Editor's Note: Dr. Farrokh's article was initially intended as a Letter to the Editor. In the interest of fair play, I present it, with Dr. Farrokh's permission, as part of an ongoing debate.
Dear Editor:
Early in the fall of 1200, King John of England, back from a disastrous campaign in France and facing challenges to the legitimacy of his title, decided to crown himself—once again— having already been proclaimed king and crowned at Westminster in May of the previous year. Now, many centuries after the fact, we can only conjecture as to John's motives for such outlandish behavior. But it is reasonable to assume that in his mind, addled and flustered by a turbulent past and a series of recent reverses, he wanted to give himself a psychological shot in the arm and prop up his crumbling image at home with an increasingly disenchanted and restive citizenry.
I was put in mind of this rather obscure episode in the distant history of another nation by the recent flurry of activity on campus in preparation for an event which is called inaccurately, in my opinion, the "inauguration" of our President, Dr. Jennett. Actually, Dr. Jennett has already taken the oath of office and has become fully inaugurated in the University organizational structure by virtue of having affixed his signature as president to official documents and having drawn one paycheck to date and drawing a second by the time his pro forma "inauguration" rolls around.
Am I suggesting that the history of Medieval England is repeating itself here on the campus of Texas A&M International University? Not at all. There are absolutely no parallels between the circumstances of John's re-coronation and President Jennett's re- inauguration. John ascended the throne under highly suspicious circumstances after his brother Richard I (better known as the Lion-heart) died suddenly and intestate. He immediately proved himself inept, venal, and ruthless, as evidenced by his mishandling of the French and Irish campaigns and arranging for the murder of his young nephew, Arthur, who had a much better claim to the throne. He became notorious for surrounding himself with self-serving, sycophantic courtiers and allowing them undue influence in matters of state. Furthermore, the Pope, who had not approved of John's accession in the first place, was further alienated by his later incursion into France and placed him under interdiction in the early years of his kingship, leading to an eventual excommunication, a situation that forced England into several unnecessary wars resulting in hardship and loss of prestige.
Dr. Jennett, on the other hand, was appointed to his post through an open and legitimate search process without even the slightest hint of impropriety. He came to us with a wealth of experience and an impressive record of academic and administrative achievements. His appointment was received by all constituencies on campus with tumultuous welcome. Chancellor Thompson, the moral equivalent of the papal anointing authority, gave him full benediction and support both by word and deed. Dr. Jennett has since conducted himself and the business of the University in an exemplary fashion, inspiring us all with admiration and confidence. Unlike John, President Jennett is assisted by the same lieutenants who served his predecessor.
So, why should our President agree to be part of a ritual that on the face of it is as droll as King John's second coronation? In the absence of any announcements or explanations from his office or the faculty senate, I turned to some office-holders on campus for answers. One told me that the System has demanded it. I have checked all manuals of policy and procedure governing our relationship with the System and have found no points, paragraphs, or passages that enjoin us to submit to such a demand from the System or any instrumentality within it. Even if Dr. Jennett has succumbed to some sort of external pressure to hold such an event, the ceremony could have been effected with brevity, dignity, and solemnity preceding or following an upcoming commencement or convocation exercise. As it is being observed now, accompanied by ostentation and frippery, especially at a time when the President has not yet had a chance to make his presence felt and our institution is still in a state of flux, with inadequacies and problems abounding, I am afraid that it will detract from our image of sobriety, sensibility, and seriousness. The worst explanation I have heard is that the event will serve as a "marketing" and fund-raising tool. I won't even attempt to speculate on the validity of such a claim. I for one do not wish to see my president used as a poster boy in some public relations campaign.
Therefore, while the rationale for such a decision on the President's part continues to elude me, I cannot help but intone with the Earl of Salisbury in Shakespeare's play, The Life & Death of King John, who, upon hearing of John's plan for another coronation, laments that
To be possessed with double pomp,
To guard* a title that was rich before,
To gild refined gold, to paint the lily,
To throw a perfume on the violet,
To smooth the ice, or add another hue
Unto the rainbow, or with taper
To seek the beauteous eye of heaven to garnish,
Is wasteful and ridiculous excess.
*to garnish, to adorn
By the way, should we decide to emulate King John in developing the calendar of social events on our campus, the good news is that he crowned himself for a third time—in March 1201. So, don't hang up your caps, gowns, sashes, braids, and other ceremonial paraphernalia yet.
Sincerely,
Faridoun Farrokh
Stephen E. Lunce, Ph.D., C.C.P.
Associate Professor of Information Systems
Faculty Senate President
On November 2, 1996, J. Charles Jennett, Ph.D., P.E. will be inaugurated as the fourth President of Texas A&M International University. The ceremony will take the form of an academic convocation, wherein members of the Texas A&M System Board of Regents and the Chancellor of the System, Dr. Barry Thompson, will officially install Dr. Jennett as President of the University in the presence of the city and this community of scholars.
During recent weeks several questions have been raised concerning the inaugural forum, its precedents, its cost, its symbolism and the motivation for the event, and why the Faculty Senate seemed to either initiate and/or endorse this apparent extravagance? On October 3, Dr. Jennett met with the President of the Faculty Senate to discuss some of these issues, and this article will attempt to address some of these questions.
Texas A&M International University is the newest four year university in the State of Texas. Most of us have taken pride in proclaiming ourselves members the "first university of the twenty-first century," and we are all impressed with the new campus that now graces the Northeastern Laredo sky where once was little more than cactus and sage. Many members of the university came to Laredo not for traditional employment compensations such as wages and fringe benefits, but the realization that we could be part of building a new and special institution was more important than other compensatory factors. All of us, probably, have a mental image or idea of what Texas A&M International University can be, but what is that image and where did it originate?
Schools have existed for thousands of years. The university model that is familiar to most of us, although related to schools of Aristotle and Socrates, is a more recent social structure. The concept of the modern university became reality in the twelfth and early thirteenth centuries as the economies of towns and countries became able to support men who were devoted to a life of intellectual inquiry. The university was a community of men, young and old, interested in learning and endowed by law with a communal name and status as a legal entity. It possessed liberties under its charter (usually presented publicly to the rector or head master), regulated its affairs through its own officials, and kept its own order among a oft-times rowdy population. It was empowered to give lectures and to determine which professors were best qualified to teach. The university was empowered to examine its students and to award degrees, whose meaning was recognized as a license to teach. By 1200, university centers were well established at Salerno in Southern Italy for the study of medicine, at Bologna in Northern Italy for the study of law, and in Paris for the study of theology. Oxford was founded about 1200 by students and disgruntled professors from Paris, and Cambridge followed shortly thereafter. (A History of the Modern World, Palmer and Colton, p. 37).
