https://caspercollege.cvlcollections.org/files/original/acf6edfd03cb410dd4dcdec0203f02e8.pdf e888e5fc0305f9b61ce395ad46552a77 PDF Text Text CASPER \CASPIK CtUEBi WYOMING^ Chulenbi �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge liv Published at Casper Community College Casper, Wyoming 82601 February 1 ‘»90 Copyright by Casper Community College �Challenge: 1990 Table of Contents Historical Adventures with Dr. Wolzgang Centers and Civilizations Michael Weiss 13 Teri M. Hutchinson................................................................................................... 16 ......................................... 19 ..................................................... 23 .......................................... 24 ................................................ 25 Mary Carrick............................... 26 ..................... 30 .................................................................................. 33 Brian Murphy Stacy Brown Daniel Jordan Hand Buhn Carol Ann Green. A Critical Look at Massacre at Fall Creek Food for Thought: The Images of Christina Rossetti Response to James J. Kelly Dusk Anderson Cheryl Collums ' The Effect of Exclusive Language on Third Grade Children Joleen A. Borgerding Speech Outlines 10 .................................................................. Origins of Chinese Medicine Poems 5 ................................................................ .................................................. Carol Bitzenhofer A Psycho-Social Evaluation of Dracula A Time for Change Alison Briley Julie Regan Lois Bringham ............ .................... .................................................. Cover design executed by Eric Valdez 35 44 46 �Introduction Casper College is pleased lo prcscnl the fourth issue of Challenge, a magazine lo honor excellence. As a display medium for academic endeavor. Challenge solicits superior examples of student writing from all college disciplines; our purpose is lo illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though wc do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response lo the call for papers for two semesters, spring 1989 and fall 1989. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1990 BPFCtAl COtLFCTONS CASPCR COlitQE .-PSA»V �Historical Adventures with Dr. Wolzgang By Alison Briley Course: German Literature in Translation Instructor: Paul Wolz Assignment: Write a brief paper giving the reader insight into an author, a movement, or a work frwn German literature. You may wish to compare authors, movements or works. One bright, November day in German Literature, my thoughts pulled rein from a lecture on minnesingers, not to daydream about a few of my favorite things like cherry cheesecake, curling up next to a crackling fire with a good book, or even shopping for new shoes. Instead, I had briefly peeked at a pattern that seemed to recur in German history. Even though my notion was only a seedling of an idea, I was excited because I could see its potential for a paper. I had not read much about German history from the 2OO's to the 18(X)'s, so I thought the ideas I was beginning to form were original with me. A few lectures later, to my chagrin, I learned that others, like Hegel, had already talked about history progressing in ways similar to lhe repeating patters I had discovered, so I decided to discard my ideas for my paper. However, when I explained my disappointment to my German Literature professor, Herr Wolz, he told me not to be discouraged and to go right ahead with my idea for my paper. So I did! For fun and for clarity, my argument will be explained by Dr. Wolzgang, a fictitious character. Dr. Wolzgang, a retired German Literature professor, has a wife. 5 �Hilda Wolzgang, who was also a icacher, and two sons, both of whom arc home for Christmas break from college. Dr. Wolzgang is dclighietl Christmas evening after the festivities have subsided and his two sons ask him to talk about motifs in German history. Tickled pink. Dr. Wolzgang pours a steamy mug of cocoa, settles deep into his favorite overstuffed armchair, and takes a deep breath, all of which indicate that he is willing to talk as long as he has an attentive audience. “Boys,” Dr. Wolzgang begins, “let me tell you about a pattern that repeats itself in German history from one period to the next. Each period has political, religious, intellectual, social, or ideological issues central to it. The issues a period is preoccupied with change over time. These changes are transitional rather than abrupt and arc often a mixture of the preceding period's ideas and the developing thoughts of the next period. Whatever is going on in a preceding period is usually a hint at what the people will react against that will start the development of a new period. The reactions, whether political, religious, intellectual, social, or ideological, arc usually encouraged by prominent figures and are reflected in art or literature. The reactions often occur because the ideas of the preceding period did not answer pertinent questions that the people of that age were concerned with. To demonstrate this pattern that repeats itself, let's begin with the Germanic age, cover the Medieval Age, Reformation, Age of Reason, Enlightenment, Age of Romance, and end with the Age of Realism.” “Keep in mind,” Dr. Wolzgang continues, “these periods, transitions, and reactions that result in a new period arc not pure, structured, static categories. Labels just help to clarify and give some semblance of a beginning and end.” Chuckling, Dr. Wolzgang reaches for a sugar cookie and then continues, “Understanding the pattern is a lot like trying to figure out your mother. You know, sometimes I just can't understand some of the things she docs and says. Most of the time, however, I can, even enough to make some predictions about how she will act. .. shhhhhhh . . . I had better be quiet. I can see the door ajar to the reading room where she i.s busy working on a project.” Returning his attention to his two sons. Dr. Wolzgang comments, “Now, I don’t want to intimidate you two, especially since you arc in college now—and am I glad of that—but I think I will briefly explain exactly what I will talk about when I discuss each period, its transition, and what happened to result in a new age. If I include everything that could be Siiid, we would be here 'till the morning sun shines and the cock crows. First, 1 will quickly describe the age I am talking about. Then, I will discuss one question or one idea­ cither political, religious, intellectual, social, or ideological—that was important during that age. Even though there arc several examples of prominent figures, works of art, or pieces of literature that reflect the question or idea that I choose to talk about, I will discuss only one. Finally, I will describe the transition from that age to the next, emphasizing that it is either a mutation, reaction, mixture, foundation, or two or more of these.” Portraying the Germanic Age, Dr. Wolzgang says, “Even though much of history for this period has to be conjectured since it was not written down at the time, it could still be described as brief, nasty, and brutish. In short, barbarians had to be good with a sword and a horse. To protect themselves against other warring tribes, the warriors, wearing leather armor and carrying long swords, would ch(K)se a Ictidcr from among the best fighters to lead them in times of war. People lived in clans and governed themselves by customary law. They could be described as pagan, concerned with surviving, and especially impressed with courage, honor, and hospitality, all ideologies important to them. Remember when I had you two read ‘The Lay of Hilderbrand’ when you were in about the eighth grade? That work superbly exemplifies barbaric warriors fighting with courage and honor. Unfortunately, much of the literature that reflects ideologies central to this age were burned because they were considered pagan, or 6 �were jusl nol wrillen down since people were illilerate.” After consuming another sugar cookie. Dr. Wolzgang continues, “Leaving the Germanic Age, there is a definite mixing of characteristics from the barbarians with those who will dominate that next period, the High Middle Ages from 1000 to the 1400‘s. There arc hybrids of pagan with Christianity and chivalry and warriors with knighLs. The Lay of the Nihelengunlied, Germany’s first long epic poem like England's Beowolf, has scenes, themes, and characters that represent this mixing of characteristics. For instance, Siegfried, one of the central characters, is a chivalric knight while Hagan, his enemy, is more like a barbarous warrior from the Germanic Age.” Describing the High Middle Ages, Dr. Wolzgang speaks on, “The years from about 1000 to 14(K) are called the High Middle Ages, and the period had characteristics, like Christianity, courage, and honor, that I hinted at when I described the mixing transition from the Germanic Age. Now, these characteristics, as well as several new ones, arc dominant. I think it is easy to describe the people of the period as ‘those who work,’ the peasants, ‘those who pray,’ the monks, and ‘those who fight,’ the nobility. The society of the nobles was held together with bonds of personal loyally and payments of homage and fealty while the peasants paid the nobility in kind or in shares of crops in return for protection. Much