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Page 24 text:
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ZOXSTUDENT GOVERNMENT Qbntreach in Stu- f Dent Government Listing a set of goals for the year was a ma- jor project for the 1975-76 Student Govern- ment. The government was broken into two branches: the StudentfFaculty Coalition or legislative branch, and the Cabinet or executive branch. The Cabinet members were chosen by the officers, and the Coalition was composed of elected representatives, club representatives, in- terested patrons, and Cabinet members. The two branches functioned both separately and together, enabling projects to be approached more efficiently without sacrificing the number of people who could get involved. The Student Government broadened its range as it reached into areas such as Interschool Congress and Advisory Board. Representatives were sent to these other areas in an effort to in- volve the East Student Government in policy and decision making. A major breakthrough ex- perienced was the Government's ability to publicly endorse School Board Candidates. In addition to political functions, Student Govern- ment also worked on a social level. Student Council projects included planning Homecom- ing, WPA's, and charities. Those involved in Student Government learned such intangibles as leadership, respon- sibility, and cooperation. The personal satisfac- tion gained was merely a by-product of the members, efforts to make East superior. PRESIDENT-Al Ross SECRETARY-TREASURER-Beth Morton, VICE PRESIDENT Mike Lmtecum 54 fn H --r - '
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Page 23 text:
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East offers a multitude of activities. We are limited, and must decide what we deem most important. Involvement forces us to set priorities. Activities are demanding. They require personal sacrifice: of our energy, talent, and time. Time for friends. to be alone. Time for school. Because for some, the word s'school conveys more than the drudgery of an eight to three routine. School . . . activities . . . a learning process. Opportunities to push ourselves to excel to test our limits, to discover our weaknesses and capabilities. Activities . . . realizing the implications of responsibility and commitment.
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