https://caspercollege.cvlcollections.org/files/original/f0c3d0a29ab24863318e275d8c8ca99d.pdf 44dcf3d035b2844d0e67283848b12e3b PDF Text Text CASPER xcmg cWIbe WYOMING CHkLUNEE �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Challenge Ill Published at Casper Community College Casper, Wyoming 82601 February, 1988 Copyright by Casper Community College MRfi �Challenge: 1988 Table of Contents Sung Dynasty: T>’u Chou, Sgraffito and Me Reviews Rebecca Claar............................... 5 Debbie English...............................................................................................8 The Challenge of the Future Paul Schukman................................................................. 13 Sarah Grimke’s Letters Lab Report Christine K. Forkner............................................... 10 Timothy E. Gardner............................................................................. 17 Cindy Norman...................................................................22 Sales Promotion Plan Las Marismas de Espalla We Are All Genuises Kerri Smith...................................................................26 Crystal Havely ............. ......................................... 28 Computer Generated Bode Diagrams Children and Tfelevision Chris Stein......................... 32 Elizabeth A. Gardner..................................................... 37 Children’s Books Relating to the Vietnam War Reincarnation Through Motivation Cathy Heaton Sondelski ... .40 Janet L. DeVries........................................... 42 Determination of Charge to Mass Ratio for an Electron Cover design executed by Eric Valdez Diagrams executed by Gregg Scott Doug Leonard Bill Weber.............. 47 �Introduction Casper College is pleased to present the second issue of Challenge, a magazine to honor excellence. As a display medium for academic endeavor. Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response to the call for papers for two semesters, spring 1987 and fall 1987. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1988 �Sung Dynasty: Tz’u Chou, Sgraffito and Me By Rebecca Claar Course: Ceramics I Instructor: Lynn Munns Students wrote a course paper on some aspect of pottery making. second look. I copied both and filed the copies in my notebook, ready for class. Monday came. I showed the “homework” to Mr. Munns and told him I hadn’t decided which to make. His response, “Make them both!” (Later, when discussing this with a former ceramics student, I was told, “A typical Munns response!”) My decision having been made, I began to scale-up the dimensions of the pictures to facilitate duplicating the forms of the original pots. Neither picture was accompanied by size information, so I tried to envision how large 1 He said, “Find a picture of a sgraffito pot that really excites you and bring a copy of the picture to class next Monday.” The “he” being my ceramics instructor, Mr. Munns, and the situation being an assignment to duplicate a sgraffito pot—my introduction to the sgraffito technique and the Sung Dynasty’s significance in the history of ceramics. Relying on the index of each book to direct me to sgraffito pots, I quickly scanned many books with few finds. I finally found two Chinese, Sung Dynasty, Tz’u Chou Ware pots which didn’t necessarily excite me, but they did command a 5 �metalwork. The form of “the sexy one” could have been of T’ang influence since the foot and the neck are so contrasting to the size and shape of the body. My second pot is very typical pure T’zu Chou ware with its simple flowing form very similar to the Gallipot Vase, an example in a collection in Tokyo. In contrast to my pots, the original pots were wheel-thrown, a very brief process compared to coiling, but one which required and still requires much control and skill. (At this time, 1 am struggling with the goal of throwing a 3 "d x 7 Ti cylinder!) Many of the Tz’u Chou pots were quite large, approximately 16", and are documentation of the Tz’u Chou “virtuosity in wheel technique,” according to Rhodes. The clay was usually gray or buff in color and the slip (engobe) while or light colored. The glazes used were transparent. Again unlike my pots, a piece of Tz’u Chou ware was the result of an organized production system, not of an individual. One person, usually an apprentice, would prepare the clay, another the glazes, another would throw the pot, still another would do the decorative work and, very likely, the firing was done in a communal kiln where thousands of pieces could be fired at once My glaze and clays have been prepared for me and someone else will be supervising the firing, but I have formed the pots, dressed them and will be decorating them. Few pieces of Ti’u Chou ware are marked and those which are, are signed as work of a family: “made by the Chang family,” “made by the Ho family.” (You can be sure that when my pots are completed, anyone who looks at the bottom of one will know when, by whom and that it is a replica of a Sung Dynasty Tz’u Chou pot!) As 1 have already mentioned, Tz’u Chou ware was the everyday ware of the Sung Dynasty, having its beginning in the early part of the Northern Sung Dynasty. Its name is synonomous with that of the area in North China where it was first produced, Tk’u Chou. Being primarily the common peoples’ ware would like the finished pieces to be. 1 decided to make one 20" high and the other one, 16" high. Since we were handforming and had not started wheel-throwing, my projects were to be coil pots—my first experience with coiling being when I began the larger, “more shapely,” of the two pots. As this pot developed, I began to refer to it as ‘‘the sexy one.” And, as both pots grew, so grew my excitement with the transformation from a lump of clay to something with shape—a product of my hands, a part of me! At every stage, I have met with both excitement and frustration; repeatedly I found that the diameter was greater than planned, and trimming the neck proved to be a challenge. After clearing the hurdles, I have to concede that both pots are going to be ‘‘beuuutifulU”! At this stage I am eager to tackle the sgraffito technique. As my association with both pots has become more than a duplication process, 1 have wondered many things about the original pots: simply how, why, when and where they were made. And, since 1 am currently studying ancient art history and have become aware that much of the ancient art was not intended primarily as decoration, I am wondering the possible symbolism of the ornamentation used on the pots which I am replicating. So, again to the library, and another search, this time for answers to my questions about the making of sgraffito wares: how, why, when, where and with what deeper meaning. First, I found that sgraffito, also spelled sgraffiota by one source, is defined as a decorating technique in which an exterior coating of slip applied to a raw clay pot is subsequently scratched through, revealing the color of the clay or body beneath. This technique was “new” in the early part of the Northern Sung era, and was employed on a large portion of the Tk’u Chou wares, usually in floral and leaf designs (symbolic of great virility and dignity), but also with Chinese sayings. The early sgraffito wares displayed T’ang influence, in form and in design suggestive of incised 6 �that it was, T^’u Chou ware did not enjoy the benefits of imperial patronage, which was extended to the other ceramics and to art in general. However, there is a Sung Dynasty Tk’u Chou vase in the Cleveland Museum of Art which today is regarded “as one of the two or three greatest Tz’u Chou vases in the world,” according to Lee. This vase is decorated by a combination of incising and inlay, displaying a definite influence of Chinese metalwork. The T^’u Chou ware was basically slip decorated stoneware, simple in form, earthy and monochromatic colors, until the later period of Sung Ik’u Chou tradition, when colored enamels began to be used. The pieces with sgraffito decoration had a sculptural appearance, those with inlay were suggestive of incised metal work, and the ones with painted slip displayed the freedom of the use of the brush, suggesting swift yet controlled flowing strokes. The Sung Dynasty (960-1223 A.D.) was, according to Rhodes, “a time of mellow fulfillment in Chinese art ... the artists of this time brought to perfection many of the qualities in the art of the previous eras.” Emperors built pottery factories and encouraged new designs and glazes. They also used large quantities of wares, and these types became very popular. It’s ironic that one of the “unpopular” wares according to imperial standards, Ik’u Chou ware, has had more influence on contemporary American and English studio pottery than any other. The Sung Dynasty is no more, but Tz’u Chou, eight centuries later is one of the few places which has continuously produced pottery in China. So, the pots which 1 have studied and am now duplicating were made 800 to KXX) years ago, in Tk’u Chou, Northern China, by very skillful artists and craftsmen, organized in an assembly line system, where no one person produced a complete piece of pottery. These pieces were decorated with the sgraffito technique, originating during the Sung Dynasty (a high point era in the history of ceramics) and show definite influence of the metalwork being done at the time. Both pots were functional and beautiful as well as symbolic of virility and dignity. And both pots (and Mr. Munns) are responsible for my interesting encounter with the Sung Dynasty and Tk’u Chou ware. Works Cited Casson, Michael. The Cn^fl of the Potter. 1st U.S. Edition. Woodbury, New York: Barron’s Educational Series, Inc, 1979. Fitzgerald, Charles Patrick. The Horizon History of China. New York: American Heritage Publishing Company, c 1969. Gardner, Louise Art Through the Ages. Sth Edition. Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1986. Lee, Sherman E. A History of Far Eastern Art. New York, Harry N. Abrams, Inc Rhodes, Daniel. Stoneware & Pottery. 1st Edition. Radnor, Pennsylvania: Chilton Book Company, 1974. 7 �Reviews By Debbie English Course: Theory of Arithmetic I Instructor: Mickie Ahlquist The students were to review two magazine articles per month, one from The Arithmetic Teacher and one from The Mathematics Teacher. 