of Europe al this lime was being ‘Christianized’ by traveling monks. This description is brief, bul it is enough for our purpose tonight. Now, I want to talk about a social and religious ideal that was very imporiani lo mctlicval peoples; that is chivalric knighthood. Knights were usually Christians marked by honor, generosity, courage, and courtesy, especially to women. The knights esteemed minne, a courtly love that was virtuous, innocent, and platonic.” Grinning, Dr. Wolzgang commented, “Minne is what I fell for your mother when I first laid cyc.s on her eating a hot dog and drinking a milkshake in the school cafeteria. I had dated several girls but none of them compared lo your mom. From afar. the whole next semester I admired her and agonized over asking her for a dale. I am sure glad I got the intestinal fortitude lo do so, because I talked her into marrying me!” Dr. Wolzgang, stacking the cards in his favor, paid his compliment quite loudly, knowing full well the door was cracked to the reading room where his wife worked. He hoped his remarks would iinpres.s his loving wife enough so that later when he requested his favorite dutch apple pie, she would be glad lo make it. Eyes still twinkling. Dr. Wolzgang went on, “Von Hagenau, a minnesinger, wrote poetry that reflects the ideas that go along with courtly love and chivalry in lines like these, ‘Even so, I try every’ day I serve her . . . she was a lady of upright life.’ Remember, in progressing from the Germanic Age lo this period, I talked about mixing characteristics. Instead, I will now give you an example of how courtly love will mutate into sexual love. Contrast Von Hagenau's line lo the more physical, sexual themes in Vogelweide’s poem when he writes, ‘Under the lime-tree by the common, where we two had our bed, you can find flowers and grass both neatly picked; at the edge of the forest in the dell— Did he kiss me ... I should think about a thousand limes. See how red my mouth is Sitting closer on the edge of his chair, his checks slightly flushed. Dr. Wolzgang encourages his sons lo refill their glasses and their tummies. When they return he also feels refreshed and is raring to proceed. “Now, that Likes us lo the Reformation in Germany, from about the 1400's lo the 160()'s, which is synonymous to the Renaissance that is going on in other parts of Europe. During this period, there is the development and rise of a middle class called 'the burgers,' a diminishing of communal ideas and feudalism, a rejection of Church dogma and tradition, the rise of secularism, individualism, and humanism, as well as more money and more time which encouraged all these plus the age of crafts. A question that was of great concern, and dealt with extensively by Marlin Lulher, was that of the relationship between faith and works. Martin Luther was also an important 7 �figure because his iranslaiion of lhe Lalin Vulgate into German, along with lhe invcniion of Guttenberg's moveable type, encouraged literacy, questioning Catholic tradition, and a consolidation of one German language. So far I have talked about a hybrid of characteristics and a mutation. Now, I would like to talk about a reaction and a foundation. Many of the things I described that were going on in lhe Reformation were a strong reaction to what had been going on during the Dark Ages. Not only are they a reaction though, but they are also a foundation for the Age of Reason and for lhe Enlightenment.” Going on. Dr. Wolzgang describes the Age of Reason claiming, "The age, also known as absolutism or rationalism, is a reaction to the impact of the science revolution and lhe church’s telling people what to do and what to think. The ideology central to the age is: Man can reason for himself. The ideas of lhe lime were influenced by philosophers like John Locke who extensively discussed society over nature.” Proceeding to lhe Enlightenment, Dr. Wolzgang says, “Remember earlier that I said lhe Reformation was laying a foundation for the next two ages. Well, it did, along ^iih the Age of Reason. The Enlightenment, an inheritance of these two ages, is permeated with social and intellectual thoughts of individualism and progressivism. Probably lhe most important figure of this lime would be Lessing, who is considered lhe father of modern German literature. He ushers in the Golden Age of Literature and persuades Germans to borrow writing styles from the English and not lhe French since both languages have lhe same origin. After Lessing there is a lot more writing going on, especially didactic and polar, so it will be harder to narrow my choice down to one example.” Winking at his two sons. Dr. Wolzgang laughingly reassures them he will try to keep everything simple still. Continuing, Dr. Wolzgang remarks, “The Romantic Age, around the 1800's, is a vehement rebellion against reasoning and rationalism. Many claimed that human beings were also sensitive and emotional. Goethe was a master at lyrical p(x;lry, verse with or without form, that created strong feeling and emotion in a reader. You boys had mentioned in one of your letters that Faust was one of your favorite books that you read this semester. Didn't some of lhe passages sweep you away emotionally because they were so fluid and rhythmic?” “Well, boys,” Dr. Wolzgang exclaims, "we have progressed from the Germanic Age to the Age of Realism. There was an outcry against Romanticism now. People were saying that life is not all feeling, rather there is reality too. Romanticism had not answered all their questions and problems, and one could look around al life and sec that much of life was sad, hard, and very unromantic. Heinrich Heine wrote poems that exemplify ihe transition from the Age of Romance to this realistic period. For instance, in his poem ‘The Lorelei’ Heine creates the romantic feeling and image in its beginning but at lhe end bursts the bubble with reality when the young boatman dies. This is reality, he was saying, just as many of lhe people were claiming.” Getting that mischlevious twinkle in his eye again. Dr. Wolzgang says, “Reminds me of your mom and me after we were married. We both had glowing expectations, fond hopes, and romantic ideas about how life would l)c on the other side of ‘I do.’ Within lhe first twenty four hours, to my horror, your mother had loaded the dishwasher wrong. She had not taken advantage of every ncxik and cranny, and even worse she had loaded the cups facing north and south rather than cast and west. Then, to add insult lo injury, when I pulled open my dresser drawers to gel a pair of socks, your mother had rolled my socks up into light, little wads that looked like balls of yam, instead of just tucking lhe two lops of the socks together so they do not lose their shape. Now, to be fair lo your mom, I will tell you one of her horror stories about me, that is if I can remember one. Oh yes, how could I ever forget the lime she came huffing and puffing out of the bathroom accusing me of putting lhe toilet paper on backward. I wa.s aghasl--I had 8 �never considered there being a right or wrong way to replenish toilet paper. I revealed this thought to your mom, and for the next twenty minutes she gave me a lengthy, detailed dissertation on how to correctly load the dumb apparatus next time. So, much like the realists, your mom and I both realized that life is not always peaches and cream.” Dr. Wolzgang had told these stories to his two sons in a quiet voice, rather than his regular booming one, so that he would not upset Hilda. He wanted her to have the compliment he had made earlier in the evening to be ringing in her ears so he would get his dutch apple pie. His voice raised again, Dr. Wolzgang wrapped up his explanation. “Well, boys, that is a brief description of a pattern that seems to occur in German history from the Germanic Age to the Age of Realism. 1 could continue these themes right up until the 198()’s, and I could go into much more detail, but I think that you both could sec the motif. Just remember that the periods arc not static, confined times, but are rather fluid and changing. Each new age occurred after transitions that had mutations, mixtures, foundations, or reactions or a combination of these that culminated in the new age. One last interesting reminder is to note that reactions often occurred because the ideas of a particular age could not solve immediate problems or questions. For instance, the Romantics saw that people had emotions and were not all rationale. Furthermore, Germany was politically concerned with serious issues of reunification. Because of these two ideas, people were forced by reality to admit that life had problems and was not always romantic and emotional. So, it seems that Realism then went to an extreme, based on the emerging ideas of Darwin and heredity. However, these ideii.s could not solve all their problems cither. Anyway I am getting kind of deep and off the subject. What do you know? It is twelve o'clock already, so I had better hand this paper back over to Alison.” Dr, Wolzgang's comments are intriguing to contemplate and fascinating to play with because they exemplify the intricate, detailed explanations that go into explaining events in human history. By writing this paper, I could greatly appreciate this. I could also start to see that history can be looked at as a whole and not just fragmented pieces of information. In other words, I synthesized a lol of small bits of information—Do you think Bloom would give me a pal on the back? Finally, I was excited to learn that Hegel had talked about ideas similar to mine. However, his ideas, applied by Marx to communism, said that history's thesis and antithesis would synthesize in the ideal slate-communism. As we arc seeing now, this did not happen. As a Christian, I do not think there will be a perfect synthesis of patterns in history, unless it is Heaven! 