The ancient origin of Texas A&M International University can be traced to the year 1224. The Holy Roman Emperor, Frederick II (1197-1250), realizing that a successful community must have trained lawyers, financial officers, clerks and teachers founded the University of Naples in 1224. R.H.C. Davis, Professor of Medieval History and Fellow of Merton College, Oxford described this university as "a startling innovation, since learning lay within the province of the Church, and the existing universities, such as Paris and Bologna, were ecclesiastical institutions for the training of churchmen. Frederick's university was the first state university in Europe." (A History of Medieval Europe, p. 354).
An inauguration, according to Merriam Webster's Collegiate Dictionary, is a ceremonial induction into office; likewise an inaugural event marks a beginning, and finally to inaugurate is to induct into office with suitable ceremony. For years, this University has been perceived by many people as merely an extension of the local community college, but a university is, or can be, so much more. However, before the standards can be changed or the goals modified, these standards must be adequately and completely defined.
When inaugurated as the first president of Johns Hopkins University on February 22, 1876, Professor Daniel Coit Gilman asked "What are we aiming at?" Gilman answered his own rhetorical question by stating an aim of many universities: "The encouragement of research ... and the advancement of individual scholars, who by their excellence will advance the sciences they pursue, and the society where they dwell." But why encourage scholars, if not to help these professors to better prepare themselves to teach and to encourage their students in the quest for knowledge?
So why the academic convocation? To improve or modify an image. Hardly enough reason, but rather to publicly recognize and welcome an exceptional scholar to this academic community. To publicly demonstrate that faculty and students of this institution entrust the stewardship of the institution to new leadership, both intellectual and institutional. A public inauguration is traditional at many fine universities; it is an accepted protocol within the Texas A&M System. However, there may be a more important reason than the expectations and requests of Chancellor or Past Presidents or members of the University community.
In October 1995, New York's Cornell University inaugurated its tenth president. During his inaugural address, Dr. Hunter Rawlings lamented, "This is a place of multiple strengths and remarkable diversity. It has, to a unique degree, fulfilled the destiny of the American university in the twentieth century: it offers instruction, and pursues research, in virtually every field of inquiry. Each of our separate parts boasts a splendor of its own; but each, in its vibrancy, makes it more difficult to achieve a sense of collective identity, of what unites us, and animates us as a community. It is right to acknowledge the costs of distinctiveness, as well as to celebrate its benefits."
Laredo and its university, like Cornell, are places of great diversity. Dr. Rawlings continued by inviting the inaugural audience of thousands "to consider a comment by James Wilson —one of the unsung Framers of the Constitution. Wilson rose to speak on July 13, 1787, after days of debate on whether the right to vote should be limited to property-holders. He challenged the Constitutional Convention to consider, before anything else, what government or social order is for. He suggested a worthier end than either property or happiness — values which, in any case, many Americans regard as the same thing. Wilson proposed, as the most noble object' for government to promote in society, the cultivation & improvement of the human mind.' I cannot imagine a better basis on which to compose a government or a nation, but Wilson's words have been essentially lost from our public consciousness. Instead, we have directed our energies toward acquiring property and pursuing happiness — the one defined in terms of the other —and we have pursued these goals not as means to ends, but as ends in themselves. To an extent that would surely have amazed the Founders, we have succeeded in achieving our national purposes, so defined. But amidst our material wealth, how impoverished our intellectual life, how depleted our moral resources! And how low the quality of our public discourse!"
The arrival of a new intellectual leader for this community of scholars provides an opportunity to remember the importance of our freedom to seek knowledge in all of its forms and to discuss our findings openly and without reservation or fear. Our mission, why we are here, is a dedication "to improving the quality and accessibility of higher education and providing new opportunities and options as an emerging comprehensive institution."
Would not the cost of the ceremony and the celebration of academic freedom be better spent on faculty salaries or additional volumes for the library? The last Texas A&M System University to inaugurate a president, Prairie View A&M, budgeted their ceremony in excess of $50,000. The budget for Dr. Jennett's inaugural is less than one fourth the amount spent by our sister university, and much of the cost of the event is being subsidized by members of the community who recognize the historical significance of the inauguration. But what of few hundreds of dollars of expenses that are not underwritten, could not those funds be used to give raises, for example? As a matter of fact, for reasons known only to the financial experts, the source of the funds limits their use, and buying library volumes and/or paying faculty or staff salaries are not legitimate expenditures.
Finally, did the Faculty Senate initiate the inaugural ceremony? No, like the rest of the university community the Senate was told that Chancellor Thompson would formally inaugurate the new President on November 2. Is the Faculty Senate actively promoting the ceremony? Many members of the Senate have been asked to volunteer their time and efforts, but the Senate has not been asked to adopt a position with regard to the inauguration. Most of the members of the Senate who were asked to participate volunteered freely, and it appears that as busy as faculty members tend to be, the volunteers did so willingly.
When asked to comment upon the image of the public university, Dr. Hunter Rawlings wrote, "the public university of the late 20th century has become a sprawling megalopolis, in which thousands of individuals relentlessly pursue their own separate research and career agendas. . . If we spend less time fretting about ourselves, our funding and perks and privileges, and more time thinking creatively about what we can do for a nation that needs us, we will accomplish more of lasting value — and our public image will take care of itself." (The Chronicle of Higher Education, May 1993). Dr. J. Charles Jennett brings to the Presidency of this University a history of creative thinking and scholarship. It's time, if we truly want to be a university, that we begin to think and act like a university and do those things (symbolic and otherwise) that real universities do. Welcome, Dr. Jennett.
Co-written by: Nadia Renee Garza and Ma. Esther Gomez (meg)
The first of several speakers taking part in the Women's Studies High Tea/Merienda Series arrived on campus Wednesday, October 2 to discuss Women and Public Policy and the role of government in shaping gender norms.
This fall, Texas A&M International University launched the Women's Studies Minor Program by offering Introduction to Women's Studies 2302. This course, taught by the highly energetic Dr. Jeri Kraver, stresses the fundamental value of women's experiences. It is an interdisciplinary course that provides students with the necessary overview of key themes and issues in the major subject areas within Women's Studies. In addition, the course offers a comprehensive review of past and present developments in feminist knowledge and theory.