8 �“What Lies behind Measurement,” Harrison, William R. Arithmetic Teacher, Mar, 1987:19-21. “Guessing Geometric Shapes,” Bledsoe, Gloria J. Mathematics Teacher, Mar, 1987:178-180. This article states that students have a superficial understanding of measurement because the schools do not teach the basic measurement concepts. The author discussed how to approach this subject for conceptual understanding. To teach this unit it is first important to discuss just what measurement is and to delve into the history of how things were measured by using body parts as the unit of measure. The author then had the children use their feet to measure things. This led to a discussion on how set standards are important to help everyone understand the unit of measure. The class made a ruler and marked it into units. The end point was not made zero; instead it was started with various other numbers. The children then measured the length of objects. They measured them from the left and also the right end of the ruler. When I started reading this article I thought, “No problem. Everybody knows how to measure the length of things,” but as I read the article 1 agreed with the author that it is much more than laying something on a ruler and reading the number. I plan to try this out with my children. This article discussed a game that involves guessing geometric shapes. This activity could be a very helpful review activity for a secondary mathematics course in which the geometric shapes were studied. The game itself used a bingo-like card with twenty-eight geometric shapes drawn on it and identified. Each student is given a card with a shape on it. The game is played in groups of two or three students. The students ask questions that can be answered by a yes or no. Using the answer, the drawings that were eliminated are covered by markers. The questions are asked about the properties of the shape. The game length is determined by the quality of the questions. The questioning takes place in turn until all but one figure is covered. Then the direct question can be asked about what the figure is. This game looked quite interesting; what caught my eye was the example of the card with all the geometric shapes on it with their names. 1 hardly know any of them. I thought this game could be modified or even made into any number of completely different games. 9 �The Challenge of the Future By Christine K, Forkner Course: Introduction to Philosophy Instructor: Dr. Robert K. Carlson Choose a topic related to the readings this semester and formulate a question about your topic that you will attempt to answer in your essay. E>o not write a research paper; instead use the works you have read to help you formulate the answer. even the religious organizations. Clearly, this moral decadence must be addressed and corrected if civilization is to survive. This will require drastic changes in our educational system, our family structure, our social outlook, our view of technology, and certainly our basic spiritual values. Have we truly reached the point of total and inescapable moral exhaustion? Will Herberg states that “the moral crisis of our time cannot be identified merely with the widespread violation of accepted moral standards’’ This alone does not constitute spiritual exhaustion. Norms have always been violated and moral standards have evolved and changed. True During the past decade, a great controversy has arisen over the state of the American educational system. When one in five American students is graduating functionally illiterate, Americans should be extremely concerned. Even worse are the statistics describing drug use, violence and the complete lack of moral standards among the youth. The United States is not alone. These problems exist in almost every industrialized nation. This lends credence to Alexander Solzhenitsyn’s claim that the West has reached the point of spiritual exhaustion. Unfortunately, this exhaustion is not confined to the educational system. It affects every aspect of our lives: the media, the government, the judicial system, and 10 �spiritual exhaustion is not a violation of accepted norms or a testing of moral standards but a complete lack of standards and spiritual values. It is characterized by hedonistic ideas, materialistic values, irresponsibility so often demonstrated by our chosen leaders and the media and worst of all, acceptance of these ideas and attributes by the masses. In today’s society, citizens have ben granted the material wealth necessary to pursue a new form of happiness. The “Protestant Ethic’’ has been abandoned to be replaced by a “self-indulgent quest for fun.’’ How often do we hear the rallying cry, “if it feels good, do it?’’ This phrase says much about our life-style and points the way for our pursuit of material wealth and physical pleasure. The obsession of having a “good time’’ has permeated the minds of men, leaving little room for spiritual or intellectual pursuits. The value of knowledge is now defined solely in monetary terms. Colleges and universities are filled with those whose sole purpose is learning enough to obtain a lucrative career. Under these conditions, morality loses all importance. Cheating becomes a way to get ahead and violence becomes a viable alternative. These circumstances explain the lack of civil courage displayed by both the political leaders and the general populace. When ideas have no intrinsic value and moral values cease to be relevant, few are willing to risk anything to defend them. Clearly, unless this situation is remedied, the current moral abyss will continue to grow. Following World War II, Western nations became obsessed with the concept of individual freedom and civil rights. Unfortunately, as Alexander Solzhenitsyn states, “the defense of individual rights has reached such extremes as to make society as a whole defenseless against certain individuals!’ Society has become a victim of moral decadence. The result has been “the misuse of liberty for moral violence against young people,’’ pornography, and drug use. Criminals are often protected by our legal system at the expense of the victims. Under these conditions, true justice and temperance, as defined by Socrates, cease to exist. There is a direct correlation between the current crisis and a theory advanced by Pratagoras in Ancient Greece. Both fail to recognize the faults inherent in mankind. Protagoras’ doctrine is known as Anthropocentricity. It is defined by Solzhenitsyn as “the proclaimed and enforced autonomy of man from any higher force above him.’’ The ancient philosophers, notably Socrates, Aristotle and Plato, easily recognized the inherent dangers of this doctrine and used their influence to assure its obscurity. During the Renaissance, however, it became the basis of both governmental and social policy. The concept of absolute morality became a recessive belief dominated by moral relativism. Absolute truth and justice were abandoned, and materialism became the prevailing philosophy. Clearly, Anthropocentricity is the major cause of our spiritual decline. Both our materialistic ideals and our abuse of individual liberty are a direct result of its popularity. For, as Alexander Solzhenitsyn explained, “this new way of thinking, which had imposed on us its guidance, did not see any higher task than the attainment of happiness on Earth. It based modern Western civilization on the dangerous trend to worship men and his material needs.’’ Human beings ignore their spiritual needs. Situationalism becomes the philosophy of the day. Everything can become acceptable if the circumstances can explain it; any action can be rationalized or moralized. Under this theory even the grossest abomination can become morally acceptable. This theory is both destructive and invalid. Will Herberg noted that, “if relativism began the process, it was the triumph of technology that carried it to a disastrous conclusion.’’ Our limited control over nature has given us a sense of power we have never before known, a sense of control over our destiny. The knowledge of truth is no longer an important goal in the West. The new goal is the acquisition of pure power. This has led to the creation of weapons with the 11 �our young, and doing it by example. Certainly this can be done to some degree by exposing them to the great literary and philosophical classics, but we must also provide acceptable standards and limits for their actions and establish an emphasis on academic excellence. The family must again become the focal point and the support system. They must be involved in the educational system and stop allowing our schools to be a place to pass the time. Parents must actively participate in encouraging moral development. A belief in a spiritual being greater than man is essential. Alexander Solzhenitsyn best describes the challenge we must face when he states, “the world has not come to its end, it has approached a major turn in its history equal in importance to the turn from the Middle Ages to the Renaissance. It will exact from us a spiritual upsurge, we shall have to rise to a new height of vision, to a new level of life where our physical nature will not be cursed as in the Middle Ages, but even more importantly, our spiritual being will not be trampled upon us in the Modern Era.” power to destroy us all. Even worse, leaders have learned to wield their powers and use these grotesque weapons for thier own selfish purposes. Tferrorists run rampant and harm innocent people simply to prove they can and proudly claim responsibility. Something must be done to end this spiritual decline and it must be done soon! In a conversation with Euthedemus, Socrates once said that “men who do not know, but are deceived in their own powers, are in the same predicament whether they face human beings or human enterprises. They do not know what they are doing or what they are dealing with. They make every sort of mistake, losing what is good and falling into evil.” This is precisely our predicament. We have failed to embark on a program of self-examination and therefore continue to perpetuate a very dangerous philosophy. Until we do so, the atrocities we have learned to accept in the West will continue. We must recognize the limits on our technology and that ultimate truth is beyond our influence. This will require drastic changes in both our educational system and our family structure. We must realize the necessity of teaching morals to 12 �Sarah Grimke’s Letters By Paul Schukman Course: American Literature Instructor: Carolyn Logan After reading one of the suggested authors, write a paper that considers the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Literature? Should students of literature be as familiar with this writer as with writers usually anthologized? Do you recommend that we read this writer?. Christian culture, this subjugation was justified and codified by the concept of original sin as recorded in the Book of Genesis. This dogma is based on the premise that Eve, having succumbed to temptation, lured Adam to do the same. This in turn supposedly prompted God to place Eve in a position of subservience to Adam. Ms. Grimke brings up several salient points which expose the fallacy of this assertion. First of all, if we accept the Biblical account of creation, Adam and Eve were both made in God’s image, and, therefore, equal. Grimke claims that neither was intended to dominate the other. The Book of Genesis (3:16) states, “and thy desire shall be to thy husband, and he shall rule over Sarah Grimke, in Letters on the Equality of the Sexes and the Condition of iVomen, describes the social, economic, political, and intellectual status of women in 1834. This work is a compilation of letters she wrote to Mary S. Parker, President of the Boston Female Anti-Slavery Society. The letters objectively and concisely describe the discriminatory attitudes and practices of that era, and Grimke did so without either anger or malice. The historical and sociological information they provide make them of interest to the contemporary reader. Grimke’s first letter deals with the theological dogma which resulted in the subjugation of women. She points out that, in the Judeo13 �department in social, domestic, and religious life with dignity (34). She points out that this contrasted with the opportunities males were afforded at that time for furthering their knowledge and cultivating their minds. As she states. And whilst he (her