9 �Centers and Civilizations By Carol Bitzenhofer Course: Philosophical Issues Instructor: Dr. Robert K. Carlson Assignment: I-or this exam, write an essay in which you discuss the following quotation as it applies to three books we studied this semester, each of which represents one of the three philosophical views of Iivc---pagan, medieval and modem: “While Pagan and Medieval man had a 'center' to their lives, Mtxlem man has lost the center in his life. This has resulted in the fragmentation of life for Modem man on all levels: religious, moral, political, and so forth, which leads to anxiety, despair and the general feeling that life is meaningless and absurd." “While pagan and medieval man had a ‘center’ to their lives, modern man has lost the center in his life. This has resulted in the fragmentation of life for modern man on all levels: religious, moral, political, and so forth, which leads to anxiety, despair and the general feeling that life is meaningless and absurd.” Particular cultures have certain ways of looking at things, certain attitudes in common as regards how and why the universe is. These altitudes affect all spheres of human life and, unless intervention occurs, are self perpetuating. Consciously or not we are each of us products of our particular cultural environments and these environments vary by design or its lack. As Hilaire Bollock says, "The whole of a human group is given its savor and character by the spirit which thus inhabits it." So it is necessary to define the "spirit" centering pagan and medieval man before describing the loss of values al ihc heart of mrxlcrn culture. 10 �I. The Pagan Center “Without the gods a man or city can do nothing. Only God knows everything, and man suffers for what he dews.” {Simonides, Accomplishments, 11. 1-4) “they are not dead, for their courage raises them in glory from the rooms of Hell.” (Simonides, On the Lakedaimonians Fallen at Flataia, 11.4-8) and men were out of joint. Gods represented a power incomprehensible, unattainable and often inimical to humans. Juno's unabated fury toward Aeneas was not reasonable. And god of gods, ruling all implacably, was a cruel and alien fate with values indifferent to particular men. Thu.s gods and men tracked parallel destinies without a common point upon which everyman might meet and reconcile a harmoniously eternal existence with his gods. Aeneas' progeny suffered this "doubtful doom" through the time of heroes, kings, and emperors to the dying of Jove's promise to Venus. Then Rome, decadent, moribund and desperate from a thousand years of corruption and habit, found only annihilation on its spiritual horizon. Socrates said that “man is a rational animal” and upon this premise pagan culture centered its highest virtue. Pursuit of knowledge txjcame paramount and its mastery the celebration and crowning glory of the pagan world. But what is reason precisely? It “has to do with finding the ground of being and the fundamental structuring of order in the universe . .. and of course what destroys reason is passion.” (Campbell, The Power of Myth, pp. 28-29). Thus certain ancients, while mastering passion, put their minds to work on the world and ordered a great civilization. Men like Aeneas, who was facing seven years of chaotic seas, nightmare monsters and awful omens or burning with Dido’.s love "in a furnace of desire" or walking “Pluto's realm” to see his “dear posterity,” could have finally surrendered to fear, passion or weariness but did not. Aeneas and others like him who engineered pagan civilization had an overriding purpose to which they were totally committed and which they faced with a courage and fortitude undaunted by suffering or death. Aeneas' destiny, “the site of his city, and safe harboring/For his gods in Lalium,” centered him, enabled him to master his emotions and order his environment, and made him great. He demonstrated the essence of Greek heroism, the pursuit of honor through excellent action both physically and menially. But as Rome's founder, Aeneas molded this heroism into the Roman sense of duly, “there is the fatherland that 1 must love,” and thereby earned his fame. But if man attains his highest nature when ruled by reason, the gods need follow no such rule. Though gods were created in man's image, god.s II. The Medieval Center “Death be not proud, though some have called ihcc Mighty and dreadful, for thou art not so; For those who thou think'st thou dost overthrow Die not, poor Death, nor yet canst thou kill me. (Donne, Divine Ptxjms, Sonnet 10, 1-4) Mankind despaired al the end of pagan civilization when suddenly revelation graced its dry rationality. Christ came, God/man and the Way by which all people could find a home with Divinity. The fleeting fame of a select few was replaced with a great promise for “Everyman” who chose a life enacted upon faith. Sure hope and purpose flowered since one could reconcile with God. Indeed the true purpose of any life was Its participation in God's life after bodily death. Thus one’s actions should be ordered to effect that end. Man herein found the essential and absolute center about which all revolves. He found God benign, accepting and In perfect accord with his essential self, his soul. Thus thirty odd pilgrims gathered a spring evening at the Tabard Inn in Southwark. A motley group from life's three estates, bound by a faith centered upon and ordered to a common end. Chaucer's pilgrimage to the shrine of Thomas a Becket metaphorically symbolized man's journey from birth through death to the bciilific vision for those who by active faith merited eternal bliss. 11 �Thus a prioress “full syinple and coy” tolerated an unbearable vulgar miller with “mouth as greet was as a greet fomeys,” and a friar calling a summoncr “Leeve brother with a feend” was “quiled” by a summoner's rejoinder that “Out of the dcvcis ers thcr gonne dryve/ Twenty thousand freer in route” rather than the dissolution of their common purpose. Quite simply their goal was absolute and greater than any one of them. It was a healing of their myriad sins and imperfections so that they would attain true happiness in God. immediate gratification, less his will, his reason, his feeling, in a word meaningless. Mcursault has no connection with others: “Marie ... asked me if I wanted to marry her. I said it didn't make any difference to me” or, “I explained to him, however, that my nature was such that my physical needs often got in the way of my feelings. The day I buried Maman, I was very tired” or about his murder of the Arab, “I had never been able to truly feel remorse for anything. My mind was always on what wa,s coining next.” He has no connections with his self: “for the first time in months, I distinctly heard the sound of my own voice. I recognized it as ihc same one that had been ringing in my cars for many long days” or al his trial, “I had the odd impression of being watched by myself.” He exists without meaning or purpose in a world where “familiar paths traced in summer skies could lead as easily lo prison as to the sleep of the innocent,” a world of absurdities. If we arc the “hollow men,” we are also ihc anxious. We look around for a grounding in solid values and everywhere the sands shift beneath our feel. Sometimes a glimmer upon the horizon promises some new answer, some Jim Jones or scientific panacea but it's “just a form shimmering before (our) eyes in the fircy air,” just a searing sterility invading our human souls. Then we despair because we know that “the emptiness of a man's heart becomes ... an abyss threatening to swallow up society.” Perhaps it is loo late, maybe the “bell lolls” for our species as a whole; perhaps we have failed our God as husbandmen of lhe world driven by arrogance and the desire lo dominate and so deserve our fate. We can only hope in our fevered twilight hours that we come lo our senses as Dante did when in his “gloomy wood, astray” and rediscover our connections lo each other, our planet and our God. I for one believe this possible. III. Modem Alienation “Turning and turning in the widening gyre The falcon cannot hear the falconer: Things fall apart; the center cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is looscd^nd everywhere The ceremony of innocence is drowned; (Yeats, The Second Coming, 11. 