According to Kraver, The Women's Study course examines various theories, ideas, literary works, and cultural myths that describe the plights of women. The Speaker Series is designed take abstract ideas and make them more concrete. The series will reflect the vitality of recent feminist scholarship by providing concrete, first-hand experiences that have been endured by women in a variety of fields.
The purpose of the speakers series two-fold. First, it is part of the Introduction to Women's Studies course. It allows the students to examine a variety of "gender defining institutions" —among them government, the church, the media, business, and education. The guest speakers share their experiences within these institutions. The second purpose of this series is to raise the consciousness of the university community by introducing students (and, in some cases, reintroducing students) to women who have made a significant contribution to our community.
The first speaker of this series was the highly-esteemed Senator Judith Zaffirini. The session, which was very well attended, was begun by Dr. Jeri Kraver, who gave a brief synopsis of Women's Studies. She then passed the microphone to Dr. Frances Rhodes, Chair of the English, Spanish and Fine Arts Department. Dr. Rhodes highlighted some of Senators Zaffirini's accomplishments, such as being the first Mexican-American woman in the Texas Senate, thus setting the stage for Senator Zaffirini's address.
In her address, Senator Zaffirini spoke of the many issues that affect her political career, due in part to being a woman and a mother. She spoke about her struggles as one of the few woman in the Texas Senate. She also stressed the importance of prioritizing family over public service. When asked what advice she would give to women who were interested in pursuing political careers, she replied, "My advice would be, number one, work hard and, stay in school and be educated to your highest potential. Don't stop at a bachelor's degree; a bachelor's degree is good, but a Ph.D. is best."
After the speaker session, an undergraduate student, Jimmy Cantu, commented on the eloquence of Judith Zaffirini's speech and the relevance it had to the issues discussed in class.
Cantu said, "I was really impressed by her strong will and determination. I find it amazing that she has been able to overcome the many obstacles that were placed before her simply because she possessed two X chromosomes."
Considering the success of this session, we look forward to the future guest speakers, which include: Dr. Janet Gottschalk from TAMIU's School of Nursing; Ms. Camille Whitworth, Assistant District Attorney; Dr. Doina Marina, Laredo's first female gynecologist; Ms. Cynthia Jackson, Assistant Vice President at International Bank of Commerce; Judge Elma Salinas-Ender; Mrs. Graciela Ramirez, Laredo Independent School District's first female Superintendent; and Ms. Maria Eugenia Guerra, Publisher and Editor of LareDos.
Within the Women's Studies Minor Program, students, both male and female, have a unique learning opportunity for new insights into their societal roles. Equally important, perhaps this speaker's series reminds students, faculty, and staff that the Women's Studies Minor Program is out there.
High Tea/Merienda Series schedule:
10/02 Senator Judith Zaffirini on Women and Politics
10/09 Dr. Janet Gottschalk on Women and Religion
10/16 Assistant DA Camille Whitworth on Women and Community Action
10/23 Dr. Doina Marina On Women and Health Care
10/30 Cynthia Jackson on Women and Business
11/06 Judge Elma Salinas-Ender on Women, Crime and Justice
11/13 Graciela Ramirez on Women And Education
11/20 Maria Eugenia Guerra on Women and the Media
All Sessions will be from 4:30 P.M. - 5:45 P.M. in room BH 208 for further information contact Dr. Jeri Kraver at 326-2630 or jkraver@tamiu.edu.
TAMIU freshmen are required to take English Composition, a course that teaches them the useful writing skills needed to succeed in any degree plan or major. At the end of the semester there is an exit exam which, if failed, results in no credit being received for the course. The exit exam is composed of an unknown topic and is expected to be written within two and a half hours without any outside references or help. Thus, the exit exam has been the debate among many at the university, including myself.
Fellow classmates believe the final is unfair because it determines if you receive credit or not for a fifteen-week course. They feel their grade earned throughout the semester should determine if they receive credit, not one little test.
I accept the challenge of the exit exam and believe it should be the final factor in determining credit for the class, English Composition. It may seem unfair to other students that a single test could cause them to retake the course, but I think anyone who puts forth the effort to improve their writing skills over the semester should be able to pass the test. Though some students test poorly, I feel that they will have the confidence to overcome it and be successful after a semester of practice.
Still others think they have proven their writing skills. They protest that by passing the T.A.A.S., T.A.S.P., A.C.T. AND S.A.T. writing sections they have demonstrated their ability and should not be subject to more ridiculous testing.
I agree they have proven their skills by passing those test. However, the English Final is designed to test students on college-level writing. The other four exams are either for completion of high school or just measuring devices universities use to determine students' ability, enrollment, and whether or not they should be placed in remedial courses. The English Exit Exam is similar to the others in the sense that if failed, the next level cannot be reached until the test is retaken and passed. The only difference being, if you fail the English Composition Exit Exam the whole class must be retaken again. If you are unable to pass the test, the fifteen-week course needs to be taken again because it is a learning and practice period; after completion of the course again, one should be able to pass the final.
Some even argue that the test is set up to make you fail. They feel that the exit exam is impossible to pass because the subject is unknown. They ask how can you write on a topic without references or background information for two and a half hours.
I do not believe the test is set up to make anybody fail. The test is meant to give the student a better understanding of where they stand and what is expected of them in college. Yes, the exit exam does seem long and hard, but possible. The English Composition Exit Exam is not just given without preparation. The class itself prepares you for the final. You learn how to write on subjects that little is known about without using any references except for your personal experiences. Also, as the course progresses, you learn how to write on subjects for longer and longer periods of time. The professors even offer individual help for anyone that needs it during their office hours. Most of the time when you get your papers back from the professor you not only get a grade, but specific details on how you can improve your writing. If you keep these suggestions in mind as you start your next assignment your paper will be than much better.
I firmly believe that the test is necessary and passable if the proper writing skills are learned and applied. The course English Composition is your one and only chance in your college career to improve your writing skills. Therefore, completion of the course and passing of the examination is crucial and can be to your benefit. If for some reason you do not pass the test, the course should be retaken because you have not mastered the skills essential for the next level. The test is unlikely to change, so the course and test should be taken seriously or you may just find your self for paying it again.
