https://caspercollege.cvlcollections.org/files/original/6cfa969a780a37682fb8cad3fd2deee4.pdf b7de1258da44656e47ae37b6752e34a3 PDF Text Text CASPER \fAtZCT CtUEBE WYOMING Chulenee �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �:yW» ' '• -"i <s Challenge liii Published at Casper Community College Casper, Wyoming 82601 February, 1989 Copyright by Casper Community College SPECIAL Collections CASPEP COl lEOK ■r.p.^y s.J ni 5:..'^?? �Challenge: 1989 « Table of Contents Helping Behavior as a Function of Gender of Subject and Confederate Karen iVare ....................................... 5 My Philosophy of Education Peggy King ............................... 10 Computerized Motor Control Tim Gardner ............................. 12 Speech in Tribute Tanna J. Trout....................................... 18 Fixed Against the Wind David Bovie.................................................................... 20 Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott Don Claunch ................................ 23 Problems Affecting the Homeless Know Thyself Daniel Meyers.......... ...................................... 32 Cherie Ktoefkorn ............................................................................ 35 Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the third issue of Challengey 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 1988 and fall 1988. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1989 �Helping Behavior as a Function of Gender of Subject and Confederate By Karen Ware Course: Introduction to Behavioral Research Instructor: Robert Wilkes Students were provided with a brief introduction concerning altrustic behavior and gender. Collectively, the class developed a researchable hypothesis, formulated a research design suitable for testing the hypothesis and collected data. Each individual was then required to perform appropriate statistical analysis, develop conclusions and present the findings in American Psychological Association journal style. “no-help” time if he/she did not. Analysis showed no significant influences (F(3,18)=I.2O1, p .05) although Abstract The hypothesis that the gender of a person requesting help means and standard deviations indicated certain trends. and of the person being asked for help would influence helping Research has indicated that helping behaviour can be influenced by a number of factors. The effect of the appearance of the person requesting help has been widely studied: Emswiller, Deaux, and Willits (1971) found that subjects were more willing to lend a dime for a phone call to a behavior was investigated; A 2x2 factorial design was utilized. Time measurements of subjects’ response to request for help were taken. A confederate was seated in a college snack bar with a leg brace on his/her leg and crutches well in view, and asked a passerby if he/she would return his/her tray to the dishwasher. An experimenter timed the interaction. Subject was assigned a “help” time if he/she took the tray, and a 5 �The independent variables were determined to be the gender of the confederate and the gender of the subject. The dependent variable was determined to be the time it took the subject to respond. The experiment took place in the snack bar in the Student Center of Casper College. This was determined to be an appropriate area in which to conduct the experiment because there was a relatively constant flow of traffic at ail times, and patrons were usually not daily “regulars,” as they would be at the main campus cafeteria (it was believed that patrons who were “regulars” would witness data collection too often to avoid suspicion). The experimenter was seated at a small private table next to the back exit of the snack bar, pretending to be studying, in a position that facilitated observation and measurement of response times. The confederate was seated with his/her back to the experimenter, facing the main section of the snack bar, in the middle table of the “no-smoking” section near the exit. The confederate wore a leg brace and had crutches well in view to legitimize the request for help. A cafeteria tray with empty dishes was on the confederate’s table. Times for data collection were randomly assigned from 7:00-8:00 a.m., 9:00-11:00 a.m., and 2:00-5:00 p.m., corresponding to the working hours of the snack bar. The hours of 8:(X)-9:00 a.m. and 11:00 a.m.-l:00 p.m. were determined to be “high-traffic” limes and so were not used in the study to avoid suspicion of the patrons. A subject was determined to be any individual meeting established selection criteria, walking past the confederate, from the main snack bar area toward the door, appearing to be leaving. The subject had to have at least one hand free, be unknown to the confederate, and be alone The request for help was made as soon as the subject reached a point 10 feet from the confederate The request was as such: “Would you mind taking my tray back to the dishwasher for me, please?” Helping was defined as the act of the subject taking the tray as if to return it, and non-helping confederate whose appearance differed from the subject’s own. Wilson and Dovidio (1985) discovered that when asking for money for a phone call, an attractive female confederate dressed in a feminist manner received less help than an attractive confederate dressed in a traditional manner. However, unattractive feminists and traditionalists received the same amount of help. In an analysis of various experiments, Steblay (1987) found that location is also a factor in helping behavior: helping was more likely to occur in a nonurban than an urban environment. In addition, it has been found that a direct request for aid tends to increase the frequency of helping behavior, while an indirect request or no request at all tends to inhibit helping (Goldman, Broil, and Carrill, 1983; Wilson, 1980). Concerning gender as an influence on helping, Emswiller et al (1971) found that males received more help than females when asking for a dime, while Simon (1971) found that female confederates received more help than male confederates when pretending to have reached a wrong number in an attempt to call an auto repair shop, though the gender of the subject seemed to make no difference. This study incorporated a direct request for help to discover possible effects of the gender of the confederate and of the gender of the subject on helping behavior. It was believed that males would be more likely to help females than to help other males, but that females would not help either sex more often. Method Subjects Subjects consisted of patrons of a college snack bar; 14 males and 8 females participated. Subjects were not rewarded in any tangible manner and were treated in accordance with the “Ethical Principles of Psychologists” (American Psychological Association, 1981). Procedure This experiment utilized a 2x2 factorial design. 6 �was defined as the act of the subject walking 10 feet past the confederate without taking the tray. Timing by the experimenter was begun as soon as the request was made. Timing was stopped either when the subject took the tray as if to return it (helping behavior) or when the subject reached a point 10 feet past the confederate, toward the door (no-help behavior). (Since the confederate was equidistant from the starting and ending points for timing, it was thought that this would provide an accurate time index for those subjects who did not help.) Subjects who helped were stopped before they actually returned the tray and were debriefed. Subjects who did not help were followed by the experimenter and debriefed after their time was recorded. Procedures were accomplished as subtly as possible to avoid attracting the attention of the other patrons. Debriefing those subjects who helped consisted of (a) telling him/her that an experiment was being conducted on helping behavior and he/she had just performed as a subject, (b) asking him/her not to discuss the experiment with anyone, and (c) thanking him/her for participating. Debriefing those subjects who did not help was the same as for those who did help, but it was added that (a) the experiment was an attempt to develop a technique to get people to respond to a help request, (b) it was thought that a simple request is not enough to illicit help because there are too many other variables involved, and (c) the subject’s behavior was typical of the general public. (This was to avoid any psychological damage to the subject when he/she was “caught” not helping, and to insure th6 dignity and psychological well-being of the subject.) The non-helping subject was also asked if he/she heard the request for help, to allow the experimenter to judge if the data from this subject could be used. subject was recorded in a block according to his/her experimental condition: male confederate/male subject; male confederate/female subject; female confederate/male subject; female confederate/female subject (see Appendix A). An average time and standard deviation was calculated for each condition (see Ihble 1). Results The response time measurement for each with male confederates, with the quickest overall helping time for total female subjects. Scores were examined for statistical Table 1 Means and Standard Deviations for Helping Behavior SD Condition n M Male Confederate/ Male Subject 6 4.63 2.06 Male Confederate/ 2 2.55 0.495 Female Subject Female Confederate/ 3.54 1.54 Male Subject 8 Female Confederate/ 6 Female Subject 3.55 0.758 note: all time measured in seconds Additionally, means and standard deviations for total male confederates, total female confederates, total male subjects, and total female subjects were calculated (see Table 2). Inspection of Ibbles 1 and 2 indicate a slightly slower helping time for male subjects with male confederates, a slightly faster helping time for female subjects Table 2 Means and Standard Deviations for Helping Behavior n M Condition Male Confederate Total 8 4.11 3.54 Female Confederate Total 14 14 4.01 Male Subject Total Female Subject Total 8 3.30 note: all times measured in seconds 7 SD 1.99 1.22 3.30 0.81 �significance with an Analysis of Variance test (see Appendix B). Non-helping times (n = 3) were analyized with helping times (n = 19) due to actual response time constituting the dependent variable. Analysis revealed a statistically non­ significant difference [F(3,18)=1.201, p> .5; see Table 3]. demonstrating lack of support for the hypothesis. nonsignificant (see Thble 3). Previous studies have indicated that the gender of the confederate can increase amount of help given, but there is disagreement as to which gender receives more help, males or females (Emswiller, 1971; Simon, 1971). Results of this particular experiment, however, do not support the hypothesis. This indicates that the design of this experiment could be altered to improve internal and external validity. First, more subjects could be used to increase the number of scores. Only 22 subjects participated, and in the male confederate/female subject condition, only two time scores were achieved. A higher N may more readily indicate differences among groups. Also, since there were only three subjects who did not help at all, perhaps the manipulation was too strong. The presence of the crutches and leg brace may have elicited a sympathy response from subjects that may not normally occur, increasing the speed with which some reacted. However, without an easily identifyable reason for the confederate to ask a subject for help, subjects may have become suspicious. One definite problem with an experiment such as this is operationally defining the dependent variable. If helping was considered as taking the tray, and non-helping as passing by the confederate, this poses this problem of how to assign a time to a