1-6) Something perverse occurred in the seventeenth century. God through a process of scientific reductionism was stripped of all qualities, reduced to the quantitative and measurable, transformed into a “mechanical philosophy.” Fact and value split and fact became mistakenly confused as the measure of value. Humans became observers rather than participants in their own experiences, resulting in a deep fragmentation of psychic integrity. As Morris Berman says in The Reenchanlmenl Of the World, "Scientific consciousness is alienated consciousness . . . Subject and object arc always seen in opposition ... I am not my experiences, and thus not really a part of the world around me. The logical end point of this world view i.s a feeling of total reification: everything is an object, alien not-me; and I am ultimately an object loo, an alienated 'thing' in a world of other, equally meaningless things” (p. 3). So man becomes a race of Meursaulls existing on a level devoid of his God, his reason, his passions, existing only in the fact that he is now sleepy or hungry or horny, not existing beyond this 12 �A Psycho-Social Evaluation of Dracula By Michael Weiss Course: Child Psychology Instruclor: Dr. Ruth Doyle This paper was a final exam in response to these directions: Write your own test question about a child or person and answer the question in an articulate manner, citing examples from the text by page to substantiate your answer. It is necessary to cite support of the answer with examples from different parts of the text to exhibit your familiarity and use of the text. Also make reference to the two charts you developed in class. raided, murdered and pillaged in many of the villages in the area. From 1443 till 1448 Dracula and his younger brother, Radu, were imprisoned as hostages by the Ottoman Empire. During this lime Dracula was known for torturing small animals that hi.s guards would bring him. In 1447, his father and older brother were killed by assassins and in 1448 Dracula began his first of three reigns. In the next 25 years, until hi.s death in 1476, Dracula developed a reputation for extreme cruelty. Vlad Tepes, also known as Dracula, was born in Sighisoara, Transylvania, now part of Romania, in 1431 (McNally and Florescu, 1972). His father was Prince of Wallachia, also part of present day Romania. Almost nothing is known about Dracula's mother. Dracula spent his early life being trained in the military arts. In 1438, Dracula, his father, and his older brother accompanied Sultan Murad, a Turkish ruler in an expedition across Transylvania. Along the way, the expedition 13 �In one episode, he had 20,000 Turkish prisoners impaled while he and his henchmen dined amid them. He was married twice; his first wife committing suicide in 1462. He also had several mistresses, of whom al least two he had killcxl and mutilated for being unfaithful. During hi.s three reigns, it is estimated that he had over 100,000 people killed. He was extremely vain and often had people killed for the slightest imagined insult. Dracula could also be very generous to those to whom he look a liking. He gave many gifts to those who pleased him. He was a very capable military leader, defeating larger invading forces several limes in his career. He was also responsible for ihc conslruclion of many monasteries and churches. Dracula had such an impact in Transylvania that Brain Stoker decided to use him as his vampire in his novel, written 400 years later. begins Concrete Operations. This means lhal Dracula was beginning lo understand logic as he watched people being killed for little or no reason. This is also an age lhal one Icarn.s to understand other people's feelings (Text, p. 391). All this means lhal, al an age when modern children are learning lo read, Dracula was watching people being killed and learning from that experience. The second significant event that shaped Dracula's life happened when he was twelve. Al this time, he and his brother were taken as hosutges by the Ottoman Empire. While adolescence was not considered a distinct stage of life by most traditional societies (Text, p.43O), it could still be considered a major time of change by most developmental theories. According to Piaget, this is the lime when one begins abstract operations (C.P. chart). This would mean lhal while imprisoned, Dracula was attaining abstract and detluctive reasoning. Piaget argues lhal the shift lo abstract “formal” levels of thought has some very profound implications on an adolescent's emotional life (Text, p.457). This means lhal al a lime when Dracula was advancing to a higher level of reasoning, he was in a situation where his life could end al any moment. Il is little wonder lhal he would consider life a cheap commodity. The Question Using the text and the charts, outline the life of Dracula from childhood to death. Major Events In His Life When looking al the life of Dracula, one needs to remember that he grew up in an age and culture completely different from our own. However, if the theories lhal we studied in class are truly universal, one should be able to apply them lo anybody, from any age or culture. While very little is known about Dracula’s childhood, there is one event lhal has been recorded and probably had a major influence on his life. At age seven, he was part of an expedition lhal murdered, burned and pillaged its way across Transylvania. Age seven is a critical age. Considered the delicate year (C.P. chart), it is a year in which one has a great deal of intellectual growth. It is also when one, according to Havighurst (C.P. chart), starts developing a conscience, morality and values. It is an age that many cultures treat children as small adults (Text, p. 357). This is the lime lhal, according to Piaget (C.P. chart), a child The Theories When one examines Dracula's life using Kolberg's Moral Theory, it is obviou.s that he did not advance higher than level two: personal needs and satisfaction. To Dracula, life wa.s short and worth very little. He didn't worry about conforming lo any set of rules, other than taking care of his own needs first. While it could be argued that this was a particularly violent era, it should also be poinictl out lhal the same culture and era prorluccd Marlin Luther, St. Thomas Aquinas and many others who achieved cither level five or six of Kohberg's theory. To examine Dracula’s life with Piaget’s theory, one needs to remember that, as mentioned earlier, some significant events in his life happened at ages 14 �Piagcl fell were very important, llial these events happened while Dracula was achieving concrete and formal operations may have had major effects on how he lived his life. One would assume that, because of Dracula’s demonstrated ability as a military commander and the creative forms of torture and death that he administered, he had a fairly high level of intelligence. Erikson might have found Dracula of particular interest. While we know nothing of Dracula's early life, it is obvious that during Erikson's first stage, Trust versus Mistrust, he wa.s left distrustful of others for the rest of his life. On level two. Autonomy versus Shame, it i.s likely that Dracula never was allowed to gain any self-esteem. This can be surmised by his treatment of others as an adult. When Dracula reached level three. Initiative versus Guilt, it is obviou.s that he never developed any kind of conscience. When Dracula reached level four. Accomplishment versus Inferiority, he was probably able to achieve some level of accomplishment, if for no other reason than he found he was very good al death. In the next stage, Identity versus Role Confusion. Dracula achieved a sense of who he was. Unfortunately, the identity he chose was that of a monster. When going through the next level, Intimacy versus Isolation, it is doubtful that he was able to have a intimate relationship with anyone. This can be substantiated by his relationship with both of his wives and his numerous mistresses. Il would be difficult to guess where Dracula ended up on Erikson's theory because of the violent way he lived and died; however, it is doubtful dial he was able to die with any integrity. To examine Dracula's life using Maslow's theory, one could assume that most of his life was spent attempting to fulfill basic needs. It is doubtful that he was ever in a position to achieve any of the higher levels, because he never had any kind of security in his life. Conclusions Dracula was not a nice person (this was written with longue firmly in check). He was responsible for terrorizing, torturing and killing a very large number of people. However, one is able to understand to a certain extent why he was what he was. I chose this subject for two reasons. First, if the theories that wc were taught are valid, I should be able to apply them to anyone. What this means i.s that ihc question tests both myself and the course. Since I was able to apply the theories to a person who was a complete monster and was born 500 years ago in a completely different culture, I can assume that the theories can be applied to just about anyone. This means that the information presented is valuable and something I can use. Second, if 1 was able to apply the theories properly, then I did my part in the learning process. References Skolntck, Arlene S. (1986). The Psychology of Human Development. Orlando. Florida: llarcoun Brace Javonovich McNally. R.T. and Florescu, R. (1972). In Search of Dracula. New York: Galahad Books. 15 �A Time for Change By Teri M. Hutchinson Course: American Literature I Instructor: Carolyn Logan The assignmenl 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—lx; included in the canon of American literature? 