https://archives.csusm.edu/student-newspapers/files/original/5cf561b1f7ee7dcc62ce65a4ab16a861.pdf 1715a601bb07df2590974c4332edd7f1 PDF Text Text Plan I from O uter S pac e EarlyApril, 1993 Craven Brouhaha Escalates! "What you have there arc a few of these rather bearded, unwashedcharacters,with sandalsand long hair, who normally would be regarded sort of tolerantly as a lunatic fringe, which you put up with but you do not necessarily encourage, and in effect, the campus has been turned over to these characters." VoL /, No. 3 In Defense of Freedom of the Press Though dormant for over a month, the Craven brou­ In 1733, john Peter Zenger began publishing T e N h ew haha has rapidly escalated to the point where it has become a York W eeklyjoum ,w ic criticizedthepoliciesofth colonial al h h e major campus andcommunity issue. A letter supporting Sen. governor.Ayearlater,Zengerw arrestedforseditious libel H as e Craven ("drafted by members of the Founding Faculty who are concerned about the effect of recent events on the support of the languishedinjailfortenm onths,until histrial InAugust 1 H 735. is local community, Long Beach, and the legislature") is circulating attorney, Andrew H ilton, argued that the articles In Zenger’ am s among staff on campus (we at Plan 9 conscientiously declined to journal could not be libelous because they w true; h further ere e sign this letter), and on March 31st, the Academic Senate held an insisted, against the settled precedent, that theJury and not the emergency meeting to discuss the Craven issue (read: beat it to death Judgeshould detidethetruth of theprinted statem Thejurors ents. for nearly three hours). acquittedZenger,persuadedbyH iltonthatthechargesagainstthe am But we at Plan ?have become disenchanted with the way the royal governorw true. ere whole thing is being dealt with. The whole issue has devolved into one of allegations. Craven is alleged to have bashed undocumented It is said, and insisted upon by Mr. Attor­ migrants, the Academic Senate is alleged to have "crucified" Craven, ney, that government is a sacred thing; that it Stacy alleged that Craven is alleged to have denied any alleged racist is to be supported and reverenced; it is govern­ or classist statements. u m x h J U T. .... ment that protects our persons and estates; It became apparent that nothing would ever be solved unless that prevents treasons, murders, robberies, somebody got the facts. A nd some enterprising staff member at­ riots, and all the train of evils that overturn tempted to do just that, by calling the reporter who first reported Craven's "alleged" statements and by calling Sacramento and asking kingdoms and states and ruin particular per­ whether a tape of the hearing was made. It is still not known whether sons; and if those in the administration, espe­ a tape exists, but if one does, then, and cially the supreme only then, can this thing be put to rest magistrates, must (Sorry Dr. Stacy, even though you asked have all their con­ us all to let this thing pass, we can't do all expression, all inquiry, all opinioris are free. They duct censured by that until we know the truth of the have got to maintain that position against the govern­ private men, gov­ matter. But thanks for asking anyway.) ernment cannot However, the reality is that this ment and everyone else. If they don’t, they will pressubsist. This is brouhaha has grown far beyond what­ ently have nothing that is worth having. called a licentious­ ever Craven may or may not have said, and we at Plan 9 think that his "alleged" — Bernard D oto, “Easy Chair”, eV Septem I 949 ness not to be tol­ ber erated. it is said statements are now a secondary issue that it brings the rulers of the people into with respect to the life of this campus. contempt so that their authority is not re The primary issue has become whether or not this "university garded, and so that in the end the laws cannot of the 21st century" is going to lead this community into the next millennium or follow it. For if we do not lead, then we must surely be put in execution. These, I say, and such as follow. "But the campus must serve the community," you cry. O f what these, are the general topics insisted upon by Continued on next page Our Motto: •Ifs Subversive men in power and their advocates. But I wish it might be considered at the same time how often it has happened that the abuse of power has been the primary cause of these evils, and that it was the injustice and oppression of these great men which has commonly brought them Continued on next page �p ia n f y EarlyApril, 1993 V l. I, No. 3 Page 2 o In Defense of Freedom of the Press CravenWrouhahafcont) (cont) into contempt with the people. The craft and art of such service to anyone is a university that merely follows the lead of its men are great, and who that is the least acquainted with community? CSUSM exists to prepare"students to take leadership roles in areas of work and society in the international community history or with