non-helper. One alternative is to arbitrarly assign a time (such as 10 seconds) for all non-helpers, but too large a value might produce a statistical significance that is not truly meaningful. Another alternative is to take the average amount of helping time and double it, assigning this value to the non-helpers, but again, this is fairly arbitrary and may pose analytical problems. Analyzing all time data together allowed inspection of length of time it took to help, but simply because the distance traveled for a “help” time was shorter than the distance traveled for a “no-help” time does not mean that “help” times will necessarily be faster—some non-helpers may walk much more quickly than Table 3 for Helping Behavior Source of Variation SS df MS F-index Treatment 8.17 3 2.72 1.20 Error 40.77 18 2.27 Total 48.94 21 *P < .05 Discussion Even though the findings of this experiment were not statistically significant, results showed some trends of the effect of gender on helping behavior, and thus were in support of the research finds of other researchers such as Emswiller et al. (1971) and Simon (1971). However, it was found that male subjects tended to help female confederates more quickly than they helped male confederates. Female subjects also seemed to help female confederates more quickly, though the difference is not as large as with male subjects (see Table 1). Additionally, the means for both the total male confederates and total male subjects were slower than for total female confederates or total female subjects (see Thble 2). It would seem that perhaps males are more uncomfortable helping other males than helping females, though females do not appear to have any tendency to shy away from helping their own gender. This may be a reflection of traditional roles of society, whereby males are more accustomed to aiding females and aren’t as accustomed to being asked for help by a male, while females traditionally have incorporated a more nurturing (possibly helping) role in society. Statistical analysis, however, proved 8 �helpers. Therefore, slower times do not necessarily mean less help. Though this experiment did not demonstrate statistical support for the hypothesis, mean scores indicate a tendency for gender to affect helping behavior. Design changes made to this experiment might provide statistically significant differences in accord with previous studies. Studies such as this one could be of value in the real world by indicating what kind of request is more likely to illicit helping behavior, and also, what kind of help one can expect in certain circumstances. Works Cited American Psychological Association. (1981). Ethical principles of psychologists (revised). American Psychologist. 36. 633-638 [From Publication Manual of the American Psychologist. (1988) Lancaster, PA Lancaster Press. Inc.) Emswiller, T., Deaux, K.. Willits, J. E. (1971). Similarity, sex, and requests for small favors. Journal of Applied Social Psychology, 1(3). 284-291 Goldman, M., Broil, R., Carrill, R. (1983). Request for help and prosocial behavior. Journal of Social Psychology, 119, 55-59 Simon, W. E. (1971) Helping behavior in the absence of eye contact as a function of sex of person asking for help and sex of person being asked by help. Psychological Reports 28, 609-610 Steblay, N. M. (1987). Helping behavior in rural and urban environments: A meu-analysis. Psychological Bulletin 102(3), 346-356 Wilson, D. (1980). Ambiguity and helping behavior. Journal of Social Psychology. 112, 155-156 Wilson, M., Dovidio, J. F. (1985) Effects of perceived attractiveness and feminist orientation on helping behavior. Journal of Social Psychology, 125(4), 415-420 9 �My Philosophy of Education By Peggy King Course: Foundations of Education Instructor: Charlene Davis The student was to write a short paper discussing her personal philosophy of education. She could choose to align herself with one of the four educational philosophies—F^rennialism, Essentialism, Progressivism, or Existentialism—or with any combination of these philosophies. I am having a great deal of trouble trying to define and label my philosophy of education. I do have some strong feelings about some aspects of education, however, so I will attempt to outline those and then see if they fit into one particular school of thought. It is easier for me to begin by saying what I do not believe in. I do not find much in the Existentialist school of thought that would be of great value to me in a school setting; it seems too abstract. Wouldn’t an existentialist outlook lead to a form of anarchy? I do not feel, as do the Progressivists, that young students are capable of judging what should or should not be in a curriculum. The planning, in my opinion, should be left up to the teacher. I am beginning to see that I lean towards a teacher-centered, or authoritarian view. 1 do not believe that any one religion should be taught in school. I feel strongly, however, that all children should be exposed to all of the world’s so-called “Great Religions’’ I think that this exposure would lead to greater tolerance of those who have different beliefs from our own. Many Americans are very intolerant of other religions and races; this is of great concern to me. I find the Perennialist view a bit too rigid and inflexible. I fear that it would be easy to place too much emphasis on the classics, to the exclusion of current subject matter that could 10 �also be valuable. I would definitely teach the classics in my classroom, but I would also emphasize current events, math, science, geography and foreign languages. The more ! write, the more 1 realize how strong my concern is for developing tolerance and an appreciation for other cultures in our children. I am absolutely appalled at how little today’s students know about geography. Closely related to that is the fact that very few Americans are fluent in any foreign language. Nearly all foreign school systems require their elementary students to learn a foreign language, usually English. Wouldn’t it be wonderful if an American president could speak Russian? If humans are to survive as a species, there needs to be much more tolerance, understanding and communication among the world’s peoples. Knowledge of a foreign language can also help one gain understanding of the English language, as many of our words come from other languages. 1 have often wished that I had taken Latin. Science and technology must be a part of any school’s curriculum. Mind boggling advances have been made in both areas and our society is becoming more technical every day. Children must be exposed to computers, as nearly all phases of our economy use them. I was not taught how to use a computer, so I am now somewhat fearful of them (“computer illiterate,’’ I believe it is called). Many children dislike science and there seems to be somewhat of an anti­ science attitude in America, which I find most unfortunate. So many wondrous things are happening right under our noses every day, but one cannot appreciate them without some scientific knowledge. I would require my students to become competent writers. Writing seems to be a lost art in our society. Children are often very poetic and they need to know how to transfer their thoughts to paper. Just having them keep a daily journal, as my current practicum teacher does, is a good start. I remember being required to write many essays and papers throughout my schooling and I am very thankful for that now (though I wasn’t at the time)! 1 would use a system of rewards for positive behavior. I have seen this done in my daughter’s classroom and in my practicum teacher’s classroom. It seems to be a very effective method of controlling the cassroom and of eliciting desired behavior from the children. I am not sure which of the education philosophies allows for such a system, however. 1 would also like to see a daily dose of physical education in my classroom. Brains function more efficiently when bodies are exercised. Important rules about how to function as a team and how to work in a group can be learned In physical education classes. Good conduct and sportsmanship are also very important side­ benefits. I was fortunate to attend schools that immersed me in everything from archery to soccer. It distresses me to see children sitting in front of television sets having both their bodies and their minds numbed. As a general rule, people feel better physically and mentally when they exercise regularly. Eureka! My powers of inductive reasoning tell me that an Essentialist is emerging from these ramblings. Being forced to write all of this down has been very helpful to me in clarifying my thoughts about curricula. In summary, I feel, as the Essentialists do, that the classics and the “3-R’s’’ are extremely important and should form the basis of a child’s education. In addition, we must not neglect foreign languages, science and physical education. I like the Essentialist idea of leaving room for currently useful topics in one’s curriculum. 1 believe that all of us should be versed in many areas so that we can all be useful citizens. It is extremely difficult to maintain a democracy when the public is poorly educated. Finally, 1 feel that intelligent choices and decisions come much more easily to those people who have had exposure to the subjects that I have discussed. 11 �Computerized Motor Control By Tim Gardner Course: Microprocessors IJI Instructor: David Arndt The assignment was to construct a digital to analog control circuit to drive a DC motor at variable speeds. The D/A converter circuit had to be driven through a parallel port of an 8-bit microprocessor system. The student also had to write a program that monitored a parallel port connected to a series of eight control switches. Each switch would drive the motor at a different speed. The program monitors the port connected to the switches, reads the input word, converts the input word to another binary word, and ships this word out through another port to the motor control circuit. The student had to analyze the program and explain how it worked. He also needed to explain how the motor control circuit worked and how the computer’s program manipulated the motor control circuit. Calling Program: MVI A,00 OUT 2F MVI A.FF OUT 2E These commands utilize Immediate (MVI A,00 & MVI A.FF) and Register Direct (OUT 2E & OUT 2F). MVI A,00 immediately loads the accumulator with the data 00. Utilizing I/O mapping, OUT 2F places the contents of the accumulator on the eight bit bi-directional data bus for transmission to the specified port. In this instance the specified port is the DDR B, which is located at address location 2F. The data 00, which is presently located in the accumulator, will configure the entire DDR B as an input. In the 8255 each bit can be configured as either an input or an output. For this particular experiment we want the entire eight bits of the DDR to be configured as an input to receive the inputs from the keypad as each key is pressed. MVI A,FF immediately loads the accumulator with the data FF. Once again utilizing I/O mapping, OUT 2E 12 �places the contents of the accumulator on the eight-bit bi-directional data bus for transmission to the specified port. The port specified in this case is the DDR A, which is located at address 2E. The data FF, which is currently in the accumulator, will configure each bit of the DDR A as an output. As in the DDR B each bit of the DDR can be configured as either an input or an output. They are all configured as an output in this case, although the upper bits D4-D7 will not be utilized in the performance of this program. Only the lower bits D0-D3 are utilized to control the motor in this exercise. Immediate addressing. MVI C,08 immediately loads the C register with the data 08. This