husband) goes abroad and enjoys the means of improvement afforded by collision of intellect with cultivated minds, his wife is condemned to draw nearly all her instruction from books, if she has time to peruse them; and, if not, from her meditations whilst engaged in those domestic duties, which are necessary for the comfort of her lord and master (23). One cannot help but wonder how many Marie Curies, Ayn Rands or Amelia Earharts were denied the opportunity to contribute to the welfare and improvement of our species because of discrimination in the area of education. In this work, Ms. Grimke is also concerned with the manner in which men demeaned women. In her words, 1 believe it will be found that men, in the exercise of their dominion over woman, have almost invariably done one of two things. They have either made slaves of the creatures whom God designed to be their companions and their coadjutors in every moral and intellectual improvement, or they have dressed them like dolls, and used them as toys to amuse their hours of recreation (27). Grimke also notes the economic disparity between the sexes. She writes of “the disproportionate value set on the time and labor of men and women,” and she cites specific examples of disparity of wages in such professions as tailoring and teaching (50). This situation, as she points out, was condoned by the laws of our nation. She then comments on those laws. That the laws which have generally been adopted in the United States, for the government of women, have been framed thee.” This statement appears to change the equality of their relationship, and places Adam in a position of dominance. However, Ms. Grimke exposes a potential misunderstanding. She explains that the Hebrew, like the French, word for “shall” and for “will” is the same, and Genesis was translated from Hebrew. If we substitute “will” for “shall” in the passage, it becomes, in Ms. Grimke’s words, a simple prophecy. She states, Our translators having been accustomed to exercise lordship over their wives, and seeing only through the medium of a perverted judgment, very naturally, though I think not very learnedly, or very kindly, translated it shall instead of w/7/, and thus converted a prediction to Eve into a command to Adam; for observe, it is addressed to the woman and not to the man (7). Grimke hints that what we might learn from the incident in the Garden of Eden is that Eve actually possessed the superior intellect. As she observes I shall not repel the charge (that women have a lower intellectual capacity than men) by any counter assertions, although, as was before hinted, Adam’s ready acquiescence with his wife’s proposal does not savor much of that superiority in strength of mind (9-10). Another letter explains that the attitudes toward women which evolved from the concept of original sin continued to haunt females through the years and affected every facet of women’s lives. One of the most damaging attitudes was that formal educaton was unnecessary for women. In describing this situation, Grimke condemned ... the disadvantages under which women labor even in this country for want of an education, which would call into exercise the powers of her mind, and fortify her soul with those great moral principles by which she would be qualified to fill every 14 �almost entirely for the exclusive benefit of men, and with a design to oppress women, by depriving them of all control over their property, is loo manifest to be denied (81). We cannot dispute Grimke’s contention. It is historically documented that our laws in 1834 treated women as either second class citizens or as non-entities subject to domination by husbands or fathers. A distinquishing aspect of Grimke’s letters is that she remains objective and optimistic. Although she castigates men for the subjugation of women, she does not entirely exonerate her own sex. Regarding the double domination of black female slaves, she indicates that the free white women who accepted this condition effectively condoned it. She states, And although not personally involved in the guilt, she loses that value for innocence, in her own as well as the other sex, which is one of the stronget safeguards to virtue (54). Nor does she appear to be uncaring or dispassionate toward men. Instead, she explains how placing women in the position of equality which they deserve would be to men’s advantage. Many women are now supported, in idleness and extravagance, by the industry of their husbands, fathers or brothers ... and appear to think that their sole business is to spend the hard bought earnings of their male friends (54-55). Grimke quite logically claims that women, working for fair and equitable wages, would increase the sense of dignity and self-esteem of both sexes. She is optimistic that discrimination and subjugation will end through mutual understanding, and appears to feel that this new condition is imminent, as we see in the following passage. I rejoice, because I am persuaded that the rights of women, like the rights of slaves, need only to be examined to be understood and asserted, even by some of those who are now endeavoring to smother the irrepressible desire for mental and spiritual freedom which glows in the breast of many, who hardly dare to speak their sentiments (15). Grimke contends that examining discrimination would lead to understanding, the end of discrimination, and that this would eventually add to the dignity of the entire human race. She believes this could be accomplished without either sacrifice or by conferring special privilege. Grimke herself states that she did not expect special consideration. But I ask no favors for my sex. I surrender not our claim to equality. All I ask for our brethren is, that they will take their feet from off our necks, and permit us to stand upright on that ground which God designed us to occupy (10). Letters to Ms. Parker are a very effective manner in which to present this information. Being letters, they are casual, informative, not overly didactic, and the reader immediately develops a rapport with Ms. Grimke. Ms. Grimke’s diction is occasionally archaic by current standards. Note the use of terms such as “whilst.” Her syntax is often formal, frequently lofty, as well it might be when discussing such an important subject. Nevertheless, her letters are quite readable. The most striking element of her style is her irony, which results in some sharp jabs at men. One such comment questions Adams’s superiority in strength of mind, while in another she equates husband with lord and master. Of course the irony is that the letters assert throughout that no one has a worldly lord and master. This sort of irony lends enough humor to a serious matter to enhance its readability. 1 am pleased to have the opportunity to read Ms. Grimke’s work. Her insights, irony, documentation, and humanitarian nature are all remarkable. Perspectives of this nature should not have to be ferreted out by the serious scholar, but should be boldly presented to even the most 15 �casual students of history, literature, and humanities. In order to offer students a complete education, at least some of these letters should be presented in even high school literature and history texts. This work most certainly has a place in our anthologies. Works Cited Grimke, Sarah. Letters On The Equality of the Sexes and the Condition of Woman. Boston: Source Book Press, 1970. 16 �Lab Report By Timothy E. Gardner Course: Introduction to Digital Electronics Instructor: Joe A. Schaffner This was a technical report for a decoder-driver. Parts and Materials List 1—74LS08 Quad 2-input AND gate 1—74LS04 Hex inverter 1—74LS47 4-input 7-segment decoder/driver 1—7-segment SEA 3110 RE Common Anode Light Emitting Diode 17 �Objectives: To construct and evaluate a two-line to four-line decoder using the above diagrammed ICs. Then using a decoder/driver and 7-segment LED to construct a number counter and observe their operation. Procedures: ) 1. Using the 74LS04 Hex inverter and the 74LS08 AND gate and constructing the circuit shown below, we will proceed with a truth table and observe the output indications. These show four distinct lights, representing 0, I, 2 & 3 respectively as shown in the truth table below. 18 �■J )— | )—:©; d )— .I* O— A A B Yo Y, Y2 Y3 O O 1 O 0 0 O 1 O 1 0 0 1 O O O 1 0 1 1 o O 0 I 19 �2.) Use the 7-segment LED and the 74LS47 Decoder/Driver illustrated above to construct the circuit shown below. The outputs of the 74LS47 will go through 330-OHM resistors which act as current limiting devices and help prolong the life of the LED. Pins 3, 4 & 5 of the 74LS47 will not be used in this exercise. Operate the inputs for binary numbers 0000 through 1001, which represents the decimal numbers 0-9. The truth table shows the binary numbers and their decimal number output. 20 �A B c D Y O O o o O O O o 1 I o O 1 o 2 o O 1 1 3 o 1 o o 4 o 1 o 1 5 o 1 1 o 6 o I 1 1 7 1 o o o 8 1 o o 1 9 Conclusions: This lab provided us with the opportunity to construct decoder circuits, thereby gaining an understanding of how they operate and how they operate in normal applications. In the first circuit a binary decoder was constructed using the 74LS04 Hex inverter IC and the 74LS08 AND gate IC. Applying the inputs according to the truth table we observed how the decoder converted binary numbers to decimal numbers with the LEDs representing the decimal numbers 0-3. Next, using the segment LED and the 74LS47 Decoder/Driver we observed how the decoder/driver converts the binary number inputs and converts them to decimal numbers and drives the LED to display the equivalent decimal number. 21 �Sales Promotion Plan By Cindy Norman Course: Advertising Instructor: Gary M. Donnelly Students were to complete an advertising campaign or sales promotion plan as part of the requirements for the course. The projects were later turned in for DECA competition; this plan won first place at the Slate level and fourth place at the national level. The project also had visuals as part of the presentation. presently located in the new building), have offered to assist in the promotion. The participant will be responsible for 1. Providing a new name for the building representative of its location, heritage, and depicting an updated image of professionalism. 2. Redesigning an existing flyer. 3. Target a market consisting of a. Accountants b. Attorneys c. Geologists d. Insurance 4. Prepare advertising for appropriate media. 