Hector Denzil Reyes
When most people find out that this is my seventh year of university and that I'm working on my third degree, they usually assume that I have the whole university thing figured out - that is, how to get the best grades with the least amount of work. Truth is, I still procrastinate, I still nearly fall asleep on some courses, and I still find some things to be really boring. Once in awhile, I need a good shot in the arm from a friend of professor to remind me why I'm here. Recently, a good friend of mine Robb Mole, who is doing is master's degree in education, wrote to me and gave me that necessary shot in the arm. I found it very helpful in getting me on the right track, and I thought it might do the same for some students, experienced or not, in doing the same.
"One thing that always bothers me about people here [University of Western Ontario, Canada] and at every other educational institution is that so many [people] are just concentrating on getting high marks and a piece of paper. Getting back to Rogers, he wrote some stuff on education and noted that too many people go to school to get a degree, whereas very few people go to school to get an education. An example he gave was of a British literary figure who wanted an education, but could not afford it. He found a school that had a loop-hole in its fees policy. Essentially, one would not be charged for a course if one had taken it, but failed it. This assumes that you aren't getting what you paid for (a credit) so you should then not be charged for it. Hardy (or whoever) attended the school for four years, failed all his courses, got his money back for every one, but ended up being [a] highly EDUCATED individual.
What makes me laugh is that folks who go to school to just get a degree often think of the situation as an investment which will pay off by allowing entry into a higher paying job. They concentrate on getting good marks, often at the expense of really taking the time to understand the subject matter or allowing the subject matter to broaden their horizons. The courses have meant only a grade point average, and because above that, they have had no meaning, the material, if not used is soon forgotten after graduation. In the end what happens is that they may have gotten their high paying job, but their investment was empty because they never got anything more than a high paying job out of it. The people that were there to get the education have instead got a high- paying job, and the legacy of an education that serves to continue one's propensity for life-long-learning far into their careers. Perhaps for the rest of their lives. The differences are not clear on the day of graduation, but I will bet you the odds ten years down the road lie in favor with "the educated" who continue to practice their skill of knowledge acquisition and knowledge use to further their development and career advancement. It is the educated who end up getting far more out of their "investment"."
I would like to add to Robb's letter that in all my years of university, I've been the most successful when I've focused on the education rather than the grades.
Wendy Ro
MBA-IT
Students who attend TAMIU have had a shared misunderstanding of how the bookstore operates. Due to this misunderstanding, it has caused a controversy about bookstore policies, pricing and textbook buybacks.
If you have ever shopped at a retail store, they explain their refund policies. As any other retail store, we operate under the same policies. No receipt no, no refund. The TAMIU bookstore policy is, "Textbook purchases will be refunded within 15 calendar days from the start of classes or within 2 days of purchase thereafter." This policy only applies to fall and spring semesters. Summer terms have a smaller refund period of 7 days from the first day of classes. Any book purchased during the last week of classes or during exams is not fully refundable.
Although this is our written policy as a store, management has the right to change or alter the return policies to accommodate all customers as it was done this fall semester. First, we extended our original refund policy to include students who did not have a receipt but could present to us proof of registration, proof of school ID and proof of a validated drivers license. Second, a 75% refund was extended for 2 weeks to all students who dropped their courses and presented a drop form after the 100% refund date had passed.
Although all customers may not be happy with our return policies, our return policies give students a higher percentage of their money back as compare to the University's refund policy which gives you a smaller percentage on a higher scale of money paid for tuition and fees.
If you haven't had to purchase your school books before, prepare yourself for a little shock. Textbooks cost more than your average paperback. They take much longer to develop, often include complex graphs and charts, and sold to a much smaller market. It is not unusual for an introductory text to cost $60. But, you can save money on textbooks by shopping early. Many titles have used copies available that we sell for up to 25% less than the original price. We try to offer as many used books as we can to keep your textbook costs as low as possible.
Because our best source of used books is the current student body, we want for students to sell their books back at the end of them term. Not only will you get money back but you'll help the Used Book Cycle, providing more used books for everyone the next time around.
If there are used books available, buy them. You'll save 25% and have no need to underline. Encourage your professor to send his adoption forms in before finals. It means more cash for you and more used copies for students next term. You get the best price for your books when they are used again on campus. If not, supply and demand at other schools will determine what we will pay. Keep the books you'll need and sell the rest for cash. Just as our books have a cycle, we too must operate as a cycle. Administration, Faculty, staff and students need to cooperate in making this cycle easier for all of us. We are proud to be your college bookstore. Please let us know if there is anything we can do to serve you better!
Jackie Huerta
Editor-in-Chief,
Timothy J. Kennedy
I want to express my appreciation to Radcliffe and Sue Killam for their support in making this campus available to myself and many other students, and for their continued support through the establishment of this university's first Distinguished Professorship. For those of you who may wonder the importance of a Distinguished Professorship, it is a critical measurement of a university's status.
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I am the Editor in Chief of this newspaper. If you have a problem with an article, cartoon, or advertisement in this newspaper, then you talk to me, not to the faculty sponsor, or to someone else in the administration. Some material will be printed and some material will not be printed, and some material may just have to wait until space becomes available.
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Since the construction began of this new university, many aspects of it have evolved - that is obvious, some good, some bad, some just annoyances. Developing the infrastructure of a new university is not accomplished overnight nor with the swish of a magic wand. Some activities and programs can be imitated from similar universities, while other programs must be developed. It will take time to fix the rough spots.
Everyone at the university has their own opinion as to where this university should grow - some have informed opinions, based on fact, some have no facts to base an opinion upon, and some have opinions based on whatever twisted heresay has come their way. Information is the single most important issue at this university and yet there seems to be a huge information dissemination problem in this university community. I hear of events the day before, the day of, or the day after. Some of those events are of interest to me while other events are for other people. Regardless of the nature of the event, no one has the right to interfere, interrupt, disrupt or act childlike at one of our events. That happened at one of our events where a few reactionaries attempted to impose their beliefs upon others. The auditorium was standing room only, and I believe many of the students were embarrassed by this ill behavior. I am pleased to see more students are attending seminars beyond their course requirements.
The administration will do some things well and will do some things not well - they are not mind readers, and if they must operate in the void of student desires.
I would hope that while everyone has his or her wants, they do understand that the university is more akin to your budget - priorities must be established. If you, as a member of this community, desire that your wants be considered, then you need to represent your wants with the support necessary to demonstrate the value to your community members.
Surveys seem to be very ineffective on this campus, unless there is some sort of instant gratification. Your gratification best be re-aligned, these surveys are your voice to the powers that be - take them seriously.