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 docs this writer add to our study of American literature? Do you recommend that we read the author you chose? Why or why rtol? Women have for loo long been ignored as credible historians, philosophers, intellcctualists and writers. It is lime for this to change. Mercy Olis Warren's “History of the Rise, Progress and Termination of the American Revolution” should be included in the study of American literature because of her style and because of the book's content. Under the heading of style, I will discuss sentence structure, metaphors, diction and a recurring theme. As I consider content, I will include the author's credibility and the book's historical value. Warren poetically crafts sentences to lighten the factual tone of her story and provide a little ironic emphasis. “It is there the choicest flowers of fame may be culled to crown the memory of Wolfe and Montgomery” (267). Here she combines alliteration and rhyme. “The .splendor of diadem, the purple of princes or the pride of power” (178) is another sentence Warren crafts for sound. One example of ironic emphasis is “it may be proper to observe that general Arnold extricated himself in a 16 �remarkable manner ... and lived to be distinguished through the American war. for his bravery and address, hi.s activity, and his villany” (271). After building up this war hero, she ends a sentence and a chapter with “and his villany.” We all know of the fate of Benedict Arnold. Warren's metaphors arc simple and she uses them sparingly as a device to illustrate particular points. One point Warren brings up is that not all Americans in the eighteenth century wanted to completely break with England. “The seeds of separation were sown” (176) and “independence was a plant of of later growth” (54) arc two way.s she metaphorically illustrates this idea. She describes America as “the dutiful child” (302) of Britain and a thought flashes in my mind-children eventually grow up and move out! The key here is “eventually.” Warren also refers to America as being “in the infancy of emancipation” (300), furthering the idea that America, al this lime, i.s only a child growing steadily toward independence. 1 think there is a gross misconception on the part of many young people that Independence was a Glorious Revelation suddenly manifested in 1776. With a few clever metaphors, Warren shows this not to be the case. Warren's book, as do all history books, contains some bias and a persuasive lone that I see evidenced particularly in her diction. Warren obviously despises power and wealth because of its “intoxicating nature” (230). “The moral sense (is) weakened by the sudden acquisition of wealth and power (and) humanity is obscured” (2). Whenever she gets on the subject of power, “tyranny,” “lust,” “arbitrary,” “ruin,” and “depredation” appear. She calls those in power, particularly the English, “obnoxious characters” (96), “evil” (66), “useless persons” (286) and “barbarous strangers” (283). She calls Americans the “prey” (39) of the British Parliament and “slaves of arbitrary power” (177). One last incident I would like to mention i.s Warren's description of a man who tells Governor Hutchinson of a secret meeting of the currently outlawed House of Rcprescnlaiives in Boston. Warren deems this man a “sycophant” (137)—not a “spy,” not an “informant, but rather an “ass-kisser.” The most prevalent characteristic of Warren’s style is her use of a recurring theme. The love of domination and an uncontrolled lust for arbitrary power have been equally conspicuous in the decline of Roman virtue, and the dark pages of British sloy. Il was these principles that overturned that ancient republic. It was these principles that frequently involved England in civil feuds. Il was the rcsisuincc to them that broul one of their monarchs to the block, and struck another from his throne. It was the prevalence of them that drove the first settlers from elegant habitations... to the cold, uncultivated western world (5). In my notes 1 have a list of over 40 page numbers that include pan of this idea of the oppression of individual freedom and human rights. On the majority of these pages her language i.s parallel, such as: watchful guardians of American freedom (37) and “the vigilant guardians of the rights of man” (99), “the rightrs of human nature” (4), “the hereditary love of freedom” (41) and “the spirit of freedom” persuasive device. With it, she is presenting and proving that the American revolution occurred because Americans were subject to arbitrary power and that the nature of humans is to be free and self-sovereign. I think her theory is based on a philosophical perspective that people can be oppressed and ignored only for so long. There will come a time when upheaval and change arc the only aliemalive. The first patriots were “armed in the cause of justice” (185) fighting for “privileges they considered as grants from heaven” (229). I think Warren's sentence structures, metaphors, diction and use of recurring theme effectively craft a persuasive argument for the individual freedom of humans a.s the cause of the American revolution. I did not, in this volume, find a significant mention of the French involvement in America's eventual rupture with England. The French government, whose support the colonists desperately needed, put a condition on their military and financial aid— America had to formally declare independence. Il 17 �is now documented fact that al the same lime Franklin, John Adams, Patrick Henry, Governor Jefferson was drafting the Declaration of Hutchinson and John Hancock. Warren had access Independence, Brikiin sent a peace commission to to an incredible diversity of information and America with plans of offering them everything desired no political advantage in writing herstory they wanted except independence. The crux of all and is a credible author. this is that Warren chose certain events and Next, when considering content for historical described them in such a way as to support her own value, I am obliged to mention three aspects of the opinions. She constructs herstory very well revolution that Warren brings to the surface. First, because although she leaves out some things, she the notion that all Americans were eager for war brings to light new circumstances that give me and independence is wrong. “From the beginning fresh insight to history. This leads me to the of the grand contest, the lamp of liberty had not second reason why I believe this book should be burnt so brightly in New York, New Jersey and included in the study of American literature: The Pennsylvania” (301). There were the “timid. . author's credibility and the book's hcrslorical value. .lovers of case” who were afraid of the “ravages of “Connected by nature, friendship, and every war” (301). These people also argued against a social tie with many of the first patrioLs. . .on die standing army for reasons I now can grasp after continent.. .and with several gentleman abroad... I reading this herstory. Second, the British, had the best means of information” (iii). specifically Colonel Johnson, attempted to motivate This is how Warren, very early on, establishes Indian involvement by inviting them “to drink the herself as credible. She “neither hopes nor fears, blood and feast on the body of any Bostonian” nor has any interest in, the success or failure of any (251). Third and most interesting, the British also party” (v). She later writes that “truth requires a “had the inhumanity to offer freedom to any Black just portrait” (78). Several times while reading this slave” (201) that would rise up and kill their book I found myself wondering how she could master. have known all these details and intimacies about I believe that Mercy Olis Warren’s “History of the people’s actions and characters. I was answered Rise, Progress and Termination of the American lime and again by her footnotes and references to Revolution" should be included in the anthologies the appendix. Often the footnotes would read “this of Traditional American Literature because of her information was verbally transcribed to the author.” style, including sentence structure, metaphors, Also in the footnotes she cited various sources such diction and a recurring image and because of as the “British Annual Register,” pamphlets, content, including the author’s credibility and the journals. Congressional and Parliamentary records new hcrslorical insights she provides. and actual letters and conversations with Ben Work Cited Warren. Mcr^ Otis. The History of the Rise. Progress and Termination 18 the American Revolutian. Boston: Manning and Ix)ring, �Origins of Chinese Medicine By Brian Murphy Course: Seminar in the /lumanilies Instructor: Marianne North Assignmenl; To write a five to lai page research paper on a topic related to the theme of the 1989 I lumanilies Festival; Nonwestem Influences on Western Thought. Many areas of our cullure have been influenced by nonwcslern cultures. Numerous ideas and inventions have their origins in foreign countries. Art, literature, music, and religion are only a few areas that influence our country. Another area which has been affected by foreign countries is the field of medicine, and a country which has greatly influenced medicine's growth is China. An important contribution China has given the rest of the world is the use of acupuncture to treat sickness and disease. Acupuncture has recently grown in popularity in America and is not much different than when it was first developed. According to one writer, "the tradition of acupuncture is based on the belief that life forces flow through the human body and disease results when the forces become out of balance" (Lasagna 101). Acupuncture involves "the insertion of needles of various materials and shapes into particular points of the body" (Lasagna 103). The needles were usually made of steel, the same material used in acupuncture today. The process of acupuncture is said to bring relief from various problems such as back pain, asthma, and headaches. Skeptics of acupuncture believe the technique is "unscientific." In contrast, Dr. T. Nakayama writes: Is it possible to consider ancient Chinese medicine as a real science? This is a troublesome question. To the modems, indeed. 