5. Work within a $5,000.00 budget. Posidon Statement The participant is an employee of Wyoming Management Company located in Casper, Wyoming. The company invests in commercial real estate and has recently acquired an office building located at 100 North Center in Casper. The judges will be assuming the role of manager for the Wyoming Management Company. ’ Objectives The participant has been requested to prepare a 30 day sales promotion plan that will achieve 75% occupancy of the newly acquired office building by August 1, 1987. Executive Secretarial Services and Josef’s Restaurant (two businesses 22 �Promotion Plan C It is recommended outdoor banners be placed on the north, south, and west sides of the building to attract attention of passing motorists. The east side does not present a clear view from Second Street due to several high rises opposite the street from Casper Business Center. The north side is visible from 1-25, the west from the business loop, and the south is visible from Outer Drive. I. Name A. Casper Business Center is suggested as a possible name consideration. It is short and concise, easy to recall, immediately presents the building’s location, nature of business, and denotes activity. II. Image A. Since the building has a history of elegance and sophistication, it is recommended this legacy continue. The building’s decor supports this image and can be incorporated into the advertising media and promotional plan. Selecting a typeface reflecting elegance should be used for all copy in newspaper ads, flyers, letterheads, and business cards. Radio spots should reflect a sophisticated style to correspond with the printed media. Standardization of these areas will help the public produce an association of this style to the Casper Business Center. IV. Promotion A. Using the past to promote the present, Casper Business Center can immediately relay a positive association with the professional community of Casper which participated in regular open house presentations during the “boom” days. By following tradition and holding an open house reminiscent of the better days, Casper Business Center can attract a large majority of the market segment that will be able to view for themselves the professional elegance, convenience, and warm atmosphere it offers. The open house is recommended for the fourth Friday in July, from 4:00 p.m.-7:00 p.m., using the following traditional methods: 1. Send engraved invitations. 2. Participate in a radio live remote. 3. Have the affair catered. 4. Offer special rates: 6 month lease @ 56 price if signed before August 1. Offer door prizes: 6 month free lease, free or discounted secretarial services, free or discounted dinner packages at Josef’s. III. Media A. There are five radio stations in Casper. Of these, KTWO is recommended due to their more sophisticated programming, their coverage of major business and financial programs, and their average listening audience consists of the mature, adult professional. KTWO offers a Saturation Plan package that provides the best overall coverage for the dollar. B. The Wyoming Management Company has an existing contract set up with the local newspaper, the Casper Star-TVibune. On the basis of its access to the majority of the business segment in the community and outlying areas, this media would be sufficient to meet the needs of the company as the sole source of newspaper coverage. Use of out-of-state newspaper media would not provide an acceptable return on the dollar. B. It is recommended a press release be issued the first Sunday in July in the local newspaper annouuncing the new management, name, and operational objectives. This should be followed by ads placed consecutively each Wednesday and Sunday of the month. Ads announcing 23 �B. Design new flyer C Get manager’s approval on work D. Assemble lobby presentation E. Prepare and issue press releases F. Select and order invitations G. Contact outdoor sign company Josef’s A. Obtain temporary liquor permit for open house B. Arrange for serving help for open house C Prepare food for open house D. Submit list of door prizes Executive Secretarial Services A. Prepare and send invitations for open house B. Prepare certificates for door prizes the open house should be placed the Wednesday, Thursday, and Friday of the open house in correspondence to the radio spots. C It is recommended a display showing the various businesses of professional importance to the target market and their proximity to the Casper Business Center set up in the lobby of the building during the 30 day period. A display showing the two main Boor plans, building parking, Josef’s, and Executive Secretarial Services will also be established. July 1 July 5 July 8 July 12 July 13 July 15 July 19 July 22 July 23 July 24 July 26 July 29 Schedule of Events Begin KTWO Radio Saturation Plan B. Set up displays in lobby. Newspaper release of new mangement, name, objectives. Newspaper ad #1 - 2 x 3 Newspaper ad #1 - 14 page Invitations sent. Newspaper ad #2 - 2 x 3 Newspaper release of Open House. Newspaper ad #3 - 14 page Newspaper ad ^3 - 14 page Newspaper ad #3 - 14 page Open House Newspaper ad #3 - Vi page Newspaper ad #1 - i4 page Newspaper ad #2 - 2 x 3 Budget Radio-KTWO Radio $ 450.00 Live remote 1,194.00 Saturation Plan B Outdoor Advertising-Palmer Outdoor Signs 3 Banners (4' x 6 9 $ 225.60 Newspaper-Casper Star Tribune Owners had an existing contract set up with the newspaper, so this was not to be included in budget 0.00 costs S Printing-Oil City Printers Invitations Typesetting Flyers Open House Food Beverage Help Decorations Naps/cups Postage Supplies Photographs Film/processing Total Responsibility Sheet Manager A. Approve all work (ads, design, copy) B. Interface with Josef’s and Executive Secretarial Services concerning promotion. Participant A. Select typeface for printed media, prepare copy for radio spots, select background music for radio 24 $ 125.00 21.58 98.86 $ 400.00 200.00 90.00 80.00 30.00 110.00 52.00 $ 160.00 $3,237.04 �Statement of Benefits to Establishment 1. Will create a new image depicting IK',,-. > professional elegance and convenience. 4. Will provide complete and comprehensive coverage of media use and stay under budget limitations. 2. Will make the professional community aware of a new facility offering professional luxury. 5. Will provide opportunity for building a positive rapport with existing businesses in the building and with the local professional community. ' 3. Will help achieve and measure proximity of 75^0+ occupancy by August 1. 25 �Las Marismas de Espana By Kerri Smith Course: Spanish Composition and Conversation II Instructor: Lynda Durham Students submitted a three page, type written paper on any aspect of Spain. Las Marismas (The Tidelands) de Espalia esla^ cerca de Sevilla y El Rocio y estaal principio del Rfo Guadalquivir. Esta aproximadamente cuarenta millas del norte al sur, y treinta y cinco millas del este al oeste. Trescientos mil acres de Las Marismas es de marismas y el resto es de tierra piano, sin agua. Las Marismas es el lugar donde pjppietarios crecen los toros bravos. La region de Las Marismas es famosa por los toros de Concha y Sierra. Los tor^ bravos de color gris fueron traidos por el Rio Guadalquivir por los Romanos hace mas de dos mil ^os. Las Marismas es el corazon del campo del sur y es muy diferente e interesante en cada temporada. Empezamos con el invierno. En el invierno, el Rio Guadalquivir nunca es totalmente congelado, pero en lugares hay bastante hielo para llevar pajaros pequelios, no animales. Es muy lluvioso, y el agua cubre la tierra en muchos lugares. El cielo es el color de gris durante tormentas, pero el resto del tiempo es de un azul royal. Las Marismas es producto del oceana Hay muchas tempeslades en el enero. El invierno en Las Marismas es un descanso para los pajaros, los animales, las plantas, y la genie. La Primavera de Las Marismas es cuando la lluvia no es tan frecuente, y la hierba crece donde el agua estaba. Con la hierba, vienen mas pajaros e insectos y la tierra parece m^s vivo. Es un 26 �perfecta del otc^o en Las Marismas. Ahora muchos de los pharos vuelan a lugares de nYas calor. Las Marismas de Esp^a es posiblemente el lugar mejor que Esp^a tiene para los naturalistas. Es una region buena para los ecologistas porque de sus animales y cada temporada diferente y bella. Pero h^ problemas. Las Marismas necesita proteccion contra las personas que quieten usarlo para el agua en las marismas. Si las personas est^ permitidas usar tiempo de recobro. El verano en Las Marismas es un esplendor. Es muy caliente con temperaturas en los cienlos. Hay rfos pequdffos, pero es todo del agua del invierno. Es un poco lH.ste porque patos y otros pharos de agua est^n en busca de agua pero muchos de ellos mueren porque no hay Iagos suficientes. Ahora en el verano no parece como una marisma. Los Caballeros mueven sus vac^ para vivir en la tierra de hierba. Cerca del Rio Guadalquivir, plantadores de arroz trabajan con mosquitos y temperaturas malas y horas duras. Como arroz, los melones crecen muy bien en el clima de Las Marismas en el verano. En el otcmo, cuando no hay lenweraturas calientes, es mas f^cil trabajar. Ta^i^, la Iluvia empieza otra vez, pero no muchisimo como en el invierno. La pintura de Goya de la vindimia, que est/en el Prado en Madrid, es una imitacion automoviles y maquinas en Las Marismas, Las Marismas posiblemente desapareciera. N^esita ser protegido contra una situacion como wta. Si Las Marismas desapareciera, muchos^e los animales, las plantas, y los pajaros morirlan. Fue dicho que Las Marismas muriera en 1985, pero yo no sZsi ocurrio o no. 27 �We Are All Genuises By Crystal Havely Course: Forensics Competition Instructor: Gale Alexander/Gretchen Wheeler This speech was written for forensics competition in Informative Speaking; it won one first, one third, and one fourth place award during (he 1986-87 forensics season. You’ve all heard the expression: “Birds of a feather flock together” but what does that actually mean? Does it mean: a) All songbirds stick together. b) If you see a group of birds they will probably be the same color. c) People tend to congregate with others like themselves. d) Birds without feathers are not accepted by birds with feathers. Obviously the answer is C, people tend to congregate with others like themselves. That was pretty easy now wasn’t it? Well, let’s try another question; this may be a bit more difficult: “If Sally’s daughter is my son’s mother what relationship am I to Sally if I am a male?” ... This is a little tougher, isn’t it? He would be Sally’s son-in-law. Let’s try one more; this one is a classic: Which of the following best completes the series above. (a) 28 (b) (c) (d) �knowledge about your own goals, motivations, limitations and your overall self-concept. Gardner utilizes pro basketball star Larry Bird to illustrate his theory of intelligence. Bird has a sixth sense as to where to throw a basketball. He has to know where his teammates are, judge where they are likely to go, and use analysis, inference and problem solving in deciding which play to make next. Gardner states, “In these decisions a multitude of intelligences are involved. Even in the bodily movements alone there appears to be a reasoning process.’’ This example illustrates very pragmatic skills and abilities which we can all utilize in our everyday lives. Intelligence is viewed in pragmatic terms also in a second theory. Yale psychologist Robert Sternberg views intelligence as resembling common sense. In his book Beyond IQ, Sternberg breaks intelligence into three parts. The first is componential. This includes the actual mental mechanisms which allow us to reason. These components form the foundation of our intellectual capabilities. With this foundation we then move to the second part of intelligence, which he terms as experiential. This simply refers to our application of our knowledge and skills to our experiences. In doing this we establish a data bank of our personal experiences, which we refer to when faced with a perplexing situation. To complete the theory we have the third factor of intelligence, contextual. This focuses on our relationship to our environment. This relationship, Sternberg believes, is very dependent upon tacit knowledge, tacit knowledge being the knowledge which we are never formally taught. He thinks that by possessing this tacit knowledge we are better able to adapt to or change our environment to meet our specific needs. Sternberg’s triarchic theory can be summarized as intelligence being the ability to take the components or mental mechanisms (#1), apply them to your experience (#2), to better select or shape your environment to meet your specific needs (#3). The answer is B. What we’ve all experienced is the taking of a somewhat shortened IQ test. I’m sure you all did better than I did when I first took it; after all you probably all have more money than 1 do and you are all certainly taller than 1 am, since 1 am only five feet tall. After all, it has been scientifically proven that people who are wealthy and tall tend to score higher on intelligence tests, as do people who are near-sighted, left-handed and asthmatic. Well, I guess as far as intelligence goes, I’m just out of luck—since I’m poor, short, right-handed, far-sighted and in fairly good health. Do you believe what the experts say? Do these characteristics have anything to do with intelligence? Or should 1 first ask what exactly is intelligence? This question has been asked by man ever since he first realized he could think. This curiosity about our intellect continues primarily because it is the only factor which separates us from the world’s other creatures. Today, let’s explore this phenomena of our intellect by discussing 4 different theories of intelligence: 1. Gardner’s 7 Factory theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process. The first theory by Harvard psychologist Howard Gardner defines intelligence as consisting of at least seven broad categories of mental capabilities, probably stemming from different areas of the brain. The first three are quite common: 1. verbal 2. mathematical 3. spatial The next two are more commonly thought of as talents rather than intelligences: 4. musical ability 5. bodily skills Sixth (6) adroitness in dealing with others, or how well you interact and communicate with others and seventh (7) self-knowledge, which includes 29 �think of to do with a brick, one single brick.” Well, let’s think about it for a moment. My first idea is that I could throw it in self-defense, you could use it as a door stop, ... a foot-warmer, by placing it in your fire place, wrapping it in a blanket and putting it at the foot of your bed. You could eat it ..., if it was a brick of cheese that is, and has anyone ever told you that you were just one brick short of a load? Well, not to worry, here you have it! Although this test does seem a bit absurd, it illustrates a very important idea that intelligence increases as we grow older. Dr. Horn has found that older people could think of more and better ideas than younger people, simply because they’ve been around longer and have experienced more. It is also significant to note that this theory directly contradicts Binet’s IQ theory and test which indicate a decrease of intelligence of as much as three to four points per decade after the age of twenty. With the discussion of these four theories you can see that intelligence is a complex idea dealing with a lot more than featherless birds, Sally’s sonin-law or dots in a box. Despite our personal characteristics, whether we are rich or poor, short or tall, intelligence is a characteristic which we all share and a very, very powerful tool. Intelligence is a concept that constantly challenges our minds and it will probably continue to intrigue mankind for the eternity to come. Today, hopefully, I have provided some insight to this phenomena we call our intellect by discussing four basic theories of intelligence. 1. Gardner’s 7 Factor Theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process With this, let’s test your IQ just one last time. The question really is simple; “Intelligence is: a) accumulated experience b) pragmatic skills and abilities c) a life-long incremental process d) all of the above. To illustrate his theory Sternberg has developed more practical intelligence tests. Some of the tests pose typical quandaries in business, politics and science, while others test a person’s sensitivity to non-verbal language cues. Unlike Gardner and Sternberg’s theories, basically that intelligence is inborn, a theory by University of Pennsylvania psychologist John Baron suggests that intelligence is a formal, learned process of rational thinking. In his book Rationality and Intelligence he outlines the following seven guidelines' to teach people to think more intelligently. 1. Ask yourself if you are avoiding thinking. 2. Actively seek evidence on both sides of an issue. 3. Never be certain that an idea or plan can’t be improved. 4. Ask yourself why you want something to be true or false. 5. Know the origins of your beliefs and the reasons for your decisions. 6. Never regard a belief or decision as final. 7. Don’t be afraid to have been wrong. Baron believes that these suggestions can help anyone He states, “Teaching people to think rationally will make them more intelligent and in ways that really matter.’’ All of these theories emphasize very useful skills and abilities which we continue to accumulate throughout our lives; and this fourth theory directly addresses this idea of increasing intelligence. Psychologist John Horn from the University of Denver defines intelligence as being an incremental process comprised of two factors. The first factor is crystalized intelligence, or simply the sum of a person’s knowledge and experiences which they’ve accumulated in their life. The second factor is long-term storage and retrieval, or the ability to remember things from long ago and apply them to present situations. Dr. Horn administers a very interesting test to illustrate his incremental intelligence theory. He asks people, “How many different things can you 30 �Works Cited Baron, John. Rationality and Intelligence. New York: Cambridge University Press, 1985. Gardner, Howard. Frames of Mind' The Theory of Multiple Intelligences. New York: Basic Books, 1983. Grosswirth, Marvin and Abbie Salny and the members of Mensa. “Are You a Genius?” Reader’s Digest January, 1986. McKean, K. “Intelligence: New Ways to Measure the Wisdom of Man.” Discover October, 1985. Sternberg, Robert J. Beyond IQ. New York: Cambridge University Press, 1985. Sternberg, Robert J. “Human intelligence: the model is the message” Science 6 December 1985. ■Rotter, R. J. “Three Heads are Better than One” Psychology Today August, 1986. 31 �Computer Generated Bode Diagrams By Chris Stein Course: Engineering Circuits and Systems Instructor: Jim Best The report is on a short laboratory assignment for the course Purpose—To investigate the Bode diagrams of a circuit using Microcap. Introduction—Bode diagrams are graphical representations of how the amplitude and phase angle vary with frequency. These diagrams are most easily found using a digital computer to plot the graphs, but rough sketches can be made by hand. Although the Bode diagrams made by hand are straight line approximations, the intelligent use of the computer can be greatly facilitated by first making some preliminary sketches by hand. 32 �Circuit to be analyzed: V2 = 0 (Vl-0)/100000 + sVl/4000000 = 0 = (V3-0)/500000 + sV3/50000000 Vl(40 + S)/4000000 = V3 {100 + S)/50000000 V3/VI = (S + 40)(50000000)/(S + 100)(4000000) H(S) = 125(S + 40)/(S + 100) = 125(1 + S/40)(40)/(l + S/100)(100) H(S) = 5(1 + S/40)/(l + S/100) zero: w = 40 rad/s = 6.37 Hz pole: w = 100 rad/s = 15.9 Hz H(jw) = 20 log(5) + 20 log(l + jw/40) - 20 log(l + jw/100) On the graph: hand plotted amplitude line = —*—*—*computer plotted amplitude line = -----------hand plotted phase angle line = / / / ■ computer plotted phase angle line = □ □ □ 33 �CIRCUIT FOR BODE PLOT ANALVSIS 34 �' FREQUENCY : IBe.BeeBeDtBl HZ DEGREES PHASE flNGLE:-180.227 GAIN SLOPE : 195,64342E-05 DB/OCT 21.938 DB GAIN GROUP DELAY: 382.92868D-08 SEC PEAR GAIN : 21.938DB/F: 100,000000+01 35 �Conclusion—The Bode diagrams plotted by hand and by computer were similar, but the hand plotted graphs give only a rough idea of the actual break points that the computer generates. The phase angle plots start at -180 degrees instead of zero because of the inverting effect of the op-amp. There were no reasons for large errors in this lab because all of the components used in the computer simulation were set to at least ±5*70 tolerance. The hand calculated data was found using Laplace transforms, as shown in the first section. The only place that an error could occur is during the translation of the zero and pole into hertz, where calculator rounding did occur. For these reasons, errors were negligible in this lab. 1 cannot think of anything that would improve this lab because it was straight forward in its objectives and procedures. § 36 �Children and Television By Elizabeth A. Gardner Course: Child Development Instructor: June Winkel The assignment was to “select a topic, related to children, which interests you; research it and develop a term paper with bibliography!’ teaching them? One of the major problems with children’s spending all this time watching television is that it is such a passive way to spend their time. They are not actively doing anything. And young children, especially preschoolers, learn by doing. In a survey published in the 1972 Surgeon General’s Report on Television and Social Behavior, mothers of first graders were asked “Suppose there wasn’t any TV—what do you think your child would do with the time now spent watching TV?’’ Not unexpectedly, ninety percent of the mothers answered that their child would be playing in some form or another if he were not watching television. Play is all important In this country today, over 98^o of American families own at least one television set. Our preschool children watch an average of three to four hours of television every day; some watch as much as five or six hours. Our elementary school children watch an average of three to five hours a day. The lower income and less educated families tend to watch the most television. This means that by the time a‘child graduates from high school he or she may have spent more than 15,000 hours watching television. That same child will have spent only 11,000 hours in a classroom. Obviously, television is a major part in the lives of children in the United States. What effect does this have on our children? What is television 37 �to a child’s development. Children need to experiment with concrete materials that they can manipulate. They need to explore their world with all their senses—sight, hearing, taste, smell, and touch. They need to use their imagination and have opportunities to be creative. How much time will they have to do all these things so crucial to their development if they are spending hours every day watching television? There have been studies done with elementary age children on the difference between those who are light viewers (one hour or less per day) and those who are heavy viewers (four or more hours per day). Teachers found that heavy viewers, especially of fantasy violent shows, were less cooperative, less happy, less succesful in their relationships, less imaginative, and less enthusiastic about learning, regardless of their IQ scores. The heavy viewers have poorer reading skills. This is probably because the light viewers spent more time reading