The Student Government Association is a means to express our concerns, and yet many students fail to realize this, and thus fail to become even remotely involved in their university. Your student fees are going to increase, and those fees are going to be spent on what ever - if you don't care, fine. The idea of time management was voiced at the last gathering of student government and two important ideas, the first would be to have course syllabi available before registering for a course and for Student Government to consolidate student opinion concerning courses and professors.
Do you want tables in the courtyard? Do you want more intramural events? Do you want pencil sharpeners in the classrooms? Do you want a big screen television so students can gather to enjoy a film or watch a game?
If no one has noticed, library hours have been extended. This is good. You were vocal and the administration listened and acted. Now I challenge you to make good use of those hours, show that it was a wise investment of capital and not a waste of money better used elsewhere.
If you want our university to grow, then you will have to work to improve our university.
We all have problems - we need to work together for solutions.
Editor's Note: English 3301 will not be addressed in the Bridge newspaper again. The faculty has heard the voices of students concerning this issue and considering the usual protocols in changing a course, the English Department should be commended. That the course continued as it was for such a long period of time with out mention by the students is a deficiency on their part. If there are any lingering concerns about English 3301, take those issues up with the Department Chairperson, the Dean, the Provost, and the Dean of Students Affairs.
by Carlos A. Guardiola
ENG 3301, English for the Professions, needs serious rethinking.
I have read the letters to the editor that appeared in the Laredo Morning Times following the appearance of an opinion by Cordelia Casso-Flores. Despite the salvo of responses given by TAMIU officials, I think all of them missed the point.
I will say it right now: ENG 3301 is a well-intentioned course. But it is not being taught properly.
In an ENG 3301 class, the faculty are instructed not to directly teach the students about points of grammar or composition. Instead, the students write their assignments, turn them in, and the following class day receive their papers with a checklist of areas that need improvement: "grammar errors," "theme not consistent," "spelling errors," etc. And the students are supposed to figure out where the problem is exactly because the paper is not marked.
This process seems to try to eliminate subjectivity and favoritism from the instructor by issuing these form-letter evaluations. Well, if you've never been to Timbuktu, it's pretty hard to get there. Although the grading process declares open season on everything the student learned from grade school to freshman English, the course passes itself off as a regular class where lectures disseminate information and the professor tests them over that information. This is not the way ENG 3301 operates; you are already supposed to know this stuff.
The aim of ENG 3301 moves away from education and toward attrition.
Of course, some faculty do not follow the above methodology because they realize how hard it is for the students to read professors' minds, and they help the students with specific instruction on points of grammar and punctuation.
That is why faculty keep complaining internally about nonstandard teaching procedures. This is the Sink-or-Swim school versus the Help-Them-Along school. I have yet to see anything in writing which outlines or describes, in any specific manner, the method of instruction for this course; I am wont to believe that they make it up as they go along.
To argue that the students should have mastered basic grammar skills by the time students take ENG 3301 contradicts not the need for the course, but the need for a professor. If the skills they are measuring have truly been mastered, the students need only to be reevaluated.
Professors who review basic rules of grammar are repeating information that the student missed out on, for whatever reason, and they should not be penalized for this practice.
Truthfully, though, the ENG 3301 portfolio measures grammar skills that extend far beyond anything that one single course could provide. The students cannot compress the learning of these skills into three semester hours.
Many have defended the way the portfolios are evaluated. I don't think this is the problem. The problem is that our public education system largely failed, and continues to fail, many students, especially at the high school level.
Students who cannot express themselves in class by writing a cohesive paper are not demonstrating a problem that began when they stepped through the gates of higher education. They had problems with grammar and composition long before their first college research assignment, but the problem was that they didn't care, or their teachers didn't care, or both.
Unfortunately, students who take ENG 3301 expecting to learn more about persuasive and argumentative writing will discover that the quality of their lessons depends on who they have for a professor and the professor's attitude toward teaching the course. That is the bottom line right now.
Moreover, persuasive writing is very difficult to impart. The foundation of persuasion involves being able to think logically and rationally; to gather, analyze and synthesize information; to organize facts and supporting evidence; and to challenge and debate opposing viewpoints. This is quite a heavy load for one course that attempts to screen the student for such skills.
Dean Jerry Thompson responded to an opinion in the Laredo Morning Times; he should now respond to the needs of the students. Dismiss the pious intonations of academic infighting over methodology, and just straighten out the way the professors teach ENG 3301.
by Milton & Jackie Mayfield
Here is our list of suggested reading for students interested in management/organizational behavior issues. We have categorized the reading list into four sections: 1) Dailies and periodicals; 2) Books; 3) Authors to Look For; and 4) Real life fiction. We have given a brief description of each section and choice within the list.
Periodicals and Dailies
These publications are a good way of keeping up to date on current trends,
issues, and the latest theories and practices in management.
The Academy of Management Executive - This periodical is one of the leading journals in the field of management. It generally presents a broad range of well written, timely, and inciteful articles on how to improve organizational management at all levels. Especially useful are the management translations. These articles present insights into how a piece of academic research can be used by a practicing manager. This is available in the TAMIU library.
Business Horizons - Another very useful publication that is also considered one a top academic journal. Many articles are presented that consider management from a practical strategic point of view. This publication is also available in the TAMIU library.
Dilbert, the cartoon strip - An irreverent, but often insightful, view of work life. Especially look for the strips with Catbert, the evil human resources director. (And become a member of Dogbert's plot to rule the world.) Published daily in many newspapers, and on a time delayed basis on the World Wide Web.
Fast Company - A magazine that take a decidedly different approach than most business magazines. In this publication you will find articles on the more human side of business rather than the often more financial focus of many magazines. Also, a more entrepreneurial and innovative focus than what is generally the norm. This is the magazine to watch in the future. It is currently available in the local B. Dalton and Book Mark book stores.
Harvard Business Review - This publication is probably the most widely sold business academic publication, available even through mass-market book and magazine sellers. You are more likely to find works by the truly big name (Peter Drucker, Edwards Demming, Rosabeth Moss Kanter) management researchers here than anywhere else. You can find this publication in the TAMIU library as well as in the local B. Dalton book store.
Organizational Dynamics - Another good journal for both professional and academic reading. Many articles are published by leading business consultants as well as top scholars. Organizational Dynamics is available in the TAMIU library.
The Wall Street Journal - This newspaper is the leading general business oriented daily. It is good for keeping track of current trends and events in most all aspects of management. Current issues are available in the periodicals room and back issues on CD- ROM in the TAMIU library.
Books
These books are some of the foundation literature for the aspiring manager.