19 �there seems nothing scientific about it. On the contrary, it is covered with a prehistoric mystic patina, and sometimes appears to be scarcely comprehensible. Nevertheless, when one is aware of its great therapeutic efficacity, one cannot deny its value. (Nakayama!) Today, acupuncture is used in Asia as well as many European countries, and its popularity is growing throughout the world. Another Chinese contribution includes the use of herbs for curing sickness. The Chinese believed herbs contained magical ingredients that helped sick people regain their health (Dimond 37). A popular herb people used was called ginseng. Westerners began to us ginseng to improve their health. The Chinese believe herbs can cure almost any type of sickness. As a matter of fact, most doctors in China use herbs instead of drugs for treatment. Nakayama writes, "When the body is afflicted and in distress, disease arises. In order to cure this, one applies every kind of herbal medicine" (Nakayama 14). The manner in which these medicines were prepared is also interesting. The Chinese believed in order to free the food of ail evil, it must first be steamed. Harold Parkers writes, "One must first use paddy rice and steam it. The stalks of the rice serve as fire wood. When the steaming of the rice is completed, the rice is very strong" (Parkers 59). Along with herbs, the Chinese people believed different types of foods had various effects on different parts of the body. These foods were categorized into four basic groups which included: The five grains act as nourishment. These grains arc wheat, millet, rice and beans. Next, the five tree-fruits which serve to augment the nourishment. These are chestnuts, dates, plums, peaches, and apricots. The five domestic animals contribute additional nutritional benefit. These are fowl, sheep, horses, pigs, and beef. The last group arc the five vegetables which complete nutrition. They consist of leeks, onions, greens, mallows, and scallions. (Dimon 67) 20 A very important contribution the Chinese have given to the western world is massage therapy as a treatment for sickness. At one time, many Chinese people suffered from a type of sickness that was curable through massage techniques and relaxation. Parkers writes, "Their diseases are many: they suffer from complete paralysis and chills and fever. These diseases are most fittingly treated with breathing exercises, massage of the skin, and exercises of hands and feet" (Parkers 34). He goes on to say, "The ancient sages combined these various treatments for the purpose of cure, and each patient received the treatment tliat was most filling for him" (Parkers 35). The Chinese also began the practice of reviving a person who has suffered from a heart attack. Nakayama writes, "When the body is frequently startled and frightened, the circulation in the arteries and the veins ceases, and disease arises. In order to cure this, one uses massage" (Nakayama 211). The Chinese believed people were cured by pushing evil spirits out of the muscle. Nakayama also writes, "One should attack the sick pan and allow it to swell, one should pull it and make it subside, one should distribute it and get hold of the evil" (Nakayama 224). In modern medicine, we use similar massage techniques but we understand belter the reason why massage helps patients. In the same way as the Chinese massaged patients, doctors use massage techniques to improve circulation, and to help the internal organs to relax and function better. The methods of giving a massage and relaxing the body have not changed much cither. By striking certain parts of the body, the Chinese learned about muscular anatomy and the function of different muscle parts. This helped doctors later on better to understand various muscle groups and how they are arranged and function. Through the help of the Chinese, medicine has improved. The techniques used long ago in China are still being practiced all over the world. Because of the Chinese, there arc more lives being saved through the contributions they have given us. �Works Cited Dimon, Grey E. More Than Herbs and Acupuncture. New York: Norton and Company, 1975. Lasagna, David. The Body. New York: Barnes and NoWc, Inc.. 1978. Nakayama, T. Acupuncture el Medecine Chinoise Verifees au Fapon. Paris: Argus Publishers. 1969. Parkers. Harold. The World Book Encyclopedia. 20v(A&.ficwYoiii: World Book-Childcraft International, 1982. 34-35. 21 �Poems Course: Spanish Composition and Conversation I Instructor: Lynda Durham Assignment: exercise in writing poetry in Spanish, with an English translation. 22 �Una Visia de Toledo La lierra oro, verde y morcna. El ciclo gris y bianco, los nubes sc esian arremolinando. Los lorreoncs del Alcazar pcnclran cn cl ciclo. Las murallas imprcsionanies y impenetrables. Los colorcs de los wlificios pequefios rodcando El Alcazar casan bien con los colorcs de la lierra. La vista de un puenlc. , By Carmen (Stacy Brown) A View of Toledo The gold, green and brown land. The gray and white sky, lhe clouds are swirling. The towers of lhe Alcazar penetrate lhe sky. The walls impressive and forbidding. The colors of lhe small buildings surrounding the Alcazar match well with the colors of the land. The view from a bridge. 23 �Untitled Y como vi los dragones remoniandosc y volando cn circulos cn cl vicnio de la manafla, mi corazon palpilando junlo a ellos con alegn'a, una alcgria de satisfaccion que era como el dolor. Su bcllcza estaba hecha de terrible fuerza, un salvajismo total y la gracia de la razon. Ya que son criaturas que podian pensar, con lenguaje y anliguas sabidun'as. En los palrones de vuelos habfa un feroz complacente coordinacion. Yo no habia dicho, pero pens6, no me inieresa Io que venga despuds; yo habfa visto los dragones en el viento de la manada. By Daniel Jordan Hand Buhn And as I saw the dragons soaring and circling in the morning wind, my heart leapt with them, with a joy, a joy of fulfillment that was like pain. Their beauty was made up of terrible strength, utter wildness and the grace of reason. For these were the thinking creatures, with speech and ancient wisdom. In the patterns of their flight was a fierce willed concord. I did not speak but I thought; I do not care what comes after, I have seen the dragons on the wind of the morning. 24 �CRISPADO CRISPADO... DESVENTAJA AL EMPOBRECIMiENTO Y DESVALIDO, EL CHILLIDO DESTAPAR EL DESVARl'O, ENCADENAR EL ENCINTO ... CULPABLE CULPABLE CULPABLE By Carol Ann Green ON THE EDGE ON THE EDGE. DISADVANTAGE TO IMPOVERISHMENT AND HELPLESSNESS THE SHRIEK OF UNCOVER MADNESS, TO PUT THE PREGNANT WOMAN IN CHAINS .... GUILTY .. GUILTY ... GUILTY. SPeC'Al COt'-ECTICN SASPF® 301-iECiE 25 �A Critical Look at Massacre at Fall Creek By Mary Carrick Course: Lileralure of the American West Instructor: Arlene Larson Assignment: After reading a work of your choice from among the suggested readings, write a paper to show that the work does/does not fit into the category of literature of the American West. Your analysis should reflect some understanding of the common characteristics of the works from the assigned reading. was also forced upon the cultures of the numerous Native American tribes existing on the frontier, with the survival of their race put in jeapordy. This westward expansion including the experiences of travel, work, family life, and spirituality, and the change from the known to the unknown are unique to that perifxl of our country's history in the eighiccn-hundreds. Most western lileralure deals with some aspect of this cultural change and the lime period of the nineteenth century. For a work of literature to be considered literature of the American West it should contain the experience of the frontier where civilization and wilderness come together. Il will deal with the concerns of the established eastern part of the country converging onto the untamed area of the United Slates. The culture of the established eastern stales was brought along with the settlers as they moved west, but, al the same lime, they were forced to modify their behavior and values. These changes were necessary for their survival. Change 26 �Jcssamyn West's novel The Massacre at Tall Creek shares these characteristics with other literature of the American West. The story is set in 1824, in Indiana early in the westward movement. The Indian tribes of this area were not yet moved onto reservations, but were allowed to live on some of the land, or sell to U.S. land agents. The government bought land from the Seneca Indians for mere trinkets, and sold it to would-be eastern settlers. Much of this land was unsuitable for farming. In this setting, the move of civilization to the wilderness and the difficult questions concerning humanity that arise are borne out in the story of the people of Fall Creek, Indiana. The Senecas of this area lived peaceably