and reading takes practice. Children who spend more time reading are better readers. Heavy viewers also have fewer hobbies and other activities. Once again, children watching television are replacing, with passive viewing, time that could be spent (and probably would be spent) in active learning. What are some things children are getting out of the time they spend watching television? Unfortunately, most television shows contain a great deal of violence. Children watching Saturday morning cartoons have the least chance of escaping violence or of avoiding the heaviest saturation of violence on all television. The reason there is so much violence on television shows is that it sells products. Both broadcasters and advertisers know that children will watch a fast, action-packed cartoon in preference to other programs. Violence gets and holds their attention. What are the effects of watching this television violence? Children may become less sensitive to the pain and suffering of others. In order to handle viewing all violence and aggression, children have to desensitize themselves to it. This can carry over into real life. Watching violence on television may make them more likely to behave in aggressive or harmful ways toward others. A number of studies have been done showing that children who watch aggressive acts on television display increased physical and verbal aggression. Research also indicates that a child who already tends to be active and aggressive becomes even more agitated by watching cartoons, action-detective shows, and noisy game shows. Parents may believe that watching television will Quiet an active child, but the reverse is true. These children need to be encouraged to develop their imagination and find resources within themselves. They cannot do this in front of the television set. Another area of television that is teaching our children some things which we may not wish them to learn is advertising. Television programs have from 9‘/2 to 16 minutes of advertising per hour. The average child watches about 20,000 commercials a year. Young children do not understand that the purpose of advertising is to sell a product and they have trouble distinguishing between the commercials and the programs. Sometimes the commercials are even more interesting to them than the program. Ads are usually loud and fast paced with lots of color and action. Children do not view commercials the same way adults do. They can misinterpret information in advertising. They are unable to judge an ad or discount its extravagant claims. Children look to adults to find out what is good or bad, so they easily believe advertisements that are delivered by an adult. Often the advertisement has the quality of an order to a child, not a suggestion. What do commercials try to sell to children? A great deal of sugar coated cereals, snacks, candies, cookies and fast food. Is this what we want our children to be encouraged to eat? The majority of the rest of commercials shown during children’s programs are for toys. Few youngsters can understand that the exciting, fast-moving toys and games shown on television are not as exciting 38 �in real life. Also children (like many adults) are very susceptible to the subtle promise that television advertised toys bring friends and love. What can parents do to keep television from being a negative influence in their children’s lives? The following are a few suggestions. First of all, and it is the most obvious solution, you can turn the television off. Your child may think you are depriving him, but you will know better. Offer alternatives to television viewing, such as books, games, puzzles, art projects and the like. The earlier that you begin this with your child, the easier it will be. The less time that your child spends with television, the better he will be at finding his own “projects” to do and entertaining himself. You should definitely at least limit your child’s viewing. You can sit down with your child and a program schedule and discuss what she wants to watch. There are some good quality programs on television, if you are very selective. Educational channels are a good source for these. And there are no commercials, which is a big plus. With very careful planning, it is possible for television to add to your child’s education, instead of detracting from it. You should examine your own television viewing habits. See if you can set a good example for your child. It’s a good idea to watch television programs with your child. First of all, you can find out just what he is watching. You can also explain commercials and just what their purpose is. You can talk about the violence on a program—why it happened, how painful it is and how the conflict could be solved without violence, for example. If a program is too violent, you can make sure your child does not watch it again. And with any program, it is good to discuss what happened in it with your child afterwards. You can explain his questions, discuss any problems and bring up any points that you would like to make clear. We must remember that, for the large part, what is on television is not there for the good of our children, but for the good of the advertisers and the broadcasters. Children are important, and how they spend their time is critical to their development. Let us give our children all the opportunity we can to grow and flourish. Works Cited De Franco, Ellen B. TV, On/Off. Santa Monica, California: Goodyear Publishing Company, Inc., 1980. Goethals, Gregor T. The TV Ritual. Boston: Beacon Press, 1981. Greenfield. Patricia Marks. Mind and Media. Cambridge, Massachusetts: Harvard University Press, 1984. Hays, Kim, ed. TV, Science, and Kids. Reading, Massachusetts: Addison-Wesley Publishing Company, 1984. Kaye, Evelyn. The ACT Guide to Children’s Television. Boston: Beacon Press, 1979. Lee, Barbara and Rudman, Masha Kabakow. Mind Over Media. New York: Seaview Books, 1982. Singer, Dorothy G., Singer, Jerome L., and Zuckerman, Diana M. Teaching Televison. New York: The Dial Press, 1981. Winn, Marie. The Plug-In Drug. New York: The Viking Press, 1977. 39 �Children’s Books Relating to the Vietnam War By Cathy Heaton Sondelski Course: Literature for Children Instructor: Charlene Davis I realize this has affected my political and sociological views of the world, and also that persons directly involved in combat, or persons who lost a friend or relative in combat, would be equally if not more so affected. Our children are filling the elementary schools in America today, and their attitudes and views of our society are quite naturally affected and influenced by us, their parents. Teachers of this generation need to be armed and ready to deal with questions and wonderings and possibly hostile, or at least negative, feelings from these children. So, with this in mind, I began my search for relative children’s books. The public library in Casper offered basically I am not sure just what I really expected in searching for children’s books relating to the Vietnam War. In the very recent past I have read probably 30 adult books on the topic, ranging from the first-person experience in combat to the very dry (but informative) historical accounts of the struggles in Southeastern Asia. I know that I was wishing for such comprehensive coverage, but on a child’s level, as 1 feel it is important to address the topic of not only the war itself but also the emotional adjustments ongoing in the lives of veterans of that war. This is mainly because of my age—mid-thirties—and my involvement in the late sixties and early seventies in the various forms of protest against the war. 40 �what 1 would term good color books for the elementary level. All of these books make interesting reading for adults as well, since the experiences related and the information provided are all factual and presented in a straightforward manner. The titles by Gilson and Stanek are refugee books, with the Gilson work being a fictitional one and the Stanek book more of a documentary. For the more advanced readers in junior high and high school, the books centered largely on experience books rather than on color or refugee titles. The works by Butterworth and Parks are both true stories, with the Parks book being autobiographical. Cross-Fire by Graham is, among all the books I found, the only truly “poor” work, in my opinion. Although the story is appealing, it simply is not believable. The title by Dareff is purely a history book and admittedly dry, but makes excellent background reading and should be on every junior high and high school library list of required reading. Although most of the books I located were of reasonably high or very high quality for content and composition, I was somewhat disappointed in the smallness of the number of books available. I will be watching to see if, in the next few years, a larger number of titles relating to the Vietnam War appear in our public and school libraries. ten (10) books in the children’s department relating to the Vietnam war. Some of these were actual combat autobiographies on the junior high/high school level, and some were elementary-age read-alouds with more emphasis on the people and culture of the country of Vietnam. Whatever the age level, almost all the books were what I would call “dated” In that the copyrights were largely late 196O’s and early 1970’s. A few were printed in the 1980’s, which seems to leave a void of information on this topic for a number of years. Interestingly enough, this same situation occurs in the adult literature on the Vietnam War. I would surmise that this void coincides with a period of political unpopularity on the topic, just as I would imagine that, with the success of the movie, “Platoon,” there will be a sudden resurgence of material for all ages regarding the Vietnam War. On the elementary level, I located both what 1 calf “color” books, or those which provide a well-rounded look at the land, people, and culture of the country of Vietnam, and basic refugee/immigrant books, which give some background information on pre-war life in Vietnam, the experiences of being “boat people” or land refugees, and the refugees’/now immigrants’ adjustment to life in the United States. The titles, listed in the bibliography, by Nielsen, Nhuong, Lifton & Fox, and Clark are Works Cited Butterworth. W. E. Orders to Vietnam: A Novel of Helicopter Warfare. Boston: Little, Brown, and Company. 1968. Clark. Ann Nolan. To Stand Against the Wind. New York: Viking, 1978. Dareff, Hal. From Vietnam to Cambodia: A Background Book about the Struggle in Southeast Asia. New York: Parents’ Magazine Press, 1971. Gilson, Jamie. 