All are currently in print and many are available at larger bookstores or
in the TAMIU library. You should be able to order all of them through your
local bookstore or through Amazon.Com on the internet.
Competitive Strategy: Techniques for Analyzing Industries and Competitors, by Michael Porter - A classic foundation on how to set your own company's goals in a market, and how to predict what your competition will do.
Corporate Cultures: The Rites and Rituals of Corporate Life, by Terrence Deal and Allan Kennedy - If you are about to start a new job this is the book you must have. It will give you advice on analyzing the company to see if you will fit with the culture.
The Abilene Paradox and Other Meditations on Management, by Jerry Harvey - An essential book on how to behave ethically and take control of your own career path at work.
Training in Interpersonal Skills, by Robbins and Hunsaker - An experiential guide to effective team building.
The Book of Five Rings, by Miyamoto Musashi - A translation of a Japanese samurai treatise. Quite applicable to the workplace and widely read by many of today's managers.
The Art of War, Sun Tzu - Advice from a medieval Japanese military adviser on how to plan and execute successful strategy. This has become a "must read" in many corporations. Also, two translations are available for free on the internet.
The Dilbert Principle, by Scott Adams - A somewhat cynical, but ultimately humanizing view of how workers can cope in an increasingly competitive workplace. Perhaps this book's strongest point is its empathy for the human side of organizations.
Intercultural Communication in the Global Workplace, Iris Varner and Linda Beamer - A useful guide that promotes better understanding between workers of different nations and cultures.
Bass & Stodgill's Handbook of Leadership: Theory, Research, and Managerial Applications, by Bernard Bass and Ralph Stogdill - A bit pricey, but the most comprehensive overview and analysis of leadership available.
Authors to Look For
Some authors who have written a number of useful and popular books. Most anything by these authors will be useful. Bill Gates - Head of Microsoft
Edwards Demming - The founder of the quality management revolution Peter Drucker - Organizational analyst par excellance.
Rosabeth Moss Kanter - Former editor of the Harvard Business Review and generally excellent management author.
Real Life Fiction
Sometimes fiction can be more insightful about real life than real life itself.
These books are examples of this truism.
Microserfs, by Douglas Coupland - A good novel about the Generation X workforce, entrepreneurship, and the computer industry. Most important, a view of how work and personal life are beginning to merge.
Moo, by Jane Smiley - A hilarious book on organizational culture in a (semi) fictional university. A fairly realistic look at what goes on behind the scenes with faculty as well.
Resume with Monsters, by William Browning Spencer - Another humorous book on ancient evil entities bent on the destruction of mankind, and how large impersonal corporations and downsizing are actually worse.
Born at Famagusta, Cyprus in March 25, 1993. After the Turkish invasion in 1974, moved to the south part of Cyprus, Limassol.
Currently pursing a Master of Science in International Logistics at Texas A&M International University. Graduated with a Bachelors of Science in Business Administration with a major in marketing and a minor in global studies from Coastal Carolina University (CCU). Honored as The Outstanding Marketing Student for the academic year 1995-1996 from CCU. Dean's Honor List from Fall ë92- Spring ë96. Recognized from the Big South Committee as An Honor Student for the years 1993-96. Recognized from Coastal Carolina University as The Most Valuable Player of the year 1996, in tennis.
Working experience:
Computer Lab Assistant, Coastal Carolina University, Conway, USA, Spring
ë96. Accounting-Management Operation, MCL Offshore Shipping Company
(Shipowners), Limassol, Cyprus, Summers 1993-96. Tennis Pro, Riverside Short
Tennis Centre, Limassol, Cyprus, Summer 1995. Cyprus National Guard , Nicosia,
Cyprus, June 1990-September 1992.
Publications:
Presented a paper titled "The German Automobile Industry" at the Academy
of International Business-southwest Annual conference (SWFAD) at San Antonio,
Texas, March, 1996. Published in the Conference Proceedings. Presented the
same paper at the National Conference of Undergraduate Research (NCUR10)
Conference at Asheville, NC, April, 1996.
Extracurricular activities:
International Club (member, 1993-96; member of the council, 1995;
Vice-president, 1996), International Athletics (volley-ball champions, 1995;
basketball champions; soccer runner-up, 1996), College's Student Council
(President- 1992-93), Class Student council (Vice President, 1988-89; Member
of the council, 1987- 88).
Personal Information:
Played for the Cyprus Davis Cup Tennis Team at 1989 and 1990 and have
been a member of the Cyprus National tennis team since 1985. Played for Coastal
Carolina University's men's tennis team from Fall 1993 until Spring 1996,
and had been the team's Co-Captain from Fall 1994 to Spring ë96.
History students of TAMIU are preparing a petition to Phi Alpha Theta to request a chapter of that history honor fraternity be established on campus. If you are an undergraduate interested in becoming a member of this internationally recognized society, have completed 12 hours of history and earned a GPA of 3.1 or above in those courses, and maintained an overall GPA of 3.0 or above, please contact Professor Peg Hardman at 326-2628 (Office: KL 416A). Graduate students must meet the above requirements and have completed one-third of their resident requirements for the Master's Degree in History.
The Phi Alpha Theta membership is committed to excellence in the study and writing of history. The organization works to bring students, teachers, and writers of history together in both social and professional settings. Annual meetings of organizations like the Southwest Social Sciences Association and the American Historical Association offer Phi Alpha Theta sessions. At those gatherings students present papers before their colleagues and professional historians.
Get involved.
By: Jaime Alvarado and Hanish Sharma
After a successful and productive inaugural year, the TAMIU Student Ambassadors are looking towards continuing the tradition that they have established. They provide services such as campus tours, coordinating special events, and helping new students. The Ambassadors are also actively involved in assisting community projects and activities. The organization has recently expanded with the addition of twenty-four new members. the Student Ambassadors now consist of forty members overseen by sponsors Ricardo Ortegon and Kriztella Lopez. The new officers elected were President: Rosa Escobedo, Vice-President: Hanish Sharma, Secretary: Gina De La Miyar, Treasurer: Mirta Ramos, and Parliamentarian: Sandra Martinez. There are a number of activities set for the new year and the Student Ambassadors are looking forward to fulfilling their duties and promoting the name of the University.
by Hugh Elmore
We at The Bridge have received several letters regarding the book store and because of this have been prompted to action. We got together with Danny Rodriguez, manager of the our book store and a native of Laredo, in order to answer those questions which may currently be plaguing the student body.