register will be utilized as the counter for the key search routine where the program will search for the key that has been pressed up to a maximum of eight times. MVI D,00 immediately loads the D register with the data 00. This is done primarily to ensure that no erroneous data can possibly enter into the program. MVI E,00 immediately loads the E register with the data 00. The E register will be used in this program to vector the program to the appropriate location where the data for speed control of the motor is located. This is accomplished by placing the contents of the E register into the low byte address of the H&L pair which is loaded with the address of the data block which contains the data for controlling the speed of the motor. CALL 3100 JMP 300B These commands utilize combined (CALL 3100) and Immediate (JMP 300B) addressing. CALL 3100 stacks the program counter, reloads the program counter with the given address, jumps to that location and performs the subroutine located there, reloads the program counter with the original address and returns to the calling program. The subroutine which is called here is the motor control subroutine whereby the input data from the keypad, as indicated by the switch position, is input through Port B, analyzed and shipped out to the motor through Port A to control the speed of the motor. JMP 300B jumps to address location 300B each time the program is returned to the calling program from the subroutine. This is necessary for the system to evaluate each press of the keypad to send the appropriate data to the motor to control its speed. There is no subroutine called to return the microprocessor to an active mode; therefore the reset button must be pressed to reset the CPU when the various steps and readings are completed for this exercise. IN 2D JC 3200 STA 3012 DCR C INR E JNZ 310B RAR RET These commands constitute the loop whereby the keysearch program is performed. Addressing modes utilized are as follows: Register Direct (IN 2D, STA 3012), Register Implied (INR E, DCR C), Immediate, (JC 3200, JNZ 3I0B), and Register Indirect (RET). In 2D takes the data placed on the 8-bit bi-directional data bus by the specified port and moves it into the accumulator. The specified port in this case is Port B, which was configured in the calling program as an input. Whenever a key is struck on the keypad, the corresponding data will be input to Port B in the Binary form of the word. This is accomplished by the keypad whenever the keys are pressed, and finally to the Port B which is the input. This 5 V Vcc is seen by the port as a high level and the corresponding binary word is placed where it can be utilized to locate the appropriate message to send to the motor to slow it down or speed it up. STA 3012 stores the contents of the accumulator at address location 3012. This particular command is not utilized in Keysearch Subroutine: MVI C,08 MVI D,00 MVI E,00 The addressing mode utilized here is 13 �this program, but was inserted for the next program on security systems which will use the same keysearch program. INR E increments the contents of the E register by I. The E register is utilized here for the purpose of storing the number from 1-8 which has been pressed on the keypad. RAR rotates the contents of the accumulator right one position through the carry flag. The high order bit is set to the carry flag and the carry flag is set to the value shifted out of the low-order bit. This is done until the carry bit is at a high level at which time the carry flag will be set. As the RAR command is performed the contents of the E register is incremented by 1 each step of the rotation until the carry flag is set and the program jumps to the subroutine which will locate the appropriate data to send to the motor to control its speed. JC 3200 jumps to address location 3200 when the carry flag is set by the prior command. The subroutine located at this address performs the movement function that will send the appropriate motor control data to the motor. DCR C decrements the contents of the C register by 1. This register is used as the count for the keysearch and the decrementation is necessary to ensure that the proper count is made in the keysearch subroutine. JNZ 310B jumps to address location 310B and performs the subroutine until such time as the contents of the C register are zero, at which time the zero flag will be set and the program will continue with the next program command. RET returns the program to the calling program where it will hold with the motor running at the last programmed speed until such time as a new keypad is struck and the process is started all over again. This program is not returned to an active mode unless the reset button is hit. These commands constitute the subroutine whereby the data is picked up from the memory location to control the speed of the motor. Addressing modes used are as follows: Immediate (LXI H,4000), Register Direct (MOV L,E, OUT 2C), and Register Indirect (MOV A,M, RET). LXl H,40(X) immediately loads the H&L register pair with the address location 4000. This is the address location where the data to control the speed of the motor was stored prior to the initial input of the main program. MOV L,E moves the contents of the E register into the L register. The E register contents are the data for the count up in the previous subroutine. As the keysearch subroutine loops through the program to find the correct key that was pressed, the contents of the E register is incremented with each subroutine where the data from the E register is then moved into the L register. This register, being the lowbyte address location of the H&L pair, sets the low-byte address to whatever data is currently in the E register. This vectors the memory location to the proper address location in the 4000 block to pick up the appropriate data to speed up or slow down the motor. MOV A,M moves the data at the memory location indicated by the H&L pair into the accumulator where it is then stored. OUT 2C takes the data located in the accumulator and places it on the 8-bit bi­ directional data bus for shipment to the specified port. The port specified in this command is Port A, located at address location 2C. The DDR for this port was configured in the calling program as an output. The data located in the accumulator is the HEX data that will control the speed of the motor. This Hex number is converted to a binary count and shipped out Port A through S02, through the summing circuit and finally to the motor itself which will then either slow down or speed up according to the data which is output. This summing circuit will act as a voltage divider. In other words, the motor will run at full speed only when the data OF is picked up from the data block. A0-A3 are the only address lines being utilized for this program. As the data is Motor Control Subroutine: LXl H,4000 MOV L,E MOV A,M OUT 2C RET 14 �converted to the binary number and shipped, the corresponding data line will go high which will send the voltage across the resistor tied to that data line and combine with the other voltages coming across the summing circuit to control the speed of the motor. At OF all of the data lines will go high driving the motor at full speed. All other inputs will drive the motor at correspondingly slower speeds until key #1 is pressed, at which time the data picked up will be 00 and the motor will shut off. RET returns the microprocessor to the calling program where it will again wait for another key to be pressed and the program will start all over again. 4) Explain the purpose of the “look-up table.'' The look-up table is utilized to store the data that will control the speed of the motor. It is stored in the table as a Hex number and will be converted to the binary equivalent when it is called upon for shipment through the output port. Also, the look-up table is necessary as a reference point for the key that is pressed on the keypad. The keypad itself cannot control the speed of the motor because each key pressed only sends approximately 5 volts to the input at port B. This must be analyzed and interpreted to determine which control is desired, either a speed up or slow down. Questions 2) Analyze and explain the operation of the DC motor summing circuit. As the data is sent out through Port A to the summing circuit, the data lines A0-A3 will exert either a high or low input to the resistor on the data line to which it is connected. This gives a voltage drop across the resistor. The voltages will add together, hence the name summing circuit, at the inverting input to the op-amp. The non­ inverting input of the op-amp is connected to ground reference. The op-amp itself is connected in a differential configuration. It therefore will amplify the difference between the inverting and non-inverting inputs. The feedback resistor is utilized to feed a portion of the output back to the inverting input to help stabilize the amplification of the signal. The amplified signal is then applied to the motor to slow it down or speed it up. 3) Does the motor current change with respect to the output voltage of the op-amp? If so why? The chart shows us that as the output voltage of the op-amp increases so too does the motor current. This is because, as the input voltage to the motor increases, the input impedance of the motor increases and therefore there will be a corresponding increase in the current drawn by the motor. Conclusions This lab proved to be a very interesting lab to perform. We have seen how the microprocessor can be utilized in industrial applications for controlling the speed of motors. One of the problems encountered during this exercise was in getting the motor to run. We found that the current output of the op-amp was not enough to drive the motor. To correct this we placed a current amplifying transistor on the output of the op-amp to boost the current so the motor would run. This, however, presented another problem. We found that when the motor was run at full speed, or at low speeds for a longer period of time, the transistor would start to overheat. After trying a different combination of resistors to raise the input impedance to the motor, we finally decided on the original set-up with heat sinks connected to the transistor to prevent it from burning up. As a final step to the experiment, the following shows the input impedance of the motor at each successive step of the motor as the speed was increased. STEP I:=E/I=0/0=0 (motor off) STEP 2: = E/I = 1.67 V/440 mA = 3.8 ohms STEP 3: = E/I = 1.34 V/430 mA = 3.12 ohms STEP 4: = E/I = 2.45 V/470 mA = 5.21 ohms STEP 5: = E/I = 2.88 V/480 mA=6 ohms 15 �STEP 6: = E/I = 3.99 V/520 mA = 7.67 ohms STEP 7; = E/I=4.52 V/530 mA = 8.53 ohms STEP 8: = E/I=6.48 V/610 mA = 10.82 ohms (motor at full speed) correlation between the motor speed and the impedance of the motor. This is also the reason we had overheating of the transistor in the circuit. As the speed of the motor increased, the current drawn also increased, thereby causing an excessive draw on the transistor. That is why it was necessary to heat sink the transistor to prevent damaging it. As can be seen by the above data, as the motor voltage and current increases so too does the impedance of the motor. This shows a direct 16 �X T ca J* T itKaaaftT • ‘X'SB-Xl Msjm_____ . »u«woon ■«TB noaiNoo HOxcH •t»TJ sss MiTa �Speech in Tribute By Tanna 1 Trout Course: Public Speaking Instructor: Gale Alexander The assignment was to give a speech in tribute to an individual. The speech was delivered from an outline, but written in manuscript form for publication here. When she was 12 years old, she returned from school and approached the door of her parents’ business. This small department store had been a scene of success and