111. John Wallner. Hello, My Name is Scrambled Eggs. New York: Lothrop, Lee and Shepard, 1985. Graham, Gail. 111. David Stone Marlin. Cross-Fire: A Vietnam Novel. New York: Pantheon, 1972. Lifton. Betty Jean, and Thomas C. Fox. Photography Thomas C. Rax. Children of Vietnam. New York: Atheneum, 1972. Nhuong, Huynh Quang. III. Vo-Dinh Mai.The Land I Lost: Adventures of a Boy in Vietnam. New York: Harper and Row, 1982. Nielsen, Jon, with Kay Nielsen. III. Jon Nielsen. Artist in Vietnam. New York: Julian Messner, 1969. Parks, David. Gl Diary. Photography same. New York: Harper and Row, 1968. Stanek, Muriel. Photography Wm. Franklin McMahon. We Came from Vietnam. Niles, Illinois: Albert Whitman and Company, 1985. § 41 �Reincarnation Through Motivation By Janet £. de Vries Course: Business Management Instructor: Liz Ott The student could choose any subject that tied into the material presented in the textbook or the classroom for a mini-term paper. source, but according to Steers and Porter (1979, p. 6), three common denominators seem to characterize discussions of motivation: (1) what energizes human behavior, (2) what directs or channels such behavior, and (3) how this behavior is maintained or sustained. According to Steers and Porter (1979), one of the most important lessons to be learned is that managers must take an active role in managing motivational processes at work. “Managing motivation is a conscious, intentional behavior; it is not something that just happens. Any organization desiring to improve attitudes or When asked if she believed in reincarnation, a personnel chief for a New York City Health Department replied: “Indeed yes. I witness a demonstration every day at five o’clock when dead employees come to life in time to go home” (LeBoeuf, 1985, p. 19) This story may bring a few chuckles, but deep down we know that it’s true. There is a problem in many American companies. Much of the problem centers around motivation. What is Motivation? Definitions of motivation vary from source to 42 �work behavior must therefore accept responsibility for active involvement and participation if such changes are to be successful.” (p. 562) Expanding upon the concept of working at motivating employees, Blanchard and Ihger (1985, p. 132) point out that few employees are working at their full potential or capability. Most people do the minimum—just enough to keep their jobs. The reason they found for this is “management doesn’t know how to motivate workers.” Management must learn how to motivate because this skill does not usually come naturally. Managers must become aware that their efforts can help an individual or a group increase their work rate and quality to a higher level, perhaps even to their capacity. Although many managers do not know how to motivate, part of the problem lies with the workers themselves because people cannot be motivated by external forces. ‘ ‘Motivation comes from within. ‘Motivating people’ actually means finding out how to tap into their inner commitment by providing the recognition they want.” (Blanchard and Thger, 1985, p. 133) Since each person has different inner needs, it may be impossible to motivate all of the individuals in a group using the same recognition or reward. (2) Working steadily and quietly. Activity does not always mean productivity. “()uiet” workers may actually be doing the bulk of the work. (3) Simplifying. Employees who can simplify procedures are worth their weight in gold. (4) Creativity. Out-of-the-ordinary suggestions can lead to cost-saving measures. (5) Risk taking. Encouraging employees to be responsible and then rewarding responsibility, rather than punishing mistakes, can lead to great possibilities, not just safe results. (6) Solving problems. Managers should cultivate a willingness to confront problems rather than hiding or sidestepping. Employees who confront problems learn in the process of attempting to solve them. Complaining about a problem without suggesting a solution oftentimes does little or no good. The ten rewards for good work suggested by LeBoeuf are money, recognition, time off, a piece of the action such as profit sharing or company stock, favorite work, advancement to a new job or an expanded and enriched job, freedom and autonomy, personal growth through new challenges or training and educational opportunities, fun, and prizes. “Money and recognition are the two most powerful rewards,” according to LeBoeuf. (1985, p. 102) The most commonly used motivational tool is money, but “research shows that most careerdriven employees rank job satisfaction—not money—as their primary work objective.” They are willing to foresake short-term gain for long­ term professional growth. (B7zr, 1987, p. 44) What to Reward LeBoeuf (1985, p. 23) claims that the “Greatest Management Principle in the World” is “The Things That Get Rewarded Get Done.” First managers must look at what is being rewarded, then determine what needs to be rewarded. Blanchard and Thger (1985, p. 133-135) suggest that the first step in “harnessing motivation” is to determine what should be rewarded. Things to be considered are (1) Long-range planning. Most organizations recognize work which is most visible and has the biggest short-term impact. Remember to recognize work that contributes to the company’s long-term growth and health. Motivating Forces Recognition drives motivation and productivity, according to Blanchard and Ihger (1985). But to increase motivation and productivity, companies must determine what they really want to reward and how to measure it, then provide recognition for those who achieve it. “Recognition is the key to shifting from an organizational structure that rewards the wrong things to one that taps into people’s inner 43 �I J I I way is to ask employees, as in the Dwight’s motivation.’* (p. 136) example. Now a conscious effort must be made Ten motivating factors which have been used by the Dwight’s manager to use the results to for more than 35 years to determine what improve attitudes and individual motivation. employees want: good working conditions, feeling “in” on things, tactful disciplining, full Work as a Motivator appreciation for work done, management loyalty Ford (1979) argues that money is not the most to workers, good wages, promotion and growth powerful motivator. If it were, why do so many with the company, sympathetic understanding of people do volunteer jobs? “Meaningful work can personal problems, job security, and interesting be a powerful motivator. Money is a necessary work. (Blanchard and Tager, 1985, p. 145-146) element for the accomplishment of many jobs, Blanchard and Thger’s survey results show that but, as a work motivator, is an engine rurtning managers want interesting work, full appreciation on one cylinder?’ (p. 67) for work done, promotion and growth within the LeBoeuf’s rewards for good work sound great organization, and feeling “in” on things. at first glance, but again, motivation is an According to managers surveyed, their employes individual matter. Managers must determine want good wages, job security, and good working what reward will motivate each employee, which conditions, but polling employees indicates that is not an easy thing to do. what they view as their strongest motivators are One problem which is not addressed by many many of the same things which the managers management and motivational studies is that want: full appreciation for work done, feeling during bad economic times, such as the current “in” on things, and sympathetic understanding situation in Wyoming, companies cannot afford of personal problems, (p. 146) to reward thier productive and motivated In a poll taken at Dwight’s Hotline Energy employees with perks that cost money. Reports in Casper, all of the employees picked Something which is often overlooked by full appreciation for work done as one of their companies and managers is that “work itself can top three motivating forces from Blanchard and be a motivator;’ (LaBoeuf, 1985, p. 102) Tkger’s list. Interesting work and promotion and Ford (1979, p. 53) proposes a model for job growth within the company followed in the motivation which is based on this principle: ranking (Mann, 1987, personal interview). The (1) Let the employees know what the Dwight’s office manager apparently knows his organizations’ objectives are, especially for their employees since he also picked the employees particular segment. highest responses as what he thought were most (2) Let them know how their segment is important to employees. performing with respect to purpose and Tactful discipline and sympathetic objectives. understanding of personal problems were not (3) Start them on some part of the segment, chosen by any of the Dwight’s employees as one a reasonable module. of their top three motivating forces. This may (4) Let them have maximum control over what reflect the current management of the office they do. Give them the power to act, and increase because these needs and motivating factors are the control or power as they learn and earn the already being adequately addressed. right. The other choices on the list received one to (5) Let them do as much of the job fulfilling three “votes” each, indicating that motivation the purpose of the business segment as they can; is an individual matter, reinforcing the previous expand the job as they expand their ability. statement that motivating people means finding (6) If helpful, organize self-contained work out how to tap into their inner commitment. One 44 �immediately after an action if it is going to have much impact. Six months after the fact does not have as much effect. The feedback must be specific—what the person did or what the results were. lulling the employee something to change can have a positive effect on behavior. The feedback must be for the benefit of the receiver, not the giver. For example, yelling at an employee when the manager is in a bad mood benefits the giver. It is important to emphasize the positive over the negative. A 4-to-l ratio is best. To insure that the feedback is registering, have the employee repeat it. (p. 140-141) No feedback or ‘‘neutral response” is worse than negative feedback. The result is reduced motivation and poor performance. ‘‘The only time neutral consequences fail to discourage good performance is in those rare cases when the job is truly self-actualizing—when the behavior itself is so satisfying that no outside recognition is necessary.” (Blanchard and Thger, 1985, p. 142) Since most jobs contain tasks that are not self­ actualizing for employees, it is ‘‘the manager’s job to provide the feedback that gives satisfaction. When a manager fails to provide any recognition for a task, the result may be the same as if the employees had been punished.” (Blanchard and Ihger, 1985, p. 142) Again, this must be a conscious action on the part of the manager. It doesn’t just happen. The importance of feedback cannot be overemphasized since it is directly related to full appreciation for work done, one of the top motivating factors mentioned previously. Feedback is a low-cost motivational technique for poor economic times as well as good times. Positive feedback can make all the difference in an employee’s attitude and motivation, no matter what the job is. Keep the praise specific, sincere and often. Don’t wait until review time. (Blanchard and Ihger, p. 155) Reincarnation of ‘‘dead” workers is definitely a difficult but important task. Managers have the responsibility to work at motivating employees, starting with deciding what needs to be done and. units, or mini-groups, of mutually supporting workers so that a final product or service emerges from the group. (7) Give employees lots of feedback as to how they are doing. (8) Give them access to staff support for information and expertise so that they can perform more effectively within their own segment. (9) Give them access to the boss for knowledge and support also. Ford’s model for job motivation outlines ways in which companies can structure jobs at a minimal cost in order to make them more meaningful and as a result help motivate their