near the while settlers of Fall Creek. This small band consisting mostly of women and children subscribed to the leachings of the Indian prophet Handsome Lake, which resembled the leachings of Christ. The story begins with the character Jud Clasby, an Indian hunter, speaking with this group and thinking of an unsolved problem of the frontier: “Clasby didn't want to waste breath on this old argument. Besides, who was first cut no ice. What cut ice was who would be here last. Why could’l the Indians sec this? They could die in their tracks saying, ‘We were here first’” (West 7). The conflict begins after Clasby and four other men from lhe sclllemenl murder these Indians in cold blood because they fell they were competing for game in the area. Large bands of Senecas to lhe north were outraged by these killings, and threatened to lake vengeance on the whiles if lhe perpetrators were noi tried as murderers. This would be lhe first trial of its kind, white men on trial for killing Indians. The murderers, save Clasby, were all easily found as they had gone bragging about their deeds among their neighbors. West gives us lhe sense of what a shock it was lo lhe men who sat in jail puzzling over being treated as criminals now for something up until lhe present they had been praised for. "How could white men ever hold their heads up again, after being clapped into jail for killing an Indian'.’” (West 88). The Monroe administration was ready lo make an. example of these men, and lhe settlers could only guess at the consequences it would bring to their lives. Caleb Cape, the settlement's pastor, and his family empathize with both Indians and whiles, but their lives are closely lied with lhe convicted men. Hannah Cape, his daughter, is lhe heroine in lhe story. Her character is lhe embodiment of lhe resistance lo change that is present on the frontier. She helps her father to protect the bodies of lhe murdered Indians, so they can be buried later. She sees lhe atrocity first-hand. She falls in love with Charlie Fori, an Eastern lawyer hired lo defend the while men. She is torn between her love for Charlie, and wanting him to succeed, and her conscience that says any man who murders another must pay lhe consequences, according lo the law. When she and Charlie have a falling out, she is wooed by a lawyer for lhe prosecution who has no sympathies for lhe convicted men. She is allraclcd lo lhe new way of thinking that Oscar Dilk represents, but has stronger feelings for ihc prisoners and the old ways that Charlie represents. She and lhe rest of the settlement are faced with the question, is lhe law of lhe east to be applied to lhe west, and is this a good thing? West shows this struggle in a conversation between Lizzie Cape and Luther Bemis before he turns himself in: Bemis: “Nothing happened last week except that we suddenly caught sight of what's around a comer we'd never turned before.” Lizzie: “What wa.s that sight?” “A world where an Indian is a human being who can't be killed like a bear or a wolf.” “What's that mean for us?” “I don't know. There's darkness ahead.” (West 90) Hannah and her father spend lime in the jail with lhe prisoners praying with them, and ministering to them. Caleb, overcome by sympathy for Luther Bemis, lhe only man who turned himself in, helps him lo escape lo see his new baby. As Luiher aliempls lo gel lo his wife, he hides in a hollow log where he falls asleep lo awaken with his feel frozen. The Indians, inieni on capturing him lo �make sure he is hanged, find him and return him to the jail. Because he is repentant, and admits his wrong to the Indians, they promise to see that his wife and child are brought to him before he is hanged. Hannah takes the Indians to get Ora Bemis, and lhey are allowed to say their goodbyes before the hanging. The drama of the trial proceeds with most of the population in attendance along with prominent Indian chiefs to sec that justice is done. As each conviction is followed by a death sentence, the people of the community are increasingly anxious to have these men put to death to secure their own safety. At a church service for the convicted men. West shows us the ambivalence of the people to accept eastern law. “There would be present those fearing that the sentencing would be harsh, but also those who feared that without death sentences all of them would die at the hands of the northern tribes” (West 213). Caleb Cape slays in the jail with the convicted men until the day of the hanging. Here he is forced to face death, the inevitable deaths of four healthy men. He finds that there is nothing he can say to make things easier for the men, or himself. When the dreaded day arrives, so do settlers from all over the slate to watch the happenings. It i.s a tense day as the Indians watch to ensure that justice is carried out, and the sheriff fears a last-minute attempt to save the prisoners. West seems to be telling the reader that she also sympathizes with both sides, and feels the changes on the frontier were loo long in coming. This idea is presented in Charlie Fort’s conversation with the judge: Fort: “The law didn't lake into consideration that no one had payed any attention to the law for a hundred years when it come to killing Indians.” Judge: “Attention will be payed from now on.” (West p. 290) West is addressing the tragedy that these few while men must be made examples of when killing Indians had been their means of survival to this point. She is also suggesting that the frontier was a kill-or-bc’killcd situation with the strongest in battle winning the land, tragic a.s it is. This idea can be seen in her description of John Wixx! as he is about to be hanged, “From his cradle to now, the old man had heard talk of moving west. . . But there was no way to go west without killing Indians. Now the old man, for doing what everybody knew had to be done was going to be . . . hanged by his poor old neck until dead” (292). The three men arc hanged, and as the convicted boy is about to lake his turn, Hannah takes a pot of coals up to the gallows, and puls her hand on them (as a show of bravery) to plead to the Indians lo spare the boy's life. At ihe same time the governor rides in with a pardon for him. Charlie comes to Hannah's aide, and Hannah embraces his genuine love, rejecting the insincerity of Oscar Dilk. This rejoining of Hannah and Charlie represents the joining of the culture of the east combining with the new country of the west. Hannah will not become completely “eastemized,” and Charlie will not become “wcslcmized,” but they will unite the best of both cultures, and continue their lives on the frontier. The release of the boy at tlic climatic end of the story may be West’s suggestion that there was hope to bridge the large gap between east and west if ihe young generation of whites and Indian.s could treat each other as human beings. She leaves the reader little hope of this peace though, as she shows the Indians gathering, and uilking of the revenge they will have upon Clasby. They have him captured, and leave in eager anticipation of the torture and the feast that are lo come (310). Jessamyn West's story of the people of Fall Creek in showing the paradox of settling the west shares this characteristic with the archetype of the American Western novel. The Virginian. Unlike Wister, Jessamyn West does not romanticize the west, but in her story shows the flaws of ihe coming civilization and the flaws of Ihc lawless frontier. She shows these ideas through the readiness of bolh Indians and whiles to live by selfmade laws. She seems lo prefer the civilized order since it prevails in her story. The story of the Virginian, on the other hand, shows Wister's preference for lynch law as it prevails, and his 28 �frontier through the conflict of the settlers and eastern law, and in the conflict in the romance of Hannah. The Massacre of Fall Creek is in the tradition of literature of the American west as it deals with the frontier experience and with those difficult issues facing humanity that were found in the history of our country during the nineteenth century. Jessamyn West’s work of the story at Fall Creek closely resembles that of the archetype of western literature. The Virginian, through its plot structure and central issue of change on the frontier. atlraction to life without formal restrictions. Wister has a judge in his story defend the lynch law practiced in the cattle country in the late eighteenhundreds (Wister 270). West does not do this, but has transgressors in her story subject to the established law. Jessamyn West's work shares Wister's theme of civilization versus wilderness, and both show the coming changes to the frontier through die major conflicts in the stories. Wister shows this change through the conflicts between the Virginian and the villain Trampas, and the conflict in the Virginian's romance. West shows the change coming onto the Bibliography Wesi, Jessamyn. The Massacre al Fall Creek. New York: Ilarcoun, Brace Jovanovich, 1975. Wister, Owen. The Virginian. New York, New York; Nal Penquin Inc., 1979. 