law can be ignorant of the specious of the 21st century" (CSUSM Mission Statement). How can we pretenses which have often been made use of by men in power to introduce teach our students to lead if wedo not? What kind of leaders will arbitrary rule and destroy the we produce if we ourselves are followers, and will the community liberties of a free people.... thank us for producing them? Power may justly be compared to a great riven With the responses of Sen. Craven, Mayor Thibidau, the while kept within its bounds, it is both beautiful and police chief of Escondido (who was at die Academic Senate meeting) and the local newspapers (Blade/Citizen and Times- useful, but when it overflows its banks, it is then too Advocate^ it has become clear that CSUSM is under serious fire impetuous to be stemmed; it bears down ail before it, and brings destruction and desolation wherever it from the local community for its stance on the Craven issue. We at Plan ?find this regrettable. However, we feel that comes. If, then, this be the nature of power, let us at we have no other choice than to live by the morals that we believe least do our duty, and, like wise men who value to be true; the moral values that are taught here and that are freedom, use our utmost care to support liberty, the encoded into our Mission Statement. If the local community does only bulwark against lawless power, which, in all ages, not share these values then weshould educate them and lead them into the next millennium, not apologize for holding a divergent hassacrificed to its wild lustand boundless ambition the opinion. We cannot afford to roll over and ignore our own moral blood of the best men that ever lived. values every time the powers-that-be get upset with us. We must I hope to be pardoned, sir, for my zeal upon this not ever be afraid to stand up for what we believe, no matter who occasion. It is an old and wise caution that "when our disagrees with us. If the blacks in the South had done that 30 years neighbor's house is on fire, we ought to take care of our ago, there would still be segregation. own." For though, blessed be God, i live in a govern­ We, all of us, were promised when wecame here that this place would be different; that the old rules would not apply, that ment where liberty is well understood and freely theold mistakes would not be made again, that this campus would enjoyed, yet experience has shown us all (I am sure it bestructured in newways, waysthat looked toward the future and has to me) that a bad precedent in one government is not the past Well, we have w|j§|i|for that promise to come true. soon set up for an authority in another; and therefore And it never has. I cannot but think it mine and every honest man's duty We sit here evec ifc W p M n g thecampus slide further that, while we pay all due obedience to men in author­ and further away fronyf||||^hthat%uld make this place really unique and from the "living practice" of the goals and values of ity, we ought, at the same time, to be upon our guard our Mission Statepmt. Soon, as the campus grows and "tradi­ against power wherever we apprehend that it may tions" become estallishfe^it^BiliMlli ^ b do anything about affect ourselves or our fellow subjects. it We must stand up m m m iInsist that Hilt campus lead the community y M ^ ^ M ^ ^ ^ ^ ^ ^ ^ W n e eklv follow it. Whatever the cost, we can do no less. AftLO&E* C0KTCX Liberty of Speech and of the Press Tttnr «U«» b NlSKO ith S CM iiM Dwmmi <ri>AND THAT MUSH A ttA M oTK S***** uNpcum ro rr THE BRAIN OF A C A L STATE SAN MARCOS MULTICULTURALIST Sec*9. Every citizen may freely speak, write, and publish bis sentiments cm all subjects, being re­ sponsible for Lite abuse of that right; and no law shall be passed torestrain or abridge the liberty of Speechorof the press. In allcriminalprosecutions forlibels, the truth maybe givenin evidenceto the jury; and if It appear to the jury that the matter chargedas libelous is true, andwaspublishedwith good motives and for justifiable ends, die party shall beacquitted; and thejuryshalihavethe right ' be above editorial cartoon appeared in the March 31,1993 Blade/Citizen. It’ s Treasonous �N o Fate “ The future’s not selThere’s no fate but what we make for ourselves.” — John Conner Scary thought, eh? That we, each of us, is in control of what the future becomes. We, and only we, are to blame for the mess we have made of the earth and ourselves. And we, and only we, can put an end to it What are your priorities? Getting (or holding onto) that job, with it's paycheck, mind numbing commute, boring routine and stress? if so, you only perpetuate the blind misery that our society breeds. Do you really like your life? Where you live, the way you live, the work you do, the way you feel, how your children are, the world around you? If you don't, only you can change it. There is no other fate than the one we make for ourselves. You can blame someone else for your troubles until the sun burns cold, but you'll die just