affluence. When she entered, Hilde’s father told her that just a few minutes earlier soldiers had entered and taken possession of everything. Not only had her family lost its life work, but they could lose their lives as well. This is the beginning of the nightmare that my mother-in-law, Hilde, would have to endure. The place was Vienna, Austria, the year was 1938, the soldiers were Nazi S. S. Storm Troopers ... and she was a Jew. Efforts were immediately undertaken to get the necessary paperwork to flee to the United States. Time ran out as Austrian police came to get her father along with other Jewish men in her apartment building. Within hours her mother had booked passage to China, the only country open to enter without a visa. Hilde’s father managed to bribe his captors for a few days of freedom and they all fled in the night with four dollars apiece, leaving behind not only their personal possessions and heirlooms but also her grandparents, aunts, uncles and cousins. Arriving in Shanghi, China, one month later, Hilde found living conditions beyond belief. Raw sewage filled the streets with stench. Infected water and food were a constant threat. Rats 18 �Hilde came with her husband to Wyoming and began the difficult task of building her life during the post war years. She raised three children. But Hitler was not finished with Hilde’s family. Her mother’s deepening depression required Hilde to care for her each day while Hilde’s father worked. This continued for ten years until her mother’s death. Many years ago, I became her daughter-in-law and in that time, I have come to know a woman whose character is a model for all she meets. She Stans each day grateful to be alive, cherishing her loved ones. Hilde’s generosity extends far beyond the material gifts she so enjoys giving, to unselfish donations of time, energy and devotion to family and friends. She is a champion of freedom and hope. When I think of living for years in fear of every knock at the door, emotionally battered by often vicious captors, I feel most people would live out their lives in bitterness. But instead from a harsh, harsh beginning she brings to life a rare softness. When she holds her grandchild, it’s not just another grandmother holding her grandchild, its as if she is embracing the million and a half Jewish children who died at the hands of Nazi Germany not so long ago, not so far away. roamed everywhere. Lepers were commonplace. Dead Chinese babies lay in the gutters. Needing to survive, they began another business. Again utilizing the talents of the family, they began a very small factory producing uniforms. For the next two years Hilde helped the family piece their lives together. In 1941, the Army of Japan occupied Shanghi and again Hilde and her family were forced from their home. The business was seized and they were imprisoned in a ghetto with 20,000 other Jews. For the next three years she survived these conditions, one of which included a bombing in her ghetto when many friends were killed. Hilde and the other teenagers were forced by the Japanese to excavate the bodies of their friends from the rubble, a memory which haunts her to this day. In 1945, at the end of the war in the Pacific, she received information of the status of her family left behind in Europe seven years earlier. Her grandparents, aunts, uncles and all but two cousins had been murdered. It was in 1945 she met her future husband, a U. S. Army soldier, and moved to the United States. After a great deal of effort and two years time, she brought her parents to this country. 19 �Fixed Against the Wind By David Bovie Course: Ethics Instructor: Dr. Robert Carlson The student was to read an excerpt from The Prince, then assume a meeting five hundred years later with Oliverotto, a meeting in which Oliverotto defends his action. The student was to write an essay to convince Oliverotto that justice is the habit of giving someone his due (right); that he ought to practice justice willingly; and that justice will lead to happiness. The captain and crew of a ship afloat in the vast ocean need only wait for a storm to realize the importance of an anchor. The ship will be lost to the turbulent waves, or get smashed against the shore long before reaching its intended destination. So it is with human affairs. Without an anchor, humans become as lost as a schooner round the bend of Good Hope. Three aspects of this “anchorship” are necessary in regard to human values such as truth, justice, and happiness. First, values must be objective as opposed to subjective. An objective value is one that is unchanged by the way people think about it. Next, values ought to be absolute and not relative, meaning that something is true or just for its own sake. Nothing is comparatively true. Truth is not dependent but independent. The last quality of an anchored value is that it must be universal instead of particular. Everyone must be affected by it in the same way. Without all three qualities, the value becomes moveable, and men can make up their own rules of behavior. A good example of this is in Machiavelli’s book. The Prince. A minor character in the book named Oliverotto kills his uncle and all the leading citizens of the city of Fermo. He then siezes control of the city. In Plato’s book. The Republic, Thrasymachus defines justice as “the interest of the stronger.” Applying this definition, Oliverotto would have 20 �no difficulty justifying his act of barbarism. Socrates, later on in The Republic, gives a counter definition of justice. His definition states that justice is “the habit of giving someone his due or right.’’ If one can prove the superiority of this latter definition, then Oliverotto’s act should be universally condemned. In order to prove the truth of Socrates’ definition of justice, one must begin with the concept of the difference between real and apparent goods. A good is something which one desires. Real goods are those things which are essential to every man’s nature. Man’s nature is his essence, or that which makes up man. If one is kept from even one of these real goods all of his life, his nature will be unfulfilled or altered. Some of the real goods are health, wealth, pleasure, social interaction, and knowledge. Apparent goods are those things people want for their own sakes. It is through man’s understanding of what is essential to all other men that a sense of man’s natural debt to other men ensues. Adler said it best. “ ... only by the individual’s knowing what is really good for himself can he know what is really good for other men, too, and only through knowing this can he determine what an individual’s rights are—rights that ought to be secured by society and respected by other men.’’ Thus, there is a debt between men and between society and man. This is the basis for the natural rights of man, or Jefferson’s “unalienable rights.’’ When one man is denied these basic rights, bodies of men call that unjust. Justice, in an objective definition, rests on the notion of natural rights for man. Justice is the habit of giving someone his due or right. Oliverotto would not like the implication of this argument. Since the Socratic definition of justice is the true one, Oliverotto’s crime of murdering his uncle is violable. But Oliverotto does have a logical rejoiner. “Do all men pay their debts?’’ This implies that since most men do not pay all their debt to other men, why should one practice justice at all? The proposition to examine, then, is whether one ought to practice justice willingly. In order to understand the proposition, certain words must be defined. “Justice,” of course, is defined in the Socratic manner. “Ought” designates a complusion to act in a certain manner. Adler clarifies this further. “The word ‘ought’ expresses the notion of a duty or an obligation. We have a duty or an obligation to do what we ought to do.” “Willingly” allows no misunderstanding that the proposition, if true, would be carried out with no restraint of the will. This proposition is proven syllogistically. Most would grant that man ought to desire that which is really good for him. This is self evident. The words “really good” might be vague to some. This merely means that man should desire those things essential to his nature (health, wealth, pleasure, social interaction, and knowledge). The next portion of the syllogism is an evidential proposition. Justice is really good. This statement asserts that justice satisfies one or more of the real goods, and thus helps complete man’s nature. Man must interact with man. John Donne said it best. “No man is an island.” Social interaction is a real good. Man must also interact with man on an equal basis. Without such a basis between men, the other real goods cannot be secured and neither can man’s natural rights. Equality between men concedes the notion of giving what each man is due. Consequently, justice Is a real good. If one should desire what is really good, and justice is really good, then one ought to’ practice justice willingly. Oliverotto, then, should not only practice justice: he ought also to want to practice justice. This, however, may not be enough for the epicurean Oliverotto. He must know that leading a just life will lead to his happiness. To prove this, as usual, terms must first be defined. Happiness, as Adler puts it, is “a whole life enriched by the cumulative possession of all the real goods that every human being needs and by the satisfaction of those individual wants that result in obtaining apparent goods that are innocuous.” Justice has already been proven to 21 �be really good. To apply it to the definition of happiness, one can say that justice is necessary for the “cumulative possession of all the real goods.’’ In other words, leading a just life will lead to happiness. “The doctrine of Thrasymachus, where it is generally accepted, makes the existence of an orderly community entirely dependent upon the direct physical force at the disposal of the government,’’ wrote Bertrand Russell. He was right. Without objective, absolute, and universal values, no reason in the world exists why someone should not steal, lie, cheat, or kill. Therein lies the danger of a relative position. One maintains the relativity of truth, contends Allan Bloom, out of a desire to achieve a “higher good’’ of openness. Relativists believe that to remain flexible in their values leaves them open to other cultures, even when some traditions of these cultures are repugnant to anyone with any sense of morality. This is in agreement with their idea of democracy. Majorities aren’t right or wrong and don’t have to be. It is the process that is important. Most relativists, however, don’t see the ramifications of their position. Without the anchor of objective values, it is inevitable that a government become a tyranny. The famous line from a Bob Dylan song, “The answer is blowing in the wind’’ is false. It should say that the answer is fixed against the wind. 22 �Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott By Don Claunch Course: American Literature I Instructor: Carolyn Logan The assignment was to read one of the authors in an assigned bibliography, then write a paper to consider the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Uterature? Should students of literature be as familiar with this writer as with writers usually anthologized, writers usually considered the mainstays of American writing? What dimension does this writer add to our study of American literature? Do you recommend that we read the author you chose? Why or why not? Selecting works for anthologies of American literature is not an easy task. Choosing material for an anthology must be, at least, very difficult simply because of the large number of works available for selection. Some works are nearly always included, and rightfully so. But should a student of American literature be exposed to only these standard works? I think not, and I believe that Behind a Mask: The Unknown Thrillers of Louisa May Alcott should be included in the regular collections of American literature. My careful examination of this collection has revealed themes relevant today, developed with Alcott’s unique style of character construction. Although not perfect in all aspects, the stories in Behind a Mask are an interesting contrast to the interpretive writings commonly found in American literature anthologies. Based on three factors—theme, style, and contrast to other works—Louisa May Alcott’s Behind a Mask 23 �should be anthologized with other works of American literature. Behind a Mask is a collection of four short novels, only recently discovered as having been written by Alcott. Published either anonymously or under the pseudonym A. M. Barnard, the four novelettes in the collection are “Behind a Mask, or a Women’s Power,’’ “Pauline’s Passion and Punishment,’’ “The Mysterious Key and What It Opened,’’ and “The Abbot’s Ghost, or Maurice Treherne’s Temptation.