employees. By setting objectives and goals, and then reinforcing with frequent feedback, the work itself can become a motivator and fulfill some individuals’ inner needs. Because American workers tend to do what they are told and no more, Japanese plants in the United States ‘ ‘rotate workers through many jobs hoping that Americans will take on more responsibility. Workers respond favorably, saying it keeps them fresh.” (Copeland et al., 1987, p. 48) Although the job rotation concept may have the drawback of cost to train employees in several jobs, the long-term advantage of seeing a project or process from start to finish may help generate cost-saving and other creative ideas. A second advantage would be the ability to cover all jobs during vacation or extended sick leaves. The company would prevent the ‘‘I’m irreplaceable” attitude by instituting job rotation. Feedback as a Motivator Meaningful feedback can also be a powerful motivating device ‘‘The type of recognition that inspires or discourages high performance is the feedback you give on an ongoing basis—the pat on the back, the scolding, or even the lack of response that follows your people’s daily efforts.” (Bainchard and Ihger, 1985, p. 139) Blanchard and Thger (1985) stress that feedback, positive or negative, must be given 45 �therefore, what should be rewarded. Then decide what rewards or recognition the company can afford. Frequent, meaningful feedback reinforces that the company appreciates the work that is being done, a low-cost, motivating force which ranks high among workers and managers. Managers can institute job rotation, restructuring, enlargement and enrichment at a minimal cost in order to make jobs more meaningful and, therefore, more motivating. In general, employees feel that management does not know how to motivate. By instituting some of the above-mentioned suggestions, managers may be able to motivate their employees and help them work at their full potential. Works Cited Blanchard, M., and Tager, M. J. (1985). Working Managing for Health and High Performance. New York: Simon and Schuster. Copeland, J. B., Shapiro, D.. Williams. E. & Matsumoto, N. (1987). How to Win Over a Japanese Boss. Newsweek, 2 Feb. 1987: 4648.. Ford, R. N. (1979). Why Jobs Die A What to Do about Ik Job Redesign A Job Productivity. New York: AMACOM, 1979. Give Power to the People. Win. Day-Timers, Inc, Allentown, Penn., Feb. 1987. LeBoeuf, M. (1985). The Greatest Management Principle in the World. New York: Berkley Publishing Group. Mann, D. E. Personal interview. 3 April 1987. Steers, R. M., and Porter, L. W. (1979). Motivation and Work Behavior. 2nd ed. New York: McGraw-Hill. 46 �Determination of Charge to Mass Ratio for an Electron By Doug Leonard and Bill Weber Course: College Physics HI Instructor: John Schroer The students set out to determine experimentally the charge to mass ratio for an electron. magnetic force F = evB. The magnetic force is a centripetal force which causes the electron to move in a circular path and F = ma = mvVr. Combining these equations yields an expresson for the charge to mass ratio e/m = (2V)/(r’B0. If the accelerating potential, V, the magnetic field strength, B, and the radius, r, of the electron’s path can be measured the ratio e/m can be calculated. Purpose Determine the charge to mass ratio of an electron by measuring the path of a beam of monoenergetic electrons in a magnetic field of known strength. Theory Electrons accelerated through a potential difference V acquire a kinetic energy = l/2mv’ = eV (the classical expression for E^ is justified as long as E^/E <0.01). If these electrons enter a uniform magnetic field as depicted in figure 1, they will be subject to a Procedure The apparatus consists of a special tube mounted between two Helmholtz coils which give 47 �Figure 1 kinetic energy = l/2mv’ = eV (equation 1) m = mass of electron e = charge of electron V = velocity of electrons in beam V = potential through which electrons are accelerated magnetic force F = evB = mvVr (equation 2) B = magnetic field strength r = radius of the electron beam path Solving eq. 2 for v we obtain: v = reB/m Substituting for v in eq. 1 and solving for e/m yields: 48 e/m = (2V)/(r’B*) �Figure 2 49 �potential and current in the Helmholtz coils, we calculated values for magnetic field strength and for the ratio of charge-to-mass of the electron. These values are presented in tables 3 and 4. Values for e/m were averaged for each circular path and standard deviations and percent errors calculated. Standard deviation and percentage error values are also presented in tables 3 and 4. Our values for e/m were consistently higher than the accepted value and our percentage error was higher when the electrons were deflected into paths of smaller radius. The small values calculated for standard deviation indicate that our experimental technique was not at fault. In fact, our S.D. values were nearly 100 times smaller than our calculated values for e/m. Possible sources of error are discussed in the conclusion. a nearly uniform magnetic field near their center. This magnetic field is given by the equation: B = UoNJ/(125)'''’R when the distance between the coils is equal to the radius of the coils (refer to figure 2). This special tube generates a beam of electrons with a known kinetic energy by accelerating thermoelectrons (electrons given off by heating an element) through a known potential difference. The tube contains an inert gas, which allows us to see the path of the electrons as they ionize the gas. In addition, the inside surface of the tube is coated with a material which fluoresces when struck by electrons. The tube and the Helmholu coils were connected with voltage sources, ammeters, and a volt meter as shown in the circuit diagram, figure 3. Once the circuit was connected properly, the accelerating potential was set between 45 and 95 volts. The current in the Helmholtz coils was then adjusted to deflect the electron beam into a circular path of known radius. This was accomplished by using the rings of known dimension marked on the disk inside the tube (see figure 4). When the electron beam was deflected into a path of known radius, both the accelerating potential, V, and the current in the Helmholtz coils, I, were measured; these values were substituted into the above equations for magnetic field and the ratio equation e/m. This procedure was repeated with four to six different accelerating potentials for each path of known radius. Data was collected for three different circular paths. The data is summarized in tables 1 and 2. Two sets of data were collected because we felt that our first set of data was in error when we were informed that one of the ammeters we used may have been malfunctioning, thus the repeat. Upon closer inspection, we found that the first set of data, although not as accurate overall as the second, provided suitable values for the experiment and so is included in this report. Conclusions One source of error that might account for our values being consistently high is illustrated in figure 5. The fact that the electrons were acted on by the magnetic field even while they were being accelerated causes them to emerge at an angle. This results in our measuring a radius of path smaller than the actual path taken by the electrons in the tube. This smaller radius would cause us to calculate a larger e/m value. It could also be argued that this error is approximately constant in size and would represent a greater percentage error for paths of smaller radius. This would account for our higher percentage error while using the smaller rings. Another source of error might be the influence of the earth’s magnetic field. We attempted to offset this effect by orienting the field from the Helmholtz coils perpendicular to the earth’s magnetic field. The strength of the earth’s magnetic field is about O.lE-03 Tesla; this is approximately 3*Vo of the Helmholtz field strength. The effect of the earth’s magnetic field would have been minimal even if we had not made an attempt to offset it. Another source for error could be the fact that, when the electrons ionize the gas within the tube, collisions take place causing the electrons to lose some of Results Using the measured values for accelerating 50 �figure 3 O-JOO From Fbwer SuXCy r ----------------------------------ijilr----------------j2a 7ariabie ResiSJor---------------------------------- * ' 51 �Figure 4 Figure 5 52 �diameter. One could also remove the ionizing gas within the tube, but this would make the experiment much more difficult if not impossible to perform. In conclusion, we found that the design of the apparatus permitted us to calculate the ratio of charge to mass of an electron by making relatively simple measurements. Although the design of the experiemni limits the accuracy with which e/m can be measured, our results were consistent and reasonable given the nature of the experiment. their original kinetic energy. This would cause us to calculate a smaller value for B and larger value for e/m. Voltage and current measurements were sufficiently accurate; we believe they were not a source of error. One possible way of improving this experiment would be to limit the effect of the Helmholtz field on the electrons while they were being accelerated. One way of doing this would be to make the apparatus bigger; the percentage error would be reduced for electron paths of larger Table 1 Data Set 1 Outer ring r = 0.010m 1 (amps) V (volts) 62.1 2.27 2.39 68.2 2.52 75.0 2.64 83.3 91.2 2.78 Middle ring r = 0.0075m I (amps) ,V (volts) 59.0 2.93 3.05 66.1 72,4 3.20 79.4 3.36 3.54 87.3 Inner ring r = 0.0050m 1 (amps) V (volts) 3.80 47.5 4.24 60.5 4.68 69.3 65.2 4.50 Table 2 Data Set 2 Outer ring r = 0.10m V (volts) I (amps) 2.02 48.5 2.17 54.3 2.28 59.9 2.33 64.8 2.44 69.9 2.54 74.7 Middle ring r = 0.0075m I (amps) V (volts) 2.86 53.8 3.00 60.2 3.16 65.5 3.27 70.9 3.38 75.0 Helmholtz field constants B = 8UoNI/(125)'/^R B = (1.09E-03)I (Tesla/amp) Uo = permeability of free space = 4-«’E-07 (Tesla—meters/amp) N = number of turns per coil = 130 R - radius of the coils = 0.107 (meters) 53 Inner ring r = 0.0050m V (volts) I (amps) 3.98 49.5 52.9 4.10 4.39 61.5 64.6 4.43 �Table 3 Results Data Set 1 Outer ring r = 0.010m e/m (C/kg) B (Tesla) 2.48E-03 2.02E11 2.61E-03 2.00En 2.75E-03 1.98En 2.88E-03 2.01EI1 3.04E-03 1.97En Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 2.05E1I 3.20E-03 3.33E-03 2.12E11 2.10E11 3.50E-03 3.67E-03 2.10E11 2.07E11 3.87E-03 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.21E11 4.15E-O3 4.63E-03 2.26E1I 5.I1E-O3 2.12E11 2.15EII 4.92E-03 average e/m = 2.00E11 2.09E11 2.I9E11 S.D. = 2.07E09 2.78E09 6.25E09 13.6 18.8 24.4 % error - Table 4 Results Data Set 2 Outer ring r = 0.010m B (Tesla) e/m (C/kg) 2.20E-03 2.00E1I 2.37E-03 I.93E11 2.49E-03 1.93E11 2.54E-03 2.00EI1 I.98E11 2.66E-03 2.77E-03 1.95E1I Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 3.12E-03 1.97En 3.27E-O3 2.00E11 3.44E-03 1.97EI1 3.56E-O3 1.99EI1 1.97E11 3.68E-O3 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.10E11 4.34E-O3 2.12E11 4.47E-03 2.14E11 4.79E-03 4.83E-03 2.22E11 average e/m = 1.97E11 1.98E11 2.15E11 S.D. = 3.27E09 1.41E09 5.26E09 11.9 12.5 22.2 ^0 error = Accepted value for e/m = 1.76EI1 54 �c Spring 1988 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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