE FOrTauTInterested in typing evenings in myhome. Will discuss price. Barbara 373-3594 after 5:30 p.m. *For exp. piano teacher of all levels call947-9746.Thesis, dissertations, term papers inc.Foreign Language gen-corres. LatestIBM corrective Se 11 typewriter. Reas,rates. Mrs Ross 239 4257 Bet. 11 a.m.& 5 p.m.THE YOGA CLASSYoga for beginner and intermediates.Also included is do-in an adaptation ofACCUPUNCTURE to self-massagetechniques taught by Ron Green, whohas taught for the British WorkersEducational Association. Starts Jan.23, 5:30 p.m. Lutheran Schi. ofTheology. Call 324-2415 for Details. 7Classes for $15.PANPiZZADELIVEREDThe Medici Delivers from 10 p.mweekdays, 5-11 Saturday, 667-7394Save 60 cents if you pick it up yourself.STL DEISTS FOR ISRAELWEDNESDAY, JANUARY 19,12:00.Hillel House 5715 Woodlawn AvenueFILM: “DHIMMr’ anil an Introductory Talkon‘ JEWS IN ARAB LANDS”lirinj: a Bajt Lunch - Drink Pro\i<le<lSHABBATONFriday eveningshabbat dinnerSINGING DANCING DISCUSSION:‘‘WHAT AREOUR RESPONSIBILITIES AS STUDENTSTO ISRAEL • ”Jan. 21 at hillel 5?IS C000f>l*WSSL.50 call bayit or hillel for reservations8:30 pm hillel- ba/it-15^2,159oneg shabbatwith facultysat. afternoonJan. 22 H OCp.m.at the bayit H58 S. EVERETTSf\ai>&a.tom spcmsened ^ocnqtt^y(yftdu tft*. fxxayL CLASSIC WOMEN'SCENTER HOMERICGUITARIST PARTY SOCIETY STATISTICS MATHPHYSCI TUTOREduardo Fernadez presents a recital Women's Center Par^y on Tues. Jan.of music for classical guitar at 7.30 18 at 7:30 p.m., in the Blue Gargoyle,p.m. in B-J Lounge on Fri. Jan. 21. (third floor).SPSS CLASSLearn to use SPSS statistical packagefor analyzing your data. 6 sessions,$25. Computer time provided Come toComp Center to register-call 753 8409for info. Class starts Jan. 31.CALCULATORSC-B.FOR BEST PRICES ONCALCULATORS (HP., T.I., CORVUS, COMMADORE, NOVUS, plusmany others), STEREO (home, andcar) C.B. RADIO and ALARMSYSTEMS CALL JEFF at 753-2249 rm.3410. Leave message.GAY PEOPLEGAY PEOPLE'S RAP GROUP meetsTues. evenings at 7 p.m., Sun Porch,Ida Noyes.YOGARelax, energize, unify body-mindspirit, a perfect balance for the life othe mind. Yoga begins on campu:Mon. Jan. 17th for continuing students& Thurs. Jan. 20th for beginningstudents at the Gargoyle. Taught b>Dobbi Kerman on campus since 1971.;sessions $30. Followed by a massageworkshop. Thurs. $5 off tuition forboth. Call Dobbi 643-3595.• Eye Examinations• Contact Lenses (Soft & Hard)• Prescriptions FilledDR. MORTON R. MASLOVOPTOMETRISTSHyde Park Shopping Center1510 E. 55th383-6383 MASSAGEWORKSHOPThe best way to get a good massage isto learn how to give one. Workshops inSwedish and Rumanian Deep musclemassage begin MON. JAN 17th 121:30 & THURS JAN 20th 7:30-9:00 atthe Gargoyle. TEXT—Downing's TheMassage Book. 7 sessions $35. Yogaprecedes massage on Thurs. 5:30-7:15,$5 off for both. Call Dobbi 643-3595.LOST & FOUNDFound: 1/12/77 AM on 56th St nearGreenwood, car keys for ChryslerTurned in to Regenstein Library Lostand Found.Lost - Cowboy Hat: I left a PanamaStetson "Deringer" hanging on a mikestand in Ida Noyes Pub aroundThanksgiving. There was a red ban¬dana head band over the original. Ifyou know of its whereabouts please *ocall me, Jon, at 493 2556.Lost: Small green hardcover MEMOBOOK 3"x4" on Wed. Jan. 13 I need itdespareately! PL2-1000 ext. 925, AinaLeave messageTIST PREPARATION FORliv School Admissin TestfidUUIT! MlUlfMEIT A DM Till6mOUIT{ RfCCIIO ElIMIUTlOlMeoicu Coueu Aom Test« PROFESSIONAL IKSTRUCTMS• CURRENT MATERIALS» ADMISSION / APPLICATIONSTRATE6Y• LOWEST HOURLY COSTOF ANY PROSHA