*’ Alcolt’s reason for writing without using her own name is unknown, and there is no reason given or evidence revealed in the stories. The first story in the collection, “Behind a Mask, or a Women’s Power’’ published in 1866 under the pseudonym A. M. Barnard, is a tale of a woman, Jean Muir, recently employed as a governess by the Coventrys, a wealthy English family. Jean Muir is not a governess but a professional actress set on revenge against the family which represents those things she despises. She accomplishes her revenge with her marriage to the patriarch of the old family. “Pauline’s Passion and Punishment,’’ published anonymously in 1863, is similar to “Behind a Mask’’ with a woman central character bent on revenge. The story is set in the exotic locations of Cuba where the central character Pauline is abandoned by her lover, who marries another woman. To accomplish her revenge against the lover, Pauline marries a young, wealthy, infatuated Cuban and uses her new husband as a weapon against her former lover. Pauline pursues her revenge to the destruction of both herself and her former lover. Published anonymously in 1867, “The Mysterious Key’’ is a story with a male central character named Paul. In the beginning of the tale, Paul is a lower-class employee of the wealthy English Trevlyn family. He eventually, through acts of heroism, comes into his own riches and social standing. The main idea of the plot is Paul’s attempt and eventual success in securing for his cousin Helen an inheritance which is rightfully hers. This inheritance happens to be the wealth of the Trevlyns, Paul’s former employer. The final selection in Behind a Mask is the novelette “The Abbot’s Ghost.’’ Published in 1867 under the pseudonym of A. M. Barnard, it is the story of a wealthy English family and their residence in an old English Abbey. The story’s plot concerns Jasper and Maurice Treherne and their love for Octavia, their cousin. Maurice Treherne is crippled, a result of an accident in which Maurice saved Jasper’s life. A mystery unfolds in this story as it becomes evident that Maurice is the rightful heir to the wealth and family estate, but the inheritance has been granted to Jasper, despite the fact that Jasper is alive because of Maurice’s heroism. The mystery is resolved in the end, and the inheritance properly given back to Maurice. An author incorporates themes into her work based on her own feelings, beliefs, biases, desires—essentially herself—and these recurring themes tell the reader a great deal about the author’s personal self. There are two major recurring themes in the four novelettes. Alcott placed strong recurring themes in her work, and it is evident that these themes reflect Alcott’s personal beliefs. But more than the fact that the themes meant a lot to Alcott, the themes in Behind a Mask are still relevant today. These themes, their relevance today and Alcott’s strong presentations of the themes have helped lead me to the conclusion that her work should be included in the regular collections of American literature. The strongest theme presented considers the inequality between female and male, an inequality not because of anatomical differences, but due to social differences imposed by the dominant males. Alcott’s theme indicates these differences need to be destroyed. Women deserve equality in all things, and the presense of inequalities results in a struggle between men and women. This theme is not presented in the beginning of “Behind a Mask,’’ but laid out piece by piece and Alcott builds upon it slowly to a 24 �challenge to the tournament so often held between man and woman—a tournament where the keen tongue is the lance, pride the shield, passion the fiery steed, and the hardest heart the winner of the prize which seldom fails to prove a brazen honor, ending in remorse (131). The theme in “Pauline’s Passion” does not deal with female-male inequality directly, but with the unfair treatment many women encounter from men, and a woman’s right to revenge. The result is a “tournament so often held between man and woman.” Strong words indicating a strong belief, a belief which Alcott must have held deeply. “Behind a Mask” and Pauline’s Passion” are very much alike in addressing the theme of the female-male inequality: each has a female central character; each woman is bent on revenge; each woman uses men as “puppets” in their attempts to achieve the goal; and each woman views the male wealth and social standing as a prize which fairly belongs to them. The third story in the collection to present this theme differs substantially. “The Mysterious Key” has a male central character, Paul, who knowingly is being used as a puppet. Paul is trying to secure an inheritance for his cousin Helen, an inheritance which is rightfully hers. This is not a story of revenge, but a story of a female’s rights, specifically the right to social standing, a title, a name. After achieving her rightful title and inheritance through the efforts of Paul, Helen and Paul have the following exchange: ... with a slight tremor in her voice (Helen) added, “Paul has done the work; he shall have the (inheritance). 1 only want my father’s name. Title and fortune are nothing to one like me. I coveted and claimed them that I might give them to you, Paul, my one friend, so tender and so true.” “I’ll have none of it,” he answered almost fiercely. “I have kept my promise and I am free You chose to claim your own, although I offered all I had to buy your silence It final climax. At the end of the first chapter Jean Muir reveals “I’ll not fail again if there is power in a woman’s wit and will’’ (11). The failure Jean Muir is talking about is a past failure to achieve what she believes is rightfully hers: money, social standing and equality with men. Instead of presenting her theme in the beginning of the story, Alcott explores the Coventry family affected by the mysterious power of Jean Muir. A short statement of the theme of this story is given in the final pages of the novelette as Jean Muir admits in a letter to her friend “the young Coventry is worth winning, but I prefer the title’’ (98). The title is held by old Sir John Coventry and this title is Muir’s goal. Further in the letter, she explains how she has won the prize of the title; she shows her joy: The enemy has surrendered! Give me joy, Hortense; I can be the wife of this proud monsieur, if I will. Think what an honor for the divorced wife of a disreputable actor ... for I only wait till the prize I desire is fairly mine ...” (101). The central idea of this quotation, “the prize I desire is fairly mine ...,” is another compact statement of the theme of “Behind a Mask”: equality is a prize which fairly belongs to women. “Behind a Mask” is a strong story: the heroine achieves her prize at the virtual destruction of an entire family; Alcott constructs her story by building on the theme piece by piece to the climax. In “Pauline’s Passion,” the theme “is an old story, but it shall have a new ending” (116). Not only is it an old story, but an old story relevant today, one hundred twenty years later. The theme is stated as a conflict between Pauline and her former lover Gilbert. Pauline begins her revenge against Gilbert by marrying Manuel; she presents herself and her young, wealthy husband to her former lover. Alcott then states the theme: ... the last generous feeling died in Pauline’s breast; for as she received the flowers, now changed from a love token to a battle gage ... (she) silently accepted his 25 �is yours by right—take it, and enjoy it if you can. I’ll have no reward for work like this.” He turned from her with a look that would have stricken her to the heart could she have seen it. She felt it ... exclaiming passionately, ‘‘Yes, I will keep it since I am to lose all else. I am tired of pity. Power is sweet, and I will use it ..” (206). Helen accepts the wealth, title and name she rightfully deserves and uses this newly acquired power to restore Lady TYevlyn and her daughter Lillian back to their state of wealth! This is an act of compassion that Alcott’s characters did not show in ‘‘Behind a Mask” and ‘‘Pauline’s Passion,” and 1 believe this is a continuation of the theme Alcott presents, with a twist: power gained should be used compassionately. An interesting parallel can be drawn between this story and its theme with the present day situation of children with divorced parents. Facts give the details of the numbers of children essentially abandoned by their fathers in today’s society. They share a similar fate with Helen: they have been abandoned by their fathers, do not share in their fathers’ wealth, and they do not share in any of their fathers’ heritages which are rightfully theirs. Although she was writing for an audience one hundred twenty years ago, Alcott’s themes are relevant today. The second recurring theme in Behind a Mask is closely related to the first and deals with the inequalities between the social classes and the struggles between the classes. In each of the four stories there is an explicit contrast between the social classes. In ‘‘Behind a Mask,” Jean Muir is a poor, homeless ‘‘divorced wife of a disreputable actor” (101) upon whom ‘‘Poverty seemed to have set its bond stamp” (6). In ‘‘Pauline’s Passion,” Pauline has neither title nor inheritance. Paul is hired as the 'Revlyn’s gardener in ‘‘The Mysterious Keyf’ In ‘‘The Abbot’s Ghost” there is no leading character of low social class, but there are striking contrasts between the wealthy TYehernes and their servant staff. The social classes are based on wealth: those who own land employ those who don’t. The wealthy land owner dominates the poorer laborer, and an illusion is created that the wealthy are a better and more perfect people. This theme examining the difference between the social classes is not as forcefully presented as the theme addressing the female-male conflict. But Alcott has some interesting and insightful things to say about the social class structure prevalent in her time. Although of a lower social class than the Coventrys, Jean Muir has the ability to convince them that she is not of lower social class, but their equal; and she is only in her present state due to some unfortunate circumstance. Muir is an actress, she can play any part, and the part she has chosen is one of high social standing. In a scene with Jean Muir and Gerald Coventry, the Coventry heir, Jean Muir, in the costume of a rich, upper-class woman, plays her part to perfection and the young Coventry begins treating her as an equal. Jean Muir reminds him: Ah, you forget! This dress, the