C ommentary
6 • T he C lackamas P rint
What do
instructors
Io over the
summers
“I’m work-
Mti on a
novel,
preparing for
new classes
for fall term,
and working
on the
Haystack
program at
PSD.”
Kate Gray
■ .nghsh
Instructor
a
“Drink lots of
beer... I’ll be
painting and
working on
sculpting
projects and
restoring a
1950s tug
boat”
Anthony
Bemeri
Art Instructor
“I’m a com
poser, so I’ve
been commis
sioned to
write several
works. I also
play in a soul
and funk band
called ‘Soul
Vaccination’
and we’ll be
Dau* Mills
doing some Music Instructor
concerts.
“1 own my
own business
and we
feign and
fabricate
scenery. We
are contracted
to do several
jobs over the
summer.
Cliris Whitten
Technical Theater
Inslructoi
i
“I have three
kids, so we're
going to a
family camp
called ‘Big
Lake Camp' in
central
Oregon.
Adam Hall
Math Instructor
J une 2, j
Grads wave farewell to CC1
Karen Hill
&
Bethany Monroe
squeeze in almost as many words
as the instructor within a fifty-
minute class period.
Goodbye, overachieving stu-
dent who dampers the possibility
of the saving grace in the phrase
“grading on a curve.”
Goodbye, patient math tutors
T he C lackamas P rint
As this school year draws to a
close (or rather, classes come to a
screeching halt and finals are
thrown in our face), we are forced
to contemplate our time spent at
Clackamas—because, after gradu
ation on June 11—-we’re outta
here.'
But before we go, let us first
recall that of which we wish to say
“Goodbye.”
Goodbye, bright orange cafete
ria chairs and peculiar-smelling
Skylight Dining Room. (One of
these days somebody’s going to
figure out what’s growing in there.)
Goodbye,
water-was ting,
hyperactive automatic toilets.
Goodbye, Mt. Dew-guzzling
student who shows up in almost
every class and has the ability to
HILL and MONROE
who spent hours explainit
rithms and other conccl
could never understand. (|
cases, ignorance really is b|l
Goodbye, security offic
ticket book in hand. (Do yl
ize how difficult it is to pa
nearby parking spot thesl
despite the two-hour limit?!
Upon arriving at a url
next fall, we’ll be grcctcl
many introductions as wcl
hello to parking fees, in tilth
lecture halls, long strolls lt
classes and student loans iL
take us years to repay.
I
With this said’, our dJ
from Clackamas will be qil
adoxical. Regardless, CCC|
a place , we’ll remember foir
long time.
I
So here’s to the meraf
good and bad—and the hi
there’s better years yet tl
... (and hopefully the gra|
ceremony doesn’t last too
Take time to decide pathway through college, I
Ben Maras
O pinion E ditor
It has always seemed that there
were two kinds of students here at
Clackamas: those in a rush to get
finished and those taking their
time. Although the latter may be
considered “slackers” by the prior,
it is truly an example of slowly and
steadily winning the race.
Some students rush through
their education, treating it as an
obstacle that must be overcome,
not a path to be enjoyed. Those
who do not rush are often labeled
“slackers.” They take a minimal
number of classes during their
first term, indulging their interests
by taking, special courses, and
focusing more on the knowledge
than the grades.
The following student’s story
provides an example of how tak
ing one’s time can pay off in the
that, he could begin to actually
long run.
think, rather than memorize the
This student did not know
date of the War of 1812 or who
what he was going to do for the
was buried in Grant’s Tomb.
rest of his life; he didn’t even think
The student began to. make
about it until the end of his senior
contact with his fellow high school
year of high school, heeling miser
alumnus and found that lie was
able over how he was being left
now taking more credit hours than
behind by his classmates, he decid
most of them and was beginning
ed to attend a community college.
to focus his field of study down to
ThiSi-bSby^step may seem small,
things he never would have
but it may haVejust been the mid,
thought interested him before.
die -gear he needed, doing into
community college, the student
On the other hand, his peers
chose to fociis. on things that who jumped directly to universi-
tics were swamped, their’ tires
interested him and things he had
spinning as they looked .-around
S^^Owiited tcSknow more
lost, wondering where their enthu
about, emphasizing knowledge
siasm for learning had gone.
and keeping the means in mind
It is only natural to stand at a
rather than the end,. What he
fork in the road and try to hastily
found
Jifec answer to his
decide which way to go, but it is. a
prayers-a;^,^
b'or here at CCC, he could ‘ decision that does not have to be
experiment with different fields of rushed. 1 nstea.d; one. cart step back,
interest, all for a minimal amouht explore both frails, and decide
which path is best.
of money and stress, and beyond
Rather than trying to a|
with a perfect ending to tli.
blc, it is best to pull from[
arguably the most insight:,
of all time, “The Gradua:.]
movie sums up the fall
those who take the path |J
elcd in college, seeking krl
rather than just a piece o
suitable for little more tit
starting in practicality.
The exchange that f< >11
dialogue
between
Graduate’s” main charactb
and his father:
Ben: I’m just
Worried? Ben: Well ...
About what?
w.hat? Ben:
ben: 1 I g gt
aboiit my future, bather
about it? Ben: 1 don’t kn< ra
jt to be ... bather: To bJ
yBeri: ... Different.
Characters in this story an
■and.anjresernblance to anyont.
dead, is pure coincidence.
ScanTron sales make more cents than sexi.
Ben Maras
O pinion E ditor
Now it’s time we address .something,
that has surely hit everyone: the mandatory
purchasing of ScanTrons, Sure it’s only a
measly fifteen confs, bitt that’s what bugs
so many collegians, Tiftecq cents!
Students must ask themselves, with all
the money (although far less than many
colleges) we pay in random fees, why is it
that we must pay fifteen cents and partake
in the loathsome process of purchasing a
ScanTron?
Does the bookstore not make enough
money in the prices they charge for text
books; arc they forced to moonlight in
black-market test forms?
Some quick math would determine that
if more than 30,000 students are enrolled
here on a full-time or part-time basis, and
every student bought one at fifteen cents
per ScanTron, that would equal $4,500.
This figure is not meant to be an actual
representation _ of the amount of money
gained by the college, only to put the
amount in perspective.
ScanTron sales do make some
money for the bookstore, but the
amount is trivial compared to text-
book sales. So what is a better option?
How about letting the ScanTron
monopoly be taken care of By the college?
Put a $1 ScanTron tax on each student’s
tuition. This* would fallow' each student
6.66666 ScanTroris, which would effective
ly leave the fcollege with money left Over
that they caniput towards whatever else.
What would this eliminate? A) It Would
keep students from suffering the pain and
embarrassment of having to march down
and pay for a fifteen-ccnt item with a
$20 bill (I’ve done it; trust me, it’s
not. good). B) It would give the
college more money to do
whatever they wanted with.
And C) That pet peeve of
all students would
finally be resolved.
It seems like
such common
sense,
hard
believe
why
we’re still being sub
jected
to
I
predatory” capi
talism
school a la
carte.