Our book store is managed by Follett College Stores which manages over 500 stores nationwide. They manage more than fifteen college stores in Texas. In addition to the manager the book store employs 3 other individuals — one full-time and two part- time. Only one of these is a student. The bookstore does intend to hire students as temporary employees for book buy backs.
Follett submitted a bid to the administration of TAMIU and won a three year contract to manage our book store. Under their contract the university is entitled to six to eight percent of the gross receipts of the book store minus the ten percent discount given to all faculty and staff members. The book store does not pay rent to the university.
The book store hopes to expand in the basement in less than a year. Rodriguez says that we should expect to see more software then. He also wants to inform the student body that college book stores are able to sell software at a more reasonable "academic" price than are other stores.
From last July until March 31, 1996 the book store earned $579,722 in gross receipts. Since then they have sold $444,255 worth of merchandise. They have sold a total of $1,023,977 at this university. Using these numbers the university should have received between $61,438 and $81,918 as commission under the contract.
When we asked Rodriguez' opinion on whether textbooks are expensive he replied, "yes they are. It's not that long ago that I was a student." He went on to explain that under the book store's contract they may only earn a 25% markup over what the bookstore pays for new books. He invites the student body to view their list of wholesale prices paid, retail prices asked, and used book prices. "We want to help them [students] any way we can," said Rodriguez. The student body is welcome to use the book store's copy of Books in Print and they are willing to order any book that is available from the publisher.
The book store expects book prices to remain fairly stable for the rest of this academic year. Rodriguez explained that the publishers have already raised prices once this year.
Textbook buy backs are scheduled for the week of finals. If your book is going to be used next semester you may expect to receive half of what you paid for it. This only applies until the expected demand for the book is met. So if the academic department expects fifty students in a particular class the book store will only buy fifty used books at half price. The rest will be purchased, if the student wishes to sell, at a reduced rate.
The demand for books can be hard to calculate with any accuracy. Several students learned this when the book store did not order enough books for some classes. Some students waited two weeks to buy required texts. This illustrates the difficulty in predicting registration for classes. More students registered for these classes than was expected. Plans are under way to reduce the amount of time it takes to deal with such contingencies. Rodriguez hopes to be notified online by the registration computer system.
The book store plans something interesting for buy backs along the line of free Sprite. Neither we nor they know what it will be yet. I am convinced however, that we will find out shortly and will dutifully inform the loyal reader.
by Sue Nichols, President-elect, TAMIU Alumni Association
The first annual Homecoming will be held at Texas A&M International University on Friday evening, October 25, 1996. The Homecoming events are sponsored by the Alumni Association with the support of the Faculty Senate and the University as a whole. This is your chance to be in on the beginning of a New Tradition.
The Homecoming is being held in conjunction with the Dusty Golf Tournament which helps raise money for Alumni Scholarships. (The Golf Tournament was picked as the homecoming weekend anchor since we do not have a band and football team yet!!)
Below is a schedule of events for the weekend. Future Homecomings will add Sunday events such as a flag football game and tailgate party.
This Homecoming will showcase the new campus and recent accomplishments by the Colleges, faculty and Student Groups. We will also be inducting the first ever Honorary Member into the Alumni Association - Mr. Jose Garcia, for his outstanding support of the Association.
If you have family members, friends or co-workers that have attended the University under any of the three names, please tell them about the Homecoming events listed below.
FRIDAY - OCTOBER 25
6:30-8:00 pm - Tours of the new campus will be available. The tour guides
will be members of the Student Ambassadors. Meet outside the Killam Library
in the Archway.
7:00-8:00 pm - The Second Annual Dean's Research Colloquium. A summary
of fourteen faculty papers representing each of the four Colleges will be
presented in Bullock Hall, Rooms 219, 220 and 221.
8:00-10:00 pm - Alumni Association Fall Meeting, Killam Library Great
Room Meet the new President of Texas A&M International University.
Special Inductee award presented to Mr. Jose Garcia.
Association announcements
Entertainment and refreshments will be provided
SATURDAY - OCTOBER 26
Second Annual Dusty Golf Tournament at Lake Casa Blanca Golf Course
7:00 am - Breakfast and Registration in Club House
8:00 am - Shotgun Start
In addition, the events will serve as a membership drive for the TAMIU Alumni
Association.
The Alumni Association is a non-profit organization that promotes and preserves a close relationship between the University, alumni and community; supports the mission of the University; provides counsel for students, faculty and alumni; and seeks funds to support the Alumni Scholarship and the short-term loan program.
You do not have to be a graduate of the University to become an Alumni Association member. The Association is open to any person who has attended Texas A&I University at Laredo, Laredo State University, or Texas A&M International University. Associate membership is available for anyone who is interested in supporting the Association.
The fee for joining the TAMIU Alumni Association during the 1996/97 academic year is $10 for the year. Or you can chose to become a Lifetime Association Member by paying a one-time fee of $100. Don't wait until you graduate, take advantage of the Homecoming events to join the Alumni Association.
If you have any questions about the Friday Homecoming events, please call Sue at KL 328 or 326-2565. Information on the Golf Tournament is available at the Office for Advancement and External Affairs, KL 262 or 326-2175.
The TAMIU Alumni Association hopes to see you at the first annual Homecoming.
by Carlos A. Guardiola
An employee at Killam Library has already basked in the limelight at the young age of 25.
Manuel "Manny" Saenz, Jr., a native of San Isidro, Texas, and local artist, has led an interesting arc of a life thus far. "I have reached a certain point of mastery in art. I am able to draw. It's a strength I am experiencing with great pleasure. I don't worry too much about perfection. I'll never attain it."
Saenz's teenage years found him performing as a rock musician in a group called Bootleg. He later attended Texas A & M University at Kingsville, where he earned a Bachelor of Fine Arts in 1993 and a Master of Science in Art in 1994.
Saenz was also a high school art teacher in Hebbronville. "Teaching is in my blood," said Saenz. "My father was a math teacher for 31 years. I've got several uncles, aunts and cousins who teach. My wonderful sister, Nellie, and my beautiful wife, Lisa, teach as well." Saenz is also listed in the 1995 Who's Who Among America's Teachers.
Saenz describes his ability as a blessing from God. "Creativity can strike me at any moment. The trick is to capture those magical moments immediately, because in the blink of an eye, they can escape from the human memory."
As a full-time employee in Killam Library's Reference section, Saenz sits at the Reference Desk and helps students locate the materials they need for their research. He also processes Interlibrary Loan Requests.