borrowed splendor of these jewels ... all blind you to reality. For a moment I cease to be a servant, and for a moment you treat me as an equal ((55). Coventry treats Jean Muir as an equal because of the dress and jewels. She becomes an apparent member of the upper-class not because of some God given gift of nobility, some special talent or some law of nature, but because of a dress, some jewels and her ability to act like a member of the upper-class. Alcott says it is the ornaments of wealth that grant certain people higher social standing. Once wearing a certain dress and jewels, a ‘‘divorced wife of a disreputable actor” becomes a woman of high social standing. Alcott points out the absurdity of social classes. Does owning a nice wardrobe automatically make one woman better than another? I think not and neither did Louisa.May Alcott. Hired as a gardener for the lyevlyn estate, Paul also has the ability to make his employers see him as an upper-class member in ‘‘The Mysterious 26 �Key**: ... the boy gave an air to whatever he wore and looked like a gentlemen, even in his livery. The dark blue coat with silver buttons, his white-topped boots and bright spurs, spotless gloves, and lightly drawn belt were all in perfect order, all becoming, and in his handsome, dark face caused many a susceptible maid to blush and simper as they passed him (172). By dressing and acting the part, Paul convinces others to believe that he is a member of the upperclass. Louisa May Alcott uses the story and Paul to further point out the true differences between the social classes. In “Behind a Mask’’ and “The Mysterious Key,’’ the leading characters are in poverty, they work for upper-class land owners, they are able to convince their employers that they are upperclass members by dressing and acting “upperclass.” In both stories, the wealthy, upper-class families have become lazy, they think they are better than those of the lower-class, and they are conquered by the lower-class leading characters. Louisa May Alcott has taken these two stories and given us her ideas of the class differences: it is absurd; it has caused the upper-class to think they are better than the lower-class when wealth is the real determining factor of the classes; and the class differences (at least the attitudes of the upper-class towards the lower-class) need to be eliminated. This theme is applicable today, and these stories should be included in the anthologies of American literature. The themes Louisa May Alcott presents (with sometimes shocking force) are good reason for her works to be included in the anthologies of American literature. But what good would strong, relevant themes be if the author was unable to present those themes in convincing and readable manner? The satisfactory presentation of themes must be done artfully and convincingly; it must be done with a unique style. I believe that Louisa May Alcott’s works should be included in the regular collections of American literature because of her style in addition to her themes. Alcott uses the essentials of style specifically to create her characters. Her style of character development is the fundamental tool Alcott uses to create her tales. The character of Jean Muir is the most fascinating of all characters in this collection. The development of the character is structured so that the personality is built piece by piece to create an enchanting woman with seemingly supernatural powers over the male characters (and this reader). Alcott’s first description of Jean Muir sets the foundations of her character: ... the pale-faced girl in her plain black dress, with no ornament but a little silver cross at her throat. Small, thin and colorless she was, with yellow hair, gray eyes, and sharply cut, irregular, but very expressive features. Poverty seemed to have set its bond stamp on her, and life to have had for her more frost than sunshine. But something in the lines of the mouth betrayed strength, and the clear, low voice had a curious mixture of command and entreaty in its varying tones. Not an attractive woman, yet not an ordinary one; and, as she sat there with delicate hands lying in her lap, her head bent, and a bitter look on her face, she was more interesting than many a blithe and blooming girl (6). Alcott’s style presents Jean Muir as a contrast or contradiction within herself: she is thin and colorless, but betrays strength; she is not attractive, but not ordinary; she has a bitter look, but is more interesting than a blithe and blooming girl; her voice commands, but yet pleads. Alcott pyramids these contrasting/contradicting descriptions through the story to create a character who is mysterious and captivating. I admit a certain liking for Jean Muir; Alcott has constructed the type of woman I find attractive and seductive. It is easy to see how the Coventry gentlemen fall for this woman, and it is Alcott’s style in developing this charaaer that makes her story work. 27 �Using organization to reveal the character a bit at a time, with built in contradictions and contrasts, Alcott drops a second description of Jean Muir on the reader: Still sitting on the floor she unbound and removed the long abundant braids from her head, wiped the pink from her face, took out several pearly teeth, and slipping off her dress appeared herself indeed, a haggard, worn, and moody woman of thirty at least. The metamorphosis was wonderful ... (12). Alcott has painted a mysterious, but attractive picture of Jean Muir and then destroys it with one stroke. Development of this type, with contrasts and contradictions within Jean Muir, gives the story its suspence and intrigue. It grabs and forces the reader to read further, to discover the real Jean Muir. Jean Muir’s character is filled with contrasts and contradictions, which Alcott purposely uses as a style in completing her development. Not only are the descriptions of Jean Muir contradictions, but so are her actions. Jean Muir lures the men of the Coventry household by doing exactly what she should to attract a man: she plays hard to get; she shows off in front of the men when the chance arrives; she plays for the two brothers’ interests while playing them against each other. These actions are subtle, but it is apparent to the reader what is going on. Then, as she has done before, Alcott throws in a contradiction: ... with the same indignant voice, the same kindling eyes and glowing cheeks, {Jean Muir) said rapidly, “I know I have no right to speak in this way. I restrain myself as long as I can, but when I can bear no more, my true self breaks loose, and I defy everything. I am tired of being a cold, calm machine; it is impossible with an ardent nature like mine, and I shall try no longer. I cannot help it if people love me. 1 don’t want their love. I only ask to be left in peace, and why am I tormented so I cannot see. I’ve neither beauty, money, nor rank, yet every foolish boy mistakes my frank interest for something warmer, and makes me miserable. Think of me what you will, but beware of me in time, for against my will I may do you harm (45). Jean Muir denies that she has been striving for the attention of the Coventry men! This is a contradiction in the actions of the character of Jean Muir that Louisa May Alcott purposely used in her style in creating the character of Jean Muir. The reader must be attracted to this woman, if for no other reason than to deduce her motives. Jean Muir is captivating, to both the Coventry men and the reader. As part of the organization of the development of the character, Alcott reveals parts of the whole character a little at a time; but she hints at the future course of character development as a method of capturing the reader with the character of Jean Muir. An example is the last line of the previous quotation: “Think of me what you will, but beware of me in time, for against my will I may do you harm’’ (45). This is a statement of things to come, and Alcott builds the suspense with more revelations from Jean Muir: I am a witch, and one day my disguise will drop away and you will see me as I am, old, ugly, bad and lost. Beware of me in time. I’ve warned you. Now love me at your peril (86). In this quotation, Alcott reveals that there is another side to Jean Muir; she is not as she seems. The final development of the character takes place in the final chapter: Jean Muir has won her prize; her true self is revealed to the remaining characters; and the loose ends fall into place unifying the story. I have selected the style of the development of Jean Muir from “Behind a Mask’’ as only one example of the unique style of Louisa May Alcott. A complete discussion of her style could consume many pages, but the important point is that her style is unique and it contributes to the qualities of her writing. Character 28 �development is the principal tool Alcott uses in accomplishing the purpose of her stories. It is the unique style of character development that justifies my suggestion that Alcott’s work be anthologized in American literature. A survey of the anthologies of American literature will in almost all instances include a stock of regularly accepted works, regardless of who edits a collection. This is not necessarily bad, as some works deserve to be anthologized often (if not always) because of their unique qualities. Hawthorne’s The Scarlet Letter is an example that is regularly anthologized, and it deserves to be. The Scarlet Letter makes a statement on the human condition, it makes an educated reader ponder the story and it elevates the reader’s sense of life and humanity. It is interpretive literature at its best. As a contrast, there is Louisa May Alcott’s collection of stories from Behind a Mask. To delve further into Alcott’s work, I ask, “does the writing in Behind a Mask address the human condition? Is this the central purpose of her work?’’ I have attacked the first question in the discussions of theme: yes, Louisa May Alcott’s work in Behind a Mask does make a statement on the human condition. As for the second question, I don’t believe that Alcott’s primary purpose is to make a statement on the human condition. These four stories are escape literature, written primarily to entertain. The statement of the human condition is a by-product of her writing. The stories are set in foreign lands, although written by an American author; they are (in essence) mysteries, or thrillers, with a sense of the unknown, the mystic, the supernatural; they deal with the wealthy, a fascinating topic for the average, middle-class reader her stories were probably targeted for. These stories do not require the reader to ponder their message, they require no in depth study to reveal their true nature. They are good stories for cold winter nights by the fire, for relaxation, for entertainment. But does this mean that because these stories are basically escape literature, written primarily to entertain, they should be excluded from the anthologies of American literature? Not necessarily. Because Behind a Mask is escape literature, it offers an interesting contrast to Hawthorne’s novel, and it is for this reason of contrast that Behind a Mask should be included in the anthologies of American literature. There are distinct Contrasts between Behind a Mask and The Scarlet Letter. Hawthorne uses an allegory in The Scarlet Letter. There is no allegory in the stories of Behind a Mask. Hawthorne’s use of symbolism is very apparent: birds, flowers, and the scarlet letter itself are all symbols. There are no symbols in Behind a Mask. Hester, in The Scarlet Letter, is convicted and sentenced for a “crime!