as miserable. On their way to avert the foreordained annihila­ tion of humanity in Terminator 2, Sarah Conner reflected on the immensity of her actions... The Academic Industry_ _ _ _ _ _ 1 _ The big universities have become corporations For producing, transmitting and marketing knowledge, and in the process have lost their intellectual and moral identity. At the time when they should have been creative centers for the development of strategies for peace, disarmament and world unity, they were busy with defense department contracts. When the educa­ tional problem of blacks was getting worse by thedayj they were busy making admissions requirements more and more favorable to the white middle-class student from p r l v i l e e ^ ^ ^ ^ ^ M i ^ ^ M w i i B M •and l i l l l l l i i i M i i i i i p ^ M l ^ B l i i t iefbliowiftgthe lead producing graduates suited to reading advertising copy. W ltH the public schools were groping for ways of improving the intel­ lectual content of their curriculum, the universities were sneering at teachers colleges and schools of education as the province of the intellectually unfit and the spiritually slothful. At a time when political and social movements have been promoting authoritarian causes on a basis of anti-intellectualism, the universities have frowned upon political action by liberal student activists. Excerpted from "The Academic Industry", by Harold Taylor. 1964. In responseto"The Uses of the University" by Clark Kerr, President of the University of California. adminitnutors^ ^ 1 departmental chairmen up through university presiAren't we in uncharted territory? Aren't we mak­ ing up history as we go along? Haven't wealways been? We stand here at the newest university in the most powerful nation on the earth. Our every act and our every omission will flow out into the future of this institution like the waves from a stone cast into a pond. What we do here will not cease once we are gone. What we do here will become this place, for each of us is malting up the history of this place as we go along. And how shall that history read? Will it be a history that our children's children's children are proud to know? O r will it be a history of missed opportunities, broken promises and short-sighted decisions? Only you can decide. It’ Irresponsible s dents,must be prepared to show the greatest integrity and personal courage to protect the freedom of their: teachers. " What is the purpose of a liberal education? Learning has no value unless it culminates in action; and the liberal arts are merely snobbery if not used to inform and direct action, especially for socially and morally good ends and against the socially and morally bad. To the extent that learningtllireated as a personal decora­ tion of for armchair philosophizing educators are open to the chaige of eggheadsand educational institutions to that of ivdry towers. — Bertram Cole, December 21,1959 �Plan I FiTilm Craven Hall? Plan 9 From Outer Space! The educational administration is responsible for organiz­ ing the resources of the institution— the teachers, the students, the funds, the equipment and materials in such a way that all of the persons involved can work together toward defining and achieving their educational goals. The mainspring of the organization is the motiva­ tion for development and learning which is inherent in each person. The task of the administrator is to so arrange the organizational conditions and methods of operation that people can best achieve their own goals by also furthering the jointly defined goals of the institution. The administration finds that his work consists primarily of removing obstacles such as "red tape", of creating oppor­ tunities where teachers and students and administrators (including himself) can freely use their potential, of encouraging growth and change, and of creating a climate in which each person can believe that his potential is valued, his capacity for responsibility is trusted, his cre­ ative abilities prized. It should be dear from the above that responsibility and authority and initiative would be diffused throughout the group, in order to make the best use of all available knowledge, skill and originality, and thus to maximize the soundness of decisions. By following such a policy the development of the individuals involved is also maximized. The administrator has the task of using himself in just as fulfilling a way as he makes possible for his staff and students. He does not submerge himself, but uses his -Carl Rogers, Freedom to Learn leadership qualities, his vision, his wider information, all the characteristics which have led to his being placed in a position of responsibility, as positive input in a living and changing organization. Part of his function is to serve as a catalyst in releasing the capadty of others, but he is failing in his task if he does not release and develop his own potential as well. He is in the business of growing persons, but he himself is one of those