Shona Ghosh

The Warwick team competing in last night’s ‘University Challenge’ thrashed Emmanuel College, Cambridge in what may transpire to be Warwick’s most promising performance yet.

Legendarily, Warwick University has always fared badly on the quiz show, scores even dropping into minus figures for interruptions. The Boar can reveal, however, that this year’s team looks to set significantly higher standards for any successors.

The team consisted of four students: Daisy Christodoulou, finalist English student and captain; Rory Gill, finalist English literature and Italian; Prakash Patel, MOAC PhD and Harold Wyber, a third year economist.

None of the four students had met before qualifying for ‘University Challenge’, but their captain Daisy claims that the team’s strength lay in how well they got on. ‘Last February, the sports officer organised a quiz based on questions set by University Challenge and the top four got into the team. We all knew what we would have to face, and I’d say we all contributed equally, especially in that first match.’

Jeremy Paxman, the long-time host of the quiz, is famous for his quickfire style of questioning and alleged favouritism of his own university, Cambridge. ‘In terms of favouritism, it wasn’t all that noticeable. He has a slightly patronising manner, but we learnt not to be phased by it,’ Daisy commented. ‘It wasn’t like we were an Oxbridge college with loads of pressure because of any previous history of having done well – we haven’t had an amazing record on the show. It’s the pressure of being on television which you can’t prepare for.’ The Warwick team’s initial struggle to answer starter questions reflects the intense pressure before the cameras. Despite this, the team’s performance swiftly picked up, and they acquitted themselves admirably.

University Challenge begins with 28 teams competing in the first round knock-out. Thereafter the 14 victorious teams as well as the 4 highest scoring losing teams progress into the next round. Although this first performance is a hopeful indication of future matches, the team captain insists that the most enjoyable times during filming were not about the glory. ‘You have to remember it’s just a game, and there are no prizes at the end of it. We got to socialise with other teams, and we got to go out and celebrate afterwards. We all got on really well – you go to have fun, and the best aspect was the team.’

This relaxed attitude stood the team in good stead in their first round, and Monday’s clear-cut victory against Emmanuel College is indicative that it will continue to do so.

A high percentage of lecturers throughout the country believe that further education is a sell-out. The results of a survey, to be published next week, reveal that 77 per cent of academics consider that higher education now prioritises targets, not the joy of learning once associated with it. Other symptoms of this academic devaluation include a relaxation of required standards, loss of intellectual excitement, and a creeping de-personalisation as the education system becomes more bureaucratic.

The study highlights the emergence of several problems. The controversy over Tony Blair’s push for a higher university attendance amongst young people has led to pressured universities lowering their entry standards in order to fulfil quota requirements. Increased spending on the expansion of higher education during recent years has also meant academia is becoming increasingly administrative. Finally, the introduction of top-up fees (of which Warwick was a strong proponent) could potentially reduce the concept of a degree to a commodity with quantifiable objectives and outcomes. Sarah Raffel, in her second year of Politics, disagrees. “It all depends on what you want from your degree. I don’t think it is a quantifiable commodity – perhaps some international students very much want their money’s worth, but it’s always going to be more about the uni experience as a whole for the home students.”

Within the organization of Warwick University is the Centre for Academic Practice (CAP); one example of the administrative measures taken to reach acceptable targets. CAP provides “support for lecturers on development issues in teaching and learning, research and academic management and leadership”. It is this introduction of such legalistic, corporate bodies which academics claim has de-personalised higher education. Senior lecturers are offered “management development” courses in keeping with Warwick’s increasingly corporate structure.

One academic source criticised the negative effect of CAP on teaching morale and the student-tutor relationship. This latter is further diminished by the university’s attitude that “all students are possible litigants”. Similarly, several lecturers have commented on “the Warwick brand” which the university has perfected as it has expanded in size. “The standard Warwick degree is a 2,1. It’s the ‘Warwick package’ and makes for a good brand name. We’re more modern than Oxbridge, but there’s little sense of heterogeneity”. Part of this branding involves a cheapening of the Warwick degree as the university churns out standard graduates tailored for the job market. Some such as Joe Bond, a second-year M.O.R.S.E. student, remain optimistic however. “It’s true that there are more people in higher education, but degrees from institutions like Warwick are always going to be worth a lot.”

Some academics have commented that the problems of higher education do not rest only with the universities, but the Blair ideology, in which the marketplace is a “determinant of the curriculum”.

Yes, this is exactly what you think it is. It is not, as perhaps the media-cynical reader might suppose, a provocative title heading an article which in fact transpires to be a badly-disguised pun on the latest expedition to the Arctic Circle.

Up and down the country, a small but significant revolution in exercise is occurring. Pole-dancing may not rival the celebrity-starred popularity of yoga just yet, but it’s certainly making its mark.

I took lessons with Liz Dixon of Pole-Positions to find out why. Leather boots (to prevent friction on your legs) in hand, I sidled furtively to a room advertised on a leaflet posted through my door. Like some clandestine, arcane witchcraft society, therein stood a small circle of nervous women. And in the middle of this gathering? The shiny necessity to this unusual sport – a pole.

Sexy walk

Liz herself, a stoic, experienced and motivating instructor, assured us that her pole-dancing classes were popular with students and housewives alike, both of whom wished to boost their own confidence, as well as tone their physiques. The First Lesson First things first – the Sexy Walk. To build self-confidence and put those high heeled boots to good use, we started off learning to walk in an exaggeratedly seductive fashion.

Exaggeration is the key word here. Envisaging you were Kate Moss in that White Stripes video also helped (although the mirror opposite gave something of a reality check). The right walk, though it initially made us feel slightly silly, was essential – there was no point approaching the pole as though it had teeth.

Once we had the walk conquered, the next stage was the Fireman, so-called for self-explanatory reasons. It was a simple move which required us to Sexy Walk (oh yes) around the pole to gather momentum, before jumping onto the pole and sliding down with both knees. And so began pole-dancing… The Image Pole-dancing is breaking away from its image of sleazy strip-joints in the city. Men and women alike are finding out that it is a fun and sensual form of exercise available to them in a safe and welcoming environment.

Camaraderie

Companies, such as Pole Positions, are springing up with the express purpose of offering pole-dancing as a keep-fit alternative for everyone – students, housewives and even men! Pole dancing takes endurance and co-ordination, as well as the sensuality which comes chiefly with practice and growing assurance within the environment. The pole itself is constructed of a lightweight metal and held in place by threading – meaning that much of the pressure of a pole-dancer’s weight is put on the ceiling and floor, and not on the pole itself. Just for Fun As the course moved on, there grew a feeling of camaraderie within the class as we all encouraged and complimented each other.

A course such as this is perfect for those who are shy and wish to boost their self-confidence – whether on the dance floor or for themselves. Whether you choose to let the information slip is up to you entirely… Courses with Pole Positions are available in Leamington Spa, Coventry and, more recently, Hemel Hempstead. Each one hour lesson costs £15, and the course runs over six weeks; more details can be found here.

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