"I usually work on my art in the evenings whenever possible," says Saenz. "I'm extremely critical of my work. The greatest problem area for me is rendering faces. I can draw them; I just try to avoid them as much as possible."
Indeed, at one point, Saenz drew a family portrait in pen and ink, and found that executing the faces of his loved ones perfectly was a problem. He proceeded to arrange his family so that their backs faced the viewer. "It made for a more intriguing work of art," said Saenz.
Saenz stated that he did not receive any formal art training until his college days. He began drawing during his senior year at TAMUK, under the guidance of Dr. Richard Scherpereel and under the influence of Saenz's grandfather, Severino S. Saenz, whom Saenz described as a carpenter and a fine, self-taught architect. "I believe his spirit is in my soul," said Saenz.
What exactly motivates people like Saenz, with their gift for creativity? "My mind is like an antenna receiving pulses of energy from the external world and the subconscious world of dreams. I combine the two to create a static, exciting world." Saenz's aim is simply to make the viewer of his works think. "In a world that seeks to make sense of everything, I counter with irrational images in my works. All I'm pursuing is a reaction from the viewer."
Saenz states he has acquired a deep appreciation for all art, especially in the surrealist style, where dreams and fantastic images are the focus. He cites his greatest stylistic influences as Salvador Dali, Rene Magritte, Joan Miro, Max Ernst, Giorgio de Chirico, and M. C. Escher.
Although he has not kept records of all of the works of art he has created, Saenz claims that he has done over 75. He has had one-man shows at the Ben P. Bailey Art Gallery at TAMUK and at the Laredo Center for the Arts. In the last two years, he has displayed and received recognition in national and international contests at the Hill Country Art Foundation's Counterpoint Competition, the Art Center of Corpus Christi's Dimension Show, and the 3rd Annual International Laredo Center for the Arts Exhibition and Contest.
Indeed, so powerful were his works of art that fame came calling for Saenz two years ago. "An art gallery in New York City, in the Soho area, reviewed my portfolio and extended an invitation for me to exhibit my work there." Saenz did not have the funds to ship all of his works to the gallery, so he declined.
Saenz adds, "I promised myself I'd do it someday. I know I will."
by Dr. Jeri Jewett-Smith
I've always thought that with just a little more money at my disposal, I could have been a great explorer. You know, a female Indiana Jones. But with work, school, marriage, not being independently wealthy, it is a little difficult to just jet off to Timbucktu for 2 years to study the lesser canopy orchid. This weekend, I treated myself to a vicarious adventure in science by reading Diane Ackerman's Rarest of the Rare (Random House, 1995. $23.00). As a self labeled "adventuress" Ms. Ackerman has gone to places that most ecological groupies would love to go: exotic South American rain forests, volcanic islands in Japan, the Antarctic. The reason for all this travel, other than for the adventure, is to chronicle the people who are on the front line of saving endangered species worldwide. She follows in the tradition of Dian Fossey and Jane Goodall, but without the university credentials. Diane Ackerman has met and worked with people trying to save threatened plants and animals. She describes being belted by a seal's tail during a tagging operation. While climbing a volcanic cliff to count albatross chicks she slips down the cliff face and breaks 3 ribs. She tells us that the pain is bearable because of her sense of being privileged to witness the beauty of the rare seabirds. (I was a little skeptical about this point)
Through Ackerman's eyes, you get to meet some very interesting naturalists. What is a naturalist? Anybody with good observational skills and the desire to learn about organisms and their environment can be one. The range of people in this book go from a Brittish salesman and his wife to the Cornell expert in chemical ecology, Thomas Eisner. Do you need a terminal degree from a prestigious graduate program to be one? No. Half of the people that you meet in this book have decided to devote their lives to learning about a particular species or habitat without the connection to a major university. You will be introduced to all kinds of characters, who are not out for fortune and glory but to catch a glimpse of the rarest of the rare. These people are akin to extreme skiers, who jump from helicopters to find virgin snow. You learn about the botanist who's "gone native" and decorates her hut for Christmas in colored beetles. This woman is trying to finish a doctoral thesis on plant diversity, but doesn't really want to go home and write up the data: she's just getting good at identifying the plants, and there are thousands out there yet to learn.
The overlying theme is that many species are struggling for existence in a human- impacted world. As a species we have the capacity to so quickly change conditions in an area that the other animals and plants have not the time individually to acclimate. The changes are so quick that the populations of these organisms don't have time to adapt. And for each species in nature, its adapt or die. Most of the species we meet, such as the Golden Lion Tamarind, a small primate, are balancing on the brink. Their habitat is shrinking. Their rareness itself makes them worth money to poachers. Yet, committed people, local and foreign, are trying desperately to learn enough about their biology to save them.
Whether planting grass in bird nesting areas to prevent erosion, or volunteering to help with bird counts and banding butterflies, the people you meet in this book are involved. You may be inspired to ask, what can I do?
There are endangered plants and animals in our own area of the world. Learn about them and what you can do. One excellent start is to join an environmental organization, like Nature Conservancy or our own Biology Club. For another, search the Internet for information, using key works like "Texas Animals" or "Endangered Species". Check out the Texas Parks and Wildlife home page. If you have the knack, be politically active, a proponent of environmental legislation like the Endangered Species Act and Clean Air and Water Acts. Ultimately, the species you learn to save may be your own.
Reported by Tim Kennedy
"I've been meaning to tell you about a lil eating experience that occurred a few weeks ago. I met a friend at the Border Cafe just off Harvard Square..."authentic Tex-Mex" food...The place was packed. I got there first and signed up on the waiting list...since it would be only two, they said it would be 10-20 minute wait..then they hand me a beeper that would tell me when our table was ready...ummm in Laredo, I wonder how many beepers they would lose that way. Anyway, after 10-30 minutes, I was beeped...my friend was running late..so I went in anyway and claimed our table. While waiting for Faye (an old friend from Costa Rica days..one of my employee/friends), I had a chance to read through the menu...very enlightening indeed. There was the El Paso something, the San Antonio dish, and of course the Laredo plate. I bet you could look high and low thru all three cities, especially Laredo, and find an "authentic dish" so described. I cannot remember the exact wording, but the gist was..."delicately sauteed with such and such spices and peppers and placed on a bed of spinach" or a "covered with a delicate spinach sauce that enhances..bla bla" or artichokes, asparagus, etc. Geez, I had NO idea that I had left such a cultured place!!!"