persons. The educational administrator who follows the usual pattern in carrying responsibility for hisschoolsees histask as that of harnessing the energy of faculty and students so that the goals and requirements of the educational system will be met. In the first place he sees himself as responsible for organizingtheavailable money,equipment,and people in such a way as to achieve the educational goal which he has in view. This means that he must motivate and direct his faculty, and through them the students. It means that one of his main functions is to control the actions and to modify the behavior of all members of the school in such ways that the educational goal will be achieved. Central to his policies is the viewthat both faculty and students would be, if left to their own devices, apathetic to, or resistant to, the educational goal. Consequently, they must be re­ warded, punished, persuaded— through use of both the carrot and the stick— so that they work toward the goal which the administrator, or his board of trustees, or the state, has defined as"being educated.”This usual approach to educational administration has implicit in it a rather definite view of the nature of the human being. It is implied that both teacher and student are naturally apathetic and tend to avoid any strenuous effort Both teacher and student are seen as disliking responsibility and preferring to be guided or led. This view assumes that both teacher and student (but especially the student) are indifferent to achieving an educational goal and will only work toward this if a proper series of behavioral controls are instituted. -Carl Rogers, Freedom to Learn “Reading Plan 9 gives me a splitting headache.” iMrepressible �F orWhat It’s Worth We challenge the faculty to be courageous, There’s something happenin’ here There's a man with a gun over there H i i i N I I m sm university is a community of students and scholars: ibeiequai lot the positioit of dignity you should hold! How long will you submit to the doorkeepers who have usurped your power? Is a university no more than a I think it’s tine we stopped, children iiif c iiM ii physical plant and an administration? — FreeSpeech Movementleaflet, l)C Berkeley,January 4,196S Letter fjm Birmingham O ff lai[_______ There^s battle lines bein’ drawn Nobody|fwrong Young p e d p |l||i^ iliiiir minds Gettin’ so behind T ip 8 t f |ijiS le y Whats that sound Everybody look what’s goin’ down What a | |( i day for the heat A thousand people in the street Singin* songs and a^carryin’ signs Mostly say hurry for our side It's time we stopped, hey Whafsthatsound Everybody lo fk l§ l& goin’ down One may well ask, "How can you advocate breaking some laws and obeying others?" The answer is found in the fact that there are two types of laws: There are lustlaws and there are unjust aws. I would be the first to advocate obeying just l laws. One has not only a legal but a moral responsibility to obey Just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with Saint Augustine that "A n unjust law is no law at all." Now what is the difference between the two? How does one determine when a law is just or unjust? A just law is a manmade code that squares with the moral law or the law of God. An unjust law is a mode that is out of harmony with the moral law. To put it in the terms of Saint Thomas Aquinas, an unjust law is a human law that is not rooted in eternal and natural law. A ny law that uplifts human personality is just A ny law that degrades human personality is unjust -Martin Luther King, ]r. Check it OulB lo w V o u rfiind! Cool Tear and Taste ISIX Patch! (Only in Flan 9!) 400 micrograms of 100% pure consciousness expanding Paranoia strides deep Into your I M Will creep Starts when your always afraid Step out of line The man come l i f take you away We betteiptop, now What’s tla t sound Everybody look what’s goin’ down -Buffalo Springfield -It’ On Drugs s “I’ve neve?droppedadd before.HowfoWri Easyjgir off the corner of this page and place under y o if f ^ e trip of your life! WARNING: Consciousness expanding drugs are illegal in the United States. The Government of this nation does not want citizens to expand their awareness. So go pop a brew, sprawl out on the couch, light up a cigarette and watch “ Mamed, with Children”. Do not think. Do not question. Only legal drugs are good for you. The Government knows what's best for you. Do not think. \ �n Inconffig! has received its first letter to the editors! Ofcourse,we wish 9 it had been a favorable one, but well take what we can get This letter was sent by Dr. David Jankowski in the School of Business. Thanks for the input Dr J.! Due to space considerations,we had to edit the letter. Hopefully, we did not alter its meaning.We also took the liberty of responding to each statement individually rather than wait until the end. ► Incoming! (cont.)