MW» MAH. TNI SHMR#782-2185IS k«vn Ok ’fatABORTION and CIVIL RIGHTSDEBATE:REV. E. SPENCER PARSONSDean of Rockefeller Chape*Founder and First Chairman ofThe Illinois Religious Coatihon torAbort-on RightsChairman of the Abortion RightsAssocation of W>no*s DENNIS J. HORAN. J.D.Lecturer m Law at U o< C Law SchoolCo-'O'jncter a^d member o* meBoard o* The Utino4s Righi-to-L'ieCommittee4uthor ot the Human L4e AmendmentBacked by The Nat'onatR ght-to-L *e Comm.tteeMON., JAN. 24, 1977 7:30 P.M.IDA NOYES LIBRARYBrent House Theological Forum“RELIGIONANDMEANINGin the HUMAN VENTURE”a lecture byMr. Tony StonebnmerEnglish Dept., Denison Univ.“The Finding and Making ofMeaning inThree Recent Long Poems"WED., JAN. 19-4 p.m.Breasted Hall Prof. John Wright of NorthwesterrUniv. speakes on Aroow of Pandarusand Fall of Troy Tues. Jan. 18, 4:3LClassics 10.PERSONALSWanted: Russian typewriter,preferably used Call Vic. 324 2285.Only 2 more days left to tell yourfavorite Jerry Ford jokeMadilen.. Madlene... Madilain?Teach me how to spell your name. I'llmeet you on neutral ground at the footof Masarick's... Masarik..Masarykos? statue on the Midway.Don't be late. It's cold outside and allI've got is LL Bean to keep me warm.Dating Service. Over 120 members.Low Cost. 274 6248 or 274-6940.Writers' Workshop (Plaza 2 8377).A MESSAGE FROM"A"LEVELB-Danke Sohn.Though I may seem frightening, Ioften retract my fangs, and veryseldom bite. Do talk to me.Blue and Brown. I can help you with these subjects. Call947 8184 around 6.BOOKS BOUGHTBooks brought & sold everydayeverynight 9-11, Powells, 1501 E 57ttSt.writers wantedThe Maroon islooking forpeople to join itswriting staff.Anyone in¬terested isencouraged todrop by ouroffice on thethird floor ofIda Noyes.OFFICE WORK AVAILABLETOP WAGESSec ys, stenos. Dictaphone Operators:Challenging jobs in the Loop and on the SouthSide.2 or 3 Days a week or full weeksApply in person: Suite 631, Hyde park BankBuilding, 1 525 E. 53rd Street.ELAINE REVELL, INC.Contact: C. powell - 684-7000Chicago s Prestige Tomporary Office ServiceAt One LocationTO SAVE YOU MORE<F WAAOI • CHEVROLET VOLKSWASBI ,SPECIAL DISCOUNT PRICESFor ALL STUDENTSAND FACULTY MEMBERSJust present your University ofChicago Identification Card.As Students or Faculty Members ofthe University of Chicago you are en¬titled to SDecial money sovingsDiscounts on Volkswagen & ChevroletParts, accessories and any new orused Volkswagen or Chevrolet youbuy from Volkswagen South Shore orMerit Chevrolet Inc.13W1AUO • NUVMSrMA U10IA3DSALES A SERVICEALL AT ONE GREAT LOCATIONIgMEWl5 CHEVROLET tVOLKSWAGENSOUTH SHOREI 7234 Stony IslandPhon.: 684-9400Opon Dally 9 0 PM. Sat. 9-3 PM.Part* Opon Saturday too till 2 NoonOpan DxPart* Opi*4*01 .CMVMin■f < ->'•V- ’> • AV;»'"V'-:Va.■:■ :l:;rg^.1and offendthemselves about this subject, this is the book to read,’’—Yale■' • sar. Law School, University of Michigan; Written before the result of the election was known, this.book-length letter from two leading criminologists urges the newPresident to adopt specific measures to deal with the nation'smost pressing domestic problem—the high incidence of violentand predatory crime., „ " " »’- •) SvtV, -V'SMg*-"./Vt".: v.u.‘. -.v.V m-:v.and property are what matter most. Gun control, more sensibleHI' ‘ ^_., ; - ^ ■ '/ / '■- ■ ■L0tt&f. 'rJ Pfp ot: Qritftg §Sfl$0i jfa 0 ci|i|ei .L$1 95 paperbackPublication Dale: January 20, inauguration DayOn Sale Now at theUniversity of Chicago Book Stor_The University of Chicago Press8-The Chicago Maroon-Tuesday, January 18,1977 ;