* The reader questions if a real crime was ever committed, or maybe a small indiscretion or breach of morals. The outcome of her crime: lifelong disgrace but the gift of a beautiful girl. In “Behind a Mask,’’ Jean Muir commits no “crime,” but stretches morals to the limit. The outcome: financial reward, the attainment of a name and title, the destruction of an entire family. The contrasts are unlimited. Louisa May Alcott’s work should be included in anthologies with The Scarlet Letter as a contrast. (1 believe this is particularly the case with the story “Behind a Mask.”) Both works were written at nearly the same time, they both present messages and statements on the human condition. But they contrast each other very well. These contrasts are found not only in the devices (symbol, allegory, characterization, plot) used in the works, but also as a contrast between escape and interpretive literature. To summarize briefly, three main reasons exist for including Louisa May Alcott’s Behind a Mask in the anthologies of American literature. First, Alcott’s themes are well stated and relevant today. Second, Alcott’s style, especially her style of character development, is unique. Third, the stories of Behind a Mask are a marked contrast to interpretive literature commonly anthologized. Louisa May Alcott’s works should be anthologized based on these three reasons. 29 �I don’t mean to suggest that Alcott’s presentation of themes, her unique style and her work’s contrast to others of the same period make Behind a Mask a perfectly crafted piece of literature. For a proper analysis, I must ask, “is there anything wrong with the work?’’ I believe there is. There are faults in the stories in Behind a Mask, not faults in technique, or mechanics, but faults related to the themes Alcott presents. I find the outcomes of the stories personally displeasing, vulgar and abrasive. I personally don’t see the need for destruction and the desire for revenge which is a minor recurring theme in Alcott’s stories. Jean Muir, a poor, lower-class woman, believes she deserves equality with the upper-class, dominant males. I agree. I don’t agree with her tactics, the outcome she engineers, and her desire for revenge. Does the fact that an inequality exists give Jean Muir the right to deceive, the right to set family members against each other, the right to destroy an otherwise upstanding family? I don’t believe so. The obstacles to equality were enormous then, as they are today. Jean Muir had an enormous task to achieve equality, but I personally believe that a struggle can be fought without using methods of deception and total destruction. Use of these methods placed Jean Muir on the level of her employers: wealthy landowners, nobles and monarchs were specialists at deception and destruction. Jean Muir’s battle would be better fought in a different fashion. Closely related to Jean Muir’s tactics are the tactics used by Pauline in “Pauline’s Passion.’’ Her desire for total revenge blinds her to all else. She marries and then uses her totally devoted husband for the sole purpose of destroying her former lover. The sad fact is that Manuel, her husband, submits to Pauline’s evil uses: Take all I have—fortune, name, my poor self; use us as you will, we are proud and happy to be spent for you! No service will be too hard, no trial too long if in the end you learn to love me with one tithe of the affection I have made my life (115). Pauline so wants revenge that she does not see what she has. The total devotion Manuel has for her is not seen, as Pauline is blinded by the desire for revenge and destruction of her former lover. She does not learn to love Manuel in the end, and the chance for a lasting, meaningful relationship is lost. I find this desire for revenge, the pursuit of destruction distasteful. 1 will admit that these stories would lack nearly all their substance if these themes were not present. This pursuit of revenge and destruction makes the stories thrillers and easy to sell. Perhaps if Alcott’s characters had used methods not so forceful and abrasive, a piece of interpretive literature would have been the result; and the primary purpose of entertainment would have been lost, as would their marketability. I agree with the major themes concerning the destruction of class and gender differences. I don’t agree with the methods Alcott’s characters use to accomplish their victories. The four stories in Behind a Mask are all similar: they have foreign settings, three are set in England, “Pauline’s Passion’’ is set in Cuba; they have characters that are wealthy; and there is some mystery involved or loose ends to be tied up in the conclusion of the story. Are all four stories of equal quality? No, they are not. “Behind a Mask’’ is the strongest of the four. Its central character is superbly developed as a woman who demands attention, demands to be loved and who turns out to be “a witch, ... old, ugly, bad and lost*’ (86). The plot of “Behind a Mask’’ is the most intriquing of the four with pieces given a bit at a time to hold the suspense and seize the reader. The outcome (although disagreeable to me) is well constructed, with Jean Muir engineering a coup d’etat ending in destruction of the Coventry family. “Pauline’s Passion’’ is the most abrasive of the stories. Its theme centers on the revenge aspect, and I find it displeasing. “The Mysterious Key’’ has no major faults, but it lacks the development and style of “Behind a Mask.’’ “The Abbot’s Ghost’’ 30 �is simply a love story, dressed up as a mystery surrounding the wrongfully granted inheritance and Maurice TYeherne’s handicap. There are no major faults with this story either, but again it lacks the style and essential character development found in “Behind a Mask” As an editor of an anthology of American literature, I would include “Behind a Mask” over the remaining three stories. The story is well written and deserves to be anthologized. Reaching a decision on whether these works should be anthologized or not was not an easy task. At times I thought they should and at times 1 thought they should not. During my examination and analysis, I would examine the themes and their presentation and conclude that the stories should be anthologized. But then I would study the results of the struggles presented in the themes and I would find the minor themes of destruction and revenge. With a sour taste, I would reject the stories and conclude that they should not be included in standard collections. I would re-read “Behind a Mask” and become secretly infatuated with Jean Muir (for all her faults), wishing she were not a fictitious character in a one hundred year old story. Through the unique method of development of Muir’s character, 1 would conclude that the work should be anthologized. But the ultimate deciding factor came out in the contrasts between Alcott’s collection and the standard anthologized works, especially The Scarlet Letter. If for no other reason. Behind a Mask should be read as a contrast to The Scarlet Letter. So I conclude that, given the weaknesses already discussed, the well developed themes, unique style of character creation and contrasts to other works of the same period are the main reasons for my suggestion that Alcott’s work be anthologized. Through all my mind-changing one thing remained: these stories are very entertaining, without sacrificing the message. The works of Louisa May Alcott, specifically the short novel “Behind a Mask,” should be included in the regular anthologies of American literature. Works Cited Alcott, Louisa May. Behind a Mask: The Unknown Thrillers of Louisa May Alcott. Madeleine Stern, Ed. New York: William Morrow and Co., 1975. 31 �Problems Affecting the Homeless By Daniel Meyers Course: Government in the United States Instructor: David Cherry The assignment was an optional extra-credit term paper of six to eight pages, properly cited. (This paper first appeared as a guest editorial in the Casper Star-fVibune March 23, 1988.) In 1937 President Franklin D. Roosevelt staled, “I see one third of the nation ill housed, ill clad, ill nourished” (la). To combat the problem Roosevelt instituted the social programs of social insurance, public assistance, and public health and welfare services (lb). Although it helped some, many were left poor. In 1980 President Reagan called for drastic cuts in social welfare programs (Ic). There are some programs for the homeless but they are miniscule compared to the need. Housing seems to be a key issue. The problem is nationwide, affecting even out of the way states like Wyoming. Congress is pressuring the President in his last years of office. A change seems to be in the air. The question is will homelessness be construed as a state or federal issue. Two or three thousand homeless in Wyoming would like to know (7&8). The verdict is still out and will be indefinitely if some have their way. The pertinent question is whether or not to aid the homeless. We may see policies similar to that of the Elizabethan Poor Law take effect if the country remains wedded to protestant work ethic standards. On January 6, 1988, President Reagan signed his first major housing bill. The bill would end 32 �temporary suspension of FHA mortgage programs beneficial to young families. The bill also helps the poor to attain rentals with government vouchers. These rentals are to be supplied by the private market (2). Although most homeless can not afford a mortgage, the rentals are sorely needed. In the past eight years no major housing bills have been passed but some housing assistance has come through via porkbarrel amendments to the immigration and seat belt laws (3). The issue of homelessness is between housing and employment. Robert Hayes of the New York based coalition for the homeless states, “the three word solution is: Housing, Housing, Housing” (4). The Opponent of this issue is James Starks of the Dallas Life Foundation. He would fit in tightly with the Reagan Administration and states, “What’s needed are jobsand training” (4). February 4th, 1970, mayor Richard Daly of Chicago gave several reasons for a deteriorating housing market: increasing interest rates, higher construction costs, scarcity of materials, and the propensity of contractors to build homes in the more affluent suburbs than in the city (5). The situation has deteriorated further in the ’80s. The number of assisted rental units has gone down from 220,500 in 1981 to fewer than 98,000 in 1987 (6). There seems to be little change from debates and bandaid politics. Progress has been made recently due to a weakening in the Reagan administration. Senator Al Gore of Tennesse, candidate for the presidency of the United States, has supported this legislation. H.R. 5140 with a $4-billion budget made possible new law which requires the Secretaries of Health and Human Services and Agriculture to develop a single application for S.S.I. and foodstamps (6). These services are to be made available to mental health and penal institutions to insure the individuals will not be put on the streets without regular support (6). I feel this is a major step in thwarting homelessness and reinstitutionalization. I was released from the Wyoming State Hospital in 1976 with no home to go to, a month’s supply of medicine for a chronic illness, $25, and a bus ticket to Casper. 