Preventing an epidemic

The recent cases of swine flu said to have originated in Mexico and spread into other countries like the United States show us that we are not by any means rid of the inequalities we find globally in provision of health care and living conditions. If this happens, it is not hard to guess which countries are going to lose the bidding war for the pharmaceuticals necessary to keep their populations flu-free.

If left untreated, swine flu can be fatal. And if access to medical care is not easy or affordable, as is common in less wealthy countries, people are less likely to seek the treatment they need. This highly increases the likelihood of fatality, and because it happens more often within those groups lacking financial security and income that can be sunk into their health, a visible rift becomes clear between those who can take refuge in the guarantee of care from their government. If this disease becomes an epidemic, not only will the drug companies stand to make a substantially larger profit if they raise their prices, but there may also be a global shortage.

Although this flu is not always fatal and there seem to be more aggressive threats, to those who lack the means to fight it off, swine flu is just as awesome an attack to their well-being as the viral monsters that receive all the global attention and funding. We, as Americans, are generally at a lower risk of high damage from this virus than those who cannot skip a day of work on sick leave and recover, who cannot isolate themselves while they heal, and who cannot afford a vaccine to avoid what we consider just a hassle. In order to avoid furthering disparities at a time when the results could cause serious harm, we should, yes, keep ourselves healthy and avoid contraction at home, but also not take a slew of unnecessary precautions that eat up our global supply of aid. This is a virus that shouldn’t have the potency to threaten the globe, and we can, with awareness and precaution, keep the casualties and effects low.

Meg Laurel Coyne

Freshman, pre-social sciences

Experience education full circle

The time that you spend here at the UW will bring you so much more than the degree you hang on your wall. Regardless of your major, the UW is rich with opportunities to enhance your academic experiences. Once you get a taste of motivation, the only mistake you can make is not to apply it.

Research as an undergraduate is one of the best ways to expand your classroom learning. But for some, being a research assistant can lack engagement. A sure fire way to explore your academic interests can be found in simply teaching it to someone else.

Undergraduates are probably not the traditional teaching assistants (TAs) that you’ve experienced, but on campus, this is a growing trend that is benefitting teachers and learners alike. While reversing the role you are accustomed to, you are no longer pressured to perform on exams, but pressured to be a leader and an expert in your field. These experiences shape your college experience and build skills for your future.

Some might say that an undergraduate is far from qualified to teach at the college level. However, instructors will quickly realize that the undergraduate TA, who has recently navigated the landscapes of learning, is better equipped to draw the map for others. Undergraduates teaching cooperatively with faculty are able to provide valuable insight into common misconceptions and how UW students learn best. As a current senior, I have experienced classes where my graduate TA had learned the course material years ago, or not at all! As an undergraduate TA, I felt engaged with my students and their common interests in learning.

For undergraduates, teaching is a lasting experience that allows you to grow as a leader, public speaker and as a fellow learner. You are probably well aware that active learning is typically more effective than simply sitting through lecture. What is increasingly supported in higher education research is that teaching is the most effective form of learning. An article in the journal Education explains that peer teachers are able to “over-learn the material and engage in higher levels of thinking.” My experience as an undergraduate TA allowed me to see the truly essential concepts, which I could pass along to my students.  Whether or not you are pursuing a career in education, the teaching experience allows you to master what you are passionate about. The opportunity to get the most out of your undergraduate years is as simple as asking your department adviser or favorite professors. Current budget cuts across campus are encouraging departments, such as biology, to offer credits as incentive for undergraduates that qualify to be TAs. The possibility is greater than ever to master your field of study, while spreading your motivation to those who are following your footsteps.

Chris Bolander

Senior, biology

Senators should take themselves seriously

I am a first-year senator for ASUW and a former candidate for the ASUW board of directors. I ran for the board back when there was competition. This week’s senate meeting highlighted one of the deep issues that ASUW must confront.

In the senate, we passed a unanimous resolution — minus those who abstained, myself included — to condemn the UW’s decision to cut the swim team. I personally know someone on the team and think it is awful to lose it. But, throughout the process, I couldn’t help but think: “It wouldn’t have mattered what team was cut or what team lost significant funding; there would be a resolution in senate condemning it.”

A question was asked about an alternative way for the athletic department to keep the team, though none were included in the resolution, which was not very realistic, especially for next year. The consensus was that we would condemn the action and let the administration figure out the details.

During the same meeting, the legality of another resolution was brought into question. This seemed to bother neither the resolution’s sponsors nor most members of the senate. One senator, and I paraphrase, said that it didn’t matter that much if it was illegal; we can let the administration figure that out after we pass this bill.

I hope you can catch on to the common problem that I found between both examples: Our attitude was that we will make decisions and let the administration figure the rest out. My experience is that they don’t. Instead of making tough decisions, offering constructive alternatives or doing our research, we draft politically popular resolutions and then expect the administration to figure the rest out. No wonder no one takes us seriously, we hardly take ourselves seriously. Throughout this year, many important pieces of student opinion have been passed without follow up, publication or action.

If ASUW and students want things to change, they need to take their responsibility as students and senators more seriously. Instead of arguing over the order of the men’s and women’s swim teams in “whereas” clauses in a resolution, we should argue over its merits. Instead of aggrandizing ourselves by changing “countless” to “copious” in respect to the amount of time students volunteer, we should be concerned about how we can see a resolution be more then a forwarded piece of mail sitting on President Emmert’s desk. The ASUW Senate and the board can be great and relevant, but it will take people who recognize the responsibility of their position as senators. Before we can ask the administration to take us seriously, we must take ourselves seriously.

Holland Avery

Junior, political science and European studies

In response to a letter to the editor regarding the pro-Palestinian protest on campus

I would agree that the situation in Israel does not match what occurred during the Holocaust. Still, the Israeli government has, and is continuing to create a state and society repressive to the Palestinian people.

In the recent assault against Gaza, Israel made no concerted effort to distinguish between the citizens trapped in the war zone and the Hamas militants who were its stated targets — just as suicide bombers also don’t bother to find out if the buses they attack only carry Jewish citizens. Israel has also created physical barriers that prevent Palestinians from easily accessing their jobs, health care and clean water. The government has also unapologetically destroyed civilian homes ­­— Israeli and Palestinian — in the name of combating terrorism, and in general, created a society just as unsafe for Palestinians as for Jewish Israelis. These actions may not constitute attempted genocide, but that does not make them less oppressive or unjust.

Even if Israel’s creation as a state had not involved forcibly removing any Palestinian people from their land, there would probably still be militant groups targeting Jewish civilians and making the “road to peace” more difficult. But the peace process is equally hindered when Israel and her supporters don’t acknowledge how much the Palestinian people suffer as a result of Israel’s ethnically motivated government policies.

I don’t say any of this to minimize the suffering of the Jewish people. No one’s suffering is any less painful than another’s. I think a lot of people on both sides understand this and are brave enough to seek forgiveness and reconciliation. Hopefully, one day, they will have the political and social power necessary to create a lasting and peaceful relationship between their peoples.

Annalisa Steinnes

Alumna, geography, class of 2002