_ _ _ _ _ _ _ _ _ _ _ of our own pocket (thanks, by the way, to those generous individuals on the lowerscale of humanity who donated $8 to support Plan and we distribute it outside of official channels. Plan 9 is, after all, is the quintessential unofficial campus rag. Don't drift. Get an editorial policy and stick to it Dump the literature submissions; there is enough hooey flying around CSUSM to fill dozens of issues of Plan 9. Leave the 3rd-rate attempts at culture to the San Diego I wonder if any student authors of Plan 9 [perhaps the Reader. I also find it ironic that a paper that would quote one(s) whowrotethecondescendingprofileof BernieHinton) the founder of the free-speech movementwould criticize would mind if I anonymously placed a copy of their tran­ William Craven for something he allegedly said. If this scripts on the Free Speech Board? I an think of several paper Is going to be yet another politically correct faculty, staff, administrators, and students who would get a ranting, I predict an early demise. good laugh at these students expense. Plan 9 retaliates: We do have an editorial policy; we’re disappointed Plan 9 retaliates: Dr. Hinton's tenure at GUSH is a matter of public that you apparently haven’t seen it Our policy is to question the way things record, and, as a publidy employed person, this information is not confiden­ are here at GUSH. We don’t make any pretense to being omnipotent, but tial in any way. In order to get access to student transcripts you would have we do attempt to be controversial. We are not afraid to say what we feel in been required to sign a confidentiality agreementstating that such informa­ the way that we feel it tion was confidential and for official uses only. Posting astudent’stranscript How can we “dump the literature submissions?” They are an integral would be in violation of that agreement, a few University and C U policies part of Plan9,in that they demonstrate to people that we (and they) are not S and several State confidentiality laws. We do not recommend that you try it the only ones who have thought critically about society. As to it being “condescending,” that is a matter of opinion. The PlanPis not politically correct, but we are at least a teensy bit socially statements made in the profile were all verifibly true. aware. That’s why we took on Craven. How would you have liked it, Dr. J, if Craven had referred to BusinessProfs, not undocumented migrants, asbeing The paper looks like the product of a 5th-grade on the lower sale of our humanity,” or had compared hb committee to an "Meet the Computer" class. With all of the facilities we attempt to ferret out and persecute businessmen rather than alleged have at CSUSM, one would think a nicer looking communists? product could be produced. /Van ^retaliates: Talk about condescending-. Weare really hurt bythis Good luck. The Pioneer stinks; we need an alterna­ one. However, we’re not trying to lookWkt a “ typical” newspaper for the tive. simple reason that we aren'ta newspaper at all. Plan 9retaliates: Thanks! But we’re not the Pioneer and we’re not an Colored paper annot be reused. Use white paper. Plan 9 retaliates: Good point We like color paper, but well consider it Improve your distribution. 1asked my night class If they had the opportunity to see "the latest journalistic effort from CSUSM." I held up a copy and only one student knew what I was talking about Plan 9 retaliates: Donations and volunteered help are always appreci­ ated. As it b, we pay for the duplication of 9(about 30 cents a copy) out alternative to the Pioneer. PlanPis not a newspaper, and makes no attempt at “objective” reporting of anything. We represent no one but ourselves. If you mutthave a label for Plan 9, then a ll us a line, we certainly have more in common with the independent publishing sane than with the BladeGtizen. Those who would expect to reap the blessings of . freedpm,must first undergo the.fotigMe.of:$up-,.;.-; x:: -—T om -P e h as an ; jjj P tiy a n re D m �EariyApril, 1993 V I, Ho. 3 Page 7 P l a n ol. Plan 9 Health Report Bureaucracy 8 You Whether we'reawareof itor not,all ofusatCSUSMareexposed to high levels of bureaucracy on a daOy bask In fact, exposure to bureaucracylj the top health haarclthere at CSUSM. Complicating the problem is the general lade of knowledge about b u r^ ijri| p li its effects on pefpfe* In thifeartide w e will talkl i i i l l i iliiiir e of bureaucracy, its effects on the human psydie,and what you an do tolmit yourexposure to it The History of BTcaocracp Bureaucracy was developed by the military during the second worid war in : eq||^Manhinton Project.” A s terrible weapon, used primarilyOR enlisted m bureaucracy en, finally ground the long war to ahalt After the war, the US. Government attempted to harness its Incredible power for peaceful purposes in the famous "Project Clipboard" This project turned out to be all too successful, and bureaucracy spread like a contagion into all areas of government Horrified that it had lost control of the experiment the Government desperately attempted to halt the spread of bu­ reaucracy by forming a committee