1 was one of a few that survived this process, so I have been told. 1 do not know anyone else who did. 1 can appreciate this portion of the bill more than most (10). Other progressive measures include the right of homeless to pay homeless shelters and soup kitchens with their food stamps. The Emergency Food and Shelter Act was funded with $70 million. Though in 1982 these were the only monies allocated for the homeless (6). Is homelessness a state or federal responsibility? Are cities responsible for their own? Governor Mike Sullivan of the State of Wyoming recently confronted by the plight of the homeless states, “we’ll attempt to do what we can” (7). In the same article some Wyoming social workers doubt the existence of a homeless problem in Wyoming (7). Wyoming has done little for the homeless center in Jackson. The center in Jackson requires that a person have at least a minimum wage job to stay there (8). James Starks of the Dallas Life Foundation would support programs such as this. Some federal funds are received by Soul’s Anchor. Wyoming is a cold and unpopulated place and if the homeless are gathering here, they are gathering in multitudes in the larger cities of the country. With the little financial aid mentioned in this report, there is no way to alter the effects of homelessness (9). The outcome could be widespread disease and violence or possibly a massive die-off of the homeless. The protestant work ethic basically slates you get what you earn (Id). Work and you will be rewarded justly. If this is true, why does the unemployed homeless oilfield hand not have enough to eat. This is a scenario fitting for Wyoming. He created wealth for his state and in return the state has no plan to help him in his time of need. How many legislators own oil stock which benefited from this man’s labor. 1 would like to know. The Reagan administration and many others imply “get a job and you’ll have a home.” Sharon 33 �Shore, Director of the Casper Housing Authority, does not agree (3). Problems such as low wages, sub-standard housing, and poor economic conditions dispell the protestant work ethic myths. The two thousand to three thousand homeless people in Wyoming are also apt to disagree (7&8). However, there are some Wyoming social workers who feel the problem is not all that serious. It took only one unfortunate man to draw the good Samaritan’s attention. Two to three thousand homeless should draw the attention of Wyoming social workers. This causes me to question if these people know what field they are in. President Reagan has gotten away with it for eight years so why can’t they? We have a state in which our leaders are preparing to look the other way. I feel Wyoming will support in the future federal assistance to the homeless. It will create a bureaucracy to deal with the problem. The bureaucracy will be in doubt of whether or not there is a problem but will accept federal money anyway. In the last quarter of the twentieth century we need to do better than the Elizabethan Poor Law of 1601 where institutionalization began only because people were begging, not because they were poor, ill or homeless (Id). The Elizabethan Poor Law was instituted not because homeless persons were poor or ill but because they began to beg. This was outrageous to the upper classes. Aid was given to stop the begging. Is this the next phase of the homeless for America? 1 feel the Reagan administration has failed in handling such social issues as the homeless. The Wyoming state government is unsure about homelessness. The little aid given here and there is a bandaid approach to a bleeding jugular. Some wish to help with jobs, but where are they? Some want to use welfare but no one wants to pay for it. The Reagan administration turned its back on the homeless. The homeless situation is being debated with no clear cut answers. As long as this debate continues there will be little aid for the homeless. The debate has been going on since the 1930s when Franklin D. Roosevelt was President. Sixty years have passed and there is still no solution, only a brief respite during the Johnson Administration (the Great Society, in the ’60s) (lb). It makes one question the effectiveness of the American political system. In 15 years there will be an estimated 19 million homeless in America (9). The problem is bad and becoming worse. Action is needed now! Works Cited la. Zastrow, Charles. Social Welfare Inslilulions, Third edition (1986): pp.84. lb. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 21-23. lc. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 24. ld. Zastrow, Charles. Social Welfare Institutions. Third edition (1986): pp. 17-19. 2. Casper Star Tribune, “Reagan signs his first big housing bill” (Feb. 6, 1988): pp. B5. 3. Shore, Sharon; Director Casper Housing Authority, Interview, Feb (Feb. 17, 1988). 4. U. S. News and World Report (Feb. 9, 1987). pp. 10. 5. Daly, Richard J. “Urban Housing Needs” The Annals of America Vol. 19. pp. 104-109. 6. Leland, Mickey. “Toward a national policy to end homelessness” America (Jan. 31, 1987). pp. 69-71. 7. Farris, Scott. Casper Star Tribune “Homeless problem even in small Wyo towns” (Jan. 3, 1988). 8. Reverend Meff, Director The Central Wya Rescue Mission, (Soul’s Anchor), Lecture, SWCK 378, (Feb. 12, 1988). 9. NBC News documentry, “Home Sweet Home” (Jan. 15, 1988). 10. Meyers, Daniel. “Homeless person (1976).” 34 �Know Thyself By Cherie Kloefkorn Course: inlroduclion to Philosophy Instructor: Dr. Robert Carlson The student was to choose a topic related to the semester’s readings, formulate a question about the topic, and attempt to answer the question. The essay was not to be a research paper; rather the student was to think about the topic in relation to the works read, and use the works to help formulate an answer by citing them. examination as to what is his human use, and in this way come to know his own powers?’’ To “know thyself’’ means the education of the soul about itself and its relationship with the world it inhabits. Man is the only living creature with a spiritual soul. His choices for survival and good living are not innate qualities as are the instincts in other animals. Man’s soul provides him with cognizances and volution. Because man is a reasoning being, he must understand himself, the essence of his soul, if he hopes to fulfill his essential being. Allan Bloom writes, “ ... education is the taming or domestication of the soul’s raw passions—not suppressing or excising them which would deprive the soul of its Man’s existence is a journey through life’s classroom. The assignment each one of us has is to come to understand our own vital force. How can I possibly understand who I am? Socrates directed me to Delphi for the key. It was incredibly simple, “Know Thyself.’’ What does this inscription signify? Socrates would ask, “Do you think a man knows himself who knows only his name? Or is the case like that of the men who buy horses, who do not think that they know the horse they want until they have examined whether it is tame or wild, strong or weak, swift or slow, and how it is in all the other respects which make a horse useful or useless? Does not a man make this kind of 35 �■« energy—but forming and informing them as art. The goal of harmonizing the enthusiastic part of the soul with what develops later, the rational part, is perhaps impossible to attain. But without it man can never be whole.” Man must seek this wholeness if he is ever to realize this potential. In his existence he has the possibility for greatness. In what way can one come to know himself? Philosophy is the key to unlock the door of selfawareness. One must study the truths and principles of being; in other words, one must become a philosopher. Socrates advises, ‘‘Every seeker after wisdom knows that up to the time when philosophy takes over, his soul is a helpless prisoner, chained hand and foot in the body, compelled to view reality not directly but only through its prison bars, and wallowing in utter ignorance.” Man must be conscious of his life-long education. It is the basis of self-discovery. Some of this education is formal within the framework of our educational institutions. Certainly this aspect of learning is very important. It should be the foundation for logical thinking that the person will continue to use when he wrestles with issues and questions the rest of his life. William Bennett challenges students, ‘‘They should discover the works that tell us how men and women of our own and other civilizations have grappled with life’s relentless questions ....” This learning process must continue after formal education. Each person must come to know how he feels about goodness, wisdom, and justice as well as many other philosophical problems. William Bennett tells us to ‘‘ ... animate a conscious examination of life’s enduring questions.” The banker, the lawyer, the housewife, and nurse all need to philosophize, to come to know themselves and how they should live their lives. Socrates explains in the Phaedo, ‘‘ ... it is wisdom that makes possible courage and self­ control and integrity, or in a word, true goodness ....” Regardless of what trade or profession one endeavors in, one must seek to know the answers to life’s important questions in order to have the ability to make judgements and decisions. Socrates counsels, ‘‘Is it not clear that through self-knowledge men experience most goods, and that they experience most evils because of self­ deception? For men who know themselves know what they need, and they recognize what they can and cannot do.” Most people spend very little time in self­ reflection as was the case with Euthedemus when he said, ‘‘I was certain that I knew this, for I would hardly know anything else if 1 did not know myself.” Socrates showed him he really did not know himself just as Solzhenitsyn reproves us today. He says, ‘‘Many of you have already found out and others will find out in the course of their lives that truth eludes us if we do not concentrate with total attention on its pursuit.” The great minds of yesterday and today have the same message. Few seem to hear. Most people (Jo not take the time to find these doorways to enlightenment. They bump into walls without any principles or convictions to guide them. Perhaps the less they think about these things the easier it is to deceive themselves. Often it is not a lack of knowledge such as was the case with Euthedemus and Meno, but a deliberate avoidance as was the case with Callicles. I’m sure many people today would agree with Callicle’s interpretation of philosophy. ‘‘For philosophy, you know, Socrates, is a pretty thing if you engage in it moderately in your youth, but if you continue in it longer than you should, it is the ruin of any man.” People today are too busy or cannot be bothered with philosophical issues. They are engaged in the pursuit of human pleasures, the quest for fame, fortune, and power. Will Herberg states that, ‘‘With these convictions so rapidly losing their appeal to the modem mind, nothing has been left but the indulgence of pleasure, the anarchy of power and the chaos of ‘self-created values.’ The moral crisis of our time is at bottom a metaphysical and religious crisis.” He continues, ”Without grounding his being in something 36 �beyond, man cannot preserve his humanness.” And so man cannot hope to survive, let alone “live well,” unless he becomes a philosopher. He must learn what his basic spiritual needs are if he is to fulfill his potentiality. Solzhenitsyn warns us, ‘‘Even if we are spared destruction of war, our lives will have to change if we want to save life from self-destruction. We cannot avoid revisiting the fundamental definitions of human life and human society?’ One’s assignment in life is to ‘‘know thyself.” The quality of our lives will be reflected in the degree of earnest intention we give to this quest. Socrates asks each person, . to make your first and chief concern not for your bodies nor for your possessions, but for the highest welfare of your souls ...And Diotima tells us in the Symposium that man, . will find in such contemplation the seed of the most fruitful discourse and the loftiest thought, and reap a golden harvest of philosophy, ....” This truly is the key to self-knowledge. 37 �Spring 1989 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. 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