to examine the problem. Unfortunately, the existence of this committee proved that it was already too late. By 1966 when Ronald Reagan becam , e Governor, bureaucracyhadspreadasfarasSacramento.Within two years, the Chancellor's Office, and all the CSU campuses w infected. ere When CSU San Marcos was first proposed, attempts w ere madetoquarantine theampus fromexposure tobureaucracy, but these attempts proved ftitOe. Somewhere during the move from LosValledtos to Twin Oaks Valley, theentire facilitywas overrun with the infection. Today w live with this silent killer. e The Effects of Bureaicracy The symptoms of bureaucracy sickness indude (in in­ creasingorderofseverity), frustration, anger,high blood pressure, sudden crying spells, a desire to scream, impul­ sive bashing of one's head against a wall, and, finally (in its terminal stages], the urge to purchase a high-powered rifle, dimb to the highest point on campus and randomly open fire on passing staff members. Prolong exposure to bureaucracy is thesilent killer. Every tone you enter Craven Hall you are exposed to low levels of bureaucracy, whether you actually interact with a bureaucrat or not Though each of these exposures may be only a kilobureaus, over time the cumulative effect an be disastrous. It may take several years for the effects to become noticeable, but by then, it's too late. The damage aused by prolonged exposure to bureaucracy is rarely reversible and an result in insanity or even death. Unlike single does exposures, the effects of prolonged exposure are generally psychoiogial in nature. The primary, and most often fatal, effect of prolonged exposure is a strong:* desire to become part of the bureaucracy itsrifj j k ^ toritiflto has developed this symptom has viflnaBv no dance of recovery. We at Plan 9recommend euthanasia in such casesi bureaucracy, supportingtheexpansion of bureaucracy* <nd a sort of glazed expression acetopanfi^ fry I vaant stare. Excessivedrooling has also been attributed to prolongedexpo­ sure to bureaucracy. Limiting Yoir Exposire The best way to limit your exposure to bureaucracy is active avoidance of bureaucrats. Pay fees by mail. Make phone calls rather than actually visit Craven Hall. But barring these m easures, there are several things you can do to reduce exposure. The effects of exposure to bureaucracy vary, depending upon thetype,strengthandduration oftheexposure.Thereare 1 Wear brightly-colored, unusual dothes. Bureaucracy is . two main types of exposure: single dose and prolonged. attractedtodrabdothingandsuits. Do not weara tie(men) or heels (women). Loose-fitting, comfortable clothes are a SingleDost Exposure particularly good shield against exposure. Single dose exposures are, isolated, but generally intense, 2. Wear unusual hair styles. Long hair with braids (men) or exposures to bureaucracy. Examples of this kind of exposure very short hair (women) repels the contagion. includea visit to Admissions and Records, a trip to theCashiers 3. Maintain your own individual perception of reality. Bu­ Office to pay parking fees, or an attempt to post a flyer on reaucracy is attracted to people who have a desire to campus. The strength of single dose exposures is measured in conform. kilobureaus.As ageneral rule,anythinglessthat50kilobureaus 4. Maintain an open-minded, inquiring attitude. The conta­ isfairlyharmless,whileanything over500kilobureausisalmost gion has extrem difficulty lodging in an open mind. e certainly fatal. The effects of a angle dose exposure are expressed by a Remember,bureaucracy kills. It isupto eadi andeveryone group of symptoms collectively ailed "bureaucracysickness." of us to fight this disease every chance we get It’ Sick, Sick, Sick, Sick, Sick s �Faculty! Plan 9 f Must SeeVideos (available at TowerVideo) Special focus this issue is assassinated "peaceniks". W hy do the most vocal proponents of peace seem to always get blown away? W hy does the message of non-violence make some people want to kill? G o figure. Eyes on the Prize (available at GUSM Library) This PBS series is perhaps one of the best introductions to the Cvil Rights movement From the lunch counter sit-ins to the Freedom Rides to the March on Washington, this series pulls no punches. Even (espedailyQ if you don't care about dvil rights or radsm, you should watch this series. Gandhi ☆ ☆ ☆ ☆ ☆ + This movie changed my Efe. Gandhi may well have been the bravest man who ever Oved; one of the few men who actually dared to Eve (or die) by his convictions. See it Imagine This is a tape of John Lennon and Yoko Ono doing their thing. The music's great and even Yoko's stuff is cool (the chessboard with all white pieces is classic The message is, of course, the main thing here. "W ar is over if you want it " In the Next Issue: • Direct quotas from Irving Davis about his cats: “ Had to k,II m !” • NewAdyentures ofSan Marcos Man! ;« Cwen Brouhaha goes micteaii '& " & W a n t e d ! '& " & Articles, quotes, poetry, satire, commentary, artwork, cartoons, essays, letters to the editor and anything ebe that’s unfit to print, for publication in Plan 91 Get involved! See your name in print! Outrage the President! Get expelled from the university! Become a martyr! Become a homeless person...well, you get the idea. Really, folks, Plan lean do only so much without your help. We’d love to see what you have to say. And with the Pioneer dead in the water, PlanImaysoon be the only game in town. Dub, sohow do I submit sumthin ferto be put in da paper?”, you attemptto askwhile spittle dribbles down your chin. Easy! Just take whatever it is you want published to the Associated Student office in the Commons Building and leave it in our mailbox. Well come in later, have a good laugh over it and toss it into the trash. Files in Microsoft Word or WordPerfect format (Mac or PC) are gladly accepted. Sick of seeing the power you were promised siphoned off by the administration? Tired of fighting a system that abhors innovation? Staff! Tired ofworking 60 hours a week without getting even a pat on the back? Sick ofbeing bound and gagged by bureaucratic red tape? Tired ofwatching top administration take credit for all of your work? Students! Tired of being treated like the second-class citizens you really are? Tired ofwatching staff & faculty get all the good parking spaces? W e ’v e g o t the, s o lu t io n ! Abandon CSU San Marcos and join us as we build the real university of the 21st century! That’s right! The University ofLower Humanity is open for busi­ ness! Wedon’tcarewhetheryou’re latino/a,African-Ameri­ can, female, gay, lesbian, Buddhist/Hindu/Muslim or illegal alien (sony, Martians need not apply). All we care about is excellence. Your place on the scale of humanity is your concern, not ours. No matter what you are, could be ready for an exciting career as a human being! So don’t wait. Call now! The University of Lower Humanity wants you! Call 1-800-AMOEBAS for employment and registration information. urn F ig h t in g A m o e b a s Disclaimer: Plan 9 adamantlyand resolutely supports the widest possible freedom of expression on campus. Issues of whether or not a certain expression is “responsible” or “offensive” should in no way inhibit the rights of individuals to express theiropinions. Sen. Craven has tberigbt to compere bis bearing* to HUAC, just as we have the right to criticise himfor it Nothing win ever change ia this world unless we openly huh out our problem*. W« u Man a, mpraawag otty ooncNtt, .acounge .tm* dialogue oa *11 jutyeoa. Plan 9 From Outer Space is a Totally Immoral Production Copyrights Violated © 1993_______________ IPs Plan .. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <h2>1992-1993</h2> Subject The topic of the resource student newspapers Description An account of the resource The third academic year of California State University San Marcos. Contributor An entity responsible for making contributions to the resource University Archives in the CSUSM Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper 8.5 x 11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Plan 9 From Outer Space Early April, 1993 Description An account of the resource The Craven Issue is again headlining the Vol. 1, No. 3 issue of Plan 9 From Outer Space, sharing space on the cover with an article in defense of freedom of the press. Creator An entity primarily responsible for making the resource Plan 9 From Outer Space Source A related resource from which the described resource is derived University Archives, California State University San Marcos, Kellogg Library Publisher An entity responsible for making the resource available University Archives in the CSUSM Library Contributor An entity responsible for making contributions to the resource Lezlie Lee-French, Library Archives Support Rights Information about rights held in and over the resource The information available on this site, including any text, computer codes, data, artwork, video, audio, images or graphics (collectively the "Material") are protected by copyright and other intellectual property laws. Parties other than California State University San Marcos (”CSUSM”) may own copyright in the Material. We encourage the use of this Material for non-profit and educational purposes only, such as personal research, teaching and private study. For these limited purposes, Material from this web site may be displayed and printed, and all copies must include any copyright notice originally included with the Material. Additionally, a credit line must be included with each item used, citing the article or review author, title or article or review, title of the database, sponsoring agency, date of your access to the electronic file, and the electronic address. Copyright 2015, California State University San Marcos Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Subject The topic of the resource student newspaper Date A point or period of time associated with an event in the lifecycle of the resource 1993-04-01 Senator William Craven spring 1993