29 �Food for Thought: The Images of Christina Rossetti By Cheryl Collums Course: English Lileralure II Instructor: Dr. Melon Raines Using materials you have collected in your reading logs and in class discussion, write an intcrprclalion of the work of one author in which you trace a pattern of imagery to explicate the text or to prove your thesis. Food is such a wonderful pleasure! We indulge ourselves with it. we reward each other with it, we use it as bait (the way to a man's heart. . . .). Our mouths waler al lhe sight of a dinner table laden with steaming meal, rich sauces, delicate pastries, and ripe luscious fruit. Il is a powerful image because wc can all relate to the sights, smells. tastes, and textures that accompany eating. When the fare is remarkably delicious, wc even say that it's so good, it’s sinful. It is not surprising to note, then, that Christina Rossetti has used food images to convey her themes of temptation and sin, and redemption through suffering in her poem “The Goblin Market”! I All references to the primary source are to “The Goblin Market,” The Norton Anthology of English Literature, Ed. M. 11. Abrams, el al. 2 vols. (New York: W.W. Norton and Co., 1986). pp. 1508-1520. They will be documented in the text in parentheses following lhe quotation. 30 �The poem tells the story of two sisters, Lizzie and Laura, who were templed by the cries of the goblin men to “Come buy our orchard fruits. Come buy, come buy” (3-4) as they gathered water from the brook in tlie evenings. Lizzie covered her head and ran from temptation, but Laura succumbed. She bought a feast of delicious fruits with a lock of her golden hair, and returned to tell her sister about her incredible experience. She longed to taste the wonderful fruit again, but discovered that once a maiden has given in to temptation, she is no longer able to hear the goblins' cries, and is left to wither and die, yearning for the taste of their fruit. In order to save her sister, Lizzie went to the goblin men to buy some fruit to take to Laura, but they insisted that she eat it there with them. When Lizzie refused, the infuriated goblins beat her, clawed her face and neck, pulled her hair out, and tried to squeeze the fruit into her mouth. She refused to open her mouth, and the juice of the fruit Sluck like syrup to her face, lodged in her dimples, and ran down her neck. The angry goblins retreated and Lizzie ran home to her sister, having redeemed Laura's sins through her suffering. The first stanza of the poem describes the tempting fruit. Almost every fruit imaginable can be found in the list. Rossetti's images are real as she describes “Plump unpecked cherries, . . . Bloom-down-cheeked peaches, . . . Wild free-born cranberries” (7,9, and 11). We can see the fruits as they are described, and can identify with the feeling of temptation. When Laura is enticed into lasting the fruil, the verse takes on a more subtle, sensual tone. “She clipped a precious golden lock... Then sucked their fruil globes fair or red:/ Sweeter than honey from the rock./ Stronger than man-rejoicing wine,/ Clearer than waler flowed that juice;/ She never tasted such before,/ . . . She sucked and sucked and sucked the more/ Fruits which that unknown orchard bore;/ She sucked until her lips were sore” (126-136). Laura's encounter with the goblin fruil was pleasant and intoxicating. She yearned for more, but of course was to be denied. Her sister Lizzie’s experience was violent. Al first the goblins attempt to seduce her with ihe fruil as they ’’hugged her and kissed her/ Squeezed and caressed her:/ . . . (saying) / Bob al our cherries/Bite at our peaches,/. . . Pluck them and suck lhemyPomegranaies, figs” (348-362). She refused their advances, and the scene reads like a gang rape, as the evil goblins “Held her hands and squeezed their fruits/ against her mouth to make her eat” (406-407). She was scratched, kicked, pinched, mauled, and stamped upon in a vain attempt to force her to eat. But through all this suffering, she remained strong, “Like a lily in a floody Like a rock of blue-veined stone/ ... Like a fruit-crowned orange-tree/ . . . Like a royal virgin town” (409-418). It i.s interesting that Rossetti chose the metaphor of a fruit-crowned orange-tree to denote something of strength and purity. Perhaps she meant to imply that the fruit on the tree was still pure and “virginal,” while the fruil harvested by the goblins had become tainted. Finally, Rossetti uses the juice of the fruil as an instrument of salvation. Lizzie returned from the glen and told Laura, “Hug me, kiss me, suck my juices/ Squeezed from goblin fruits for you,/ . . . For your sake I have braved the glen/ And had to do with goblin merchant men.” (468-474). Laura covered her sister with tears and kisses until her lips began to burn, and “Swift fire spread thro' her veins, knocked at her heart,/ Met the fire smouldering there/ and overbore its lesser flame” (507-509). The juice from the fruil was an antidote for the poison in Laura's blood, and by morning she was herself again. The sexual feeling expressed in the poem is very strong. Rossetti uses the fruil as a vehicle to illustrate different kinds of love. The fruil is used as a tool of evil temptation by the goblin men. They entice, they tease, they lure Laura with their fruits. She is intoxicated by the experience, but also tainted and spoiled. Lizzie's encounter is violent. The goblins are no longer seductive, they are vicious. Rossetti characterizes men's attitudes in sexual relationships as dominating, controlling, and even violent. On the other hand, the fruil is used as a tool of salvation by Lizzie to save her sister from death. Lizzie presents herself to Laura 31 �almost as a sexual offering, but I don't feel that Rossetti was referring to lesbianism. I think she was saying that the bond between the women was life-sustaining and fulfilling, rather than destructive. Rossetti’s choice of fruit to help convey her themes of temptation and salvation gives the poem a very sensual, sexual feeling. It could be that she felt sin and sex were closely related. In the last stanza of “The Goblin Market,” she tells u.s that the sisters eventually marry and have families of their own, but the bond between them never falters. 1 believe Rossetti had strong emotional tics with her mother and sister, but was perhaps uncertain about malc/fcmalc relationships, since she herself never married. In any case, her tempting images of food make delicious reading. 32 �Response to James J. Kelly By Dusk Anderson Course: Sculpture I Instructor: Linda Ryan Assignment: Write a personal response to Chapter Six (“Content: The Meaning of Sculpture") of The Sculptural Idea by James J. Kelly. Do not simply summarize the informalitxi, but use it to explore your own ideas about art; you may agree, disagree, or add to what Kelly presents. freedom to pursue and express change, and above all, the spirit of the artist transcribed through the work. Spirit is never fully realized consciously. Realizing who and what you are is the purpose of life. It is a process, a journey of discovery. Art is an expression of this striving to uncover one's unconscious but always present spirit. Art takes work. Honesty and awareness of inner feelings and, perhaps most frightening, sharing that inner piece of self in a work is a necessity if it is to be art. Those artists in the mall that have skill (some even a high degree of skill) but don't seem to produce art arc just churning out pieces. I go to the mall and see “art” shows and rarely see anything I call art in spite of the fact that there is often a great deal of skill displayed in the work. I hadn't been able to pin down the reason I felt the pieces displayed were not really art until I read chapter six of James J. Kelley's The Sculptural Idea. Linder “Communication of Meaning,” Kelly says that the question, “What effect do intuition and the subconscious have on the content a sculptor gives to his work?” is unanswerable. Nonsense! He answers it himself in the next section when he says of content: It is the visionary sense of the artist, the quantity and quality of form and matter, the 33 �Manipulation of materials docs not go beyond the superficial. Il docs nol reach into the soul. They aren't giving of their inner being. Technique cannot make up for this. A true artist puls her heart and soul into a piece. She risks much more than ihc “mall artist.” The true artist may turn oui a series of similar works but there is progression or retrogression or exploration in them. In other words there is change and growth, and that, to me, equals life. Art has life. Most of “mall art” has no life. Il is like a sluffed bird. If there is no life, there is no art. Even a sluffed bird can be art if the artist uses it for a purpose, if he brings out an inner meaning from within his soul. If he then simply tries to reproduce that inner meaning, it loses its meaning because the artist has changed and the time-frame has changed. Life has continued on, Iciiving him behind. Without input from the inner being, a work lacks an element of lime — the difference of the artist's perspective al the lime of conception and the lime of realization. The artist would be trying to create out of a remembered perspective. I don't think that's possible. I think change, however strenuously resisted, cannot be slopped. An artist must express this change in her work, nol cling to the old simply because it worked in the past or because it still sells, or her work is lifeless. Art comes through being true to oneself, nol in trying to please the masses. 34 �The Effect of Exclusive Language on Third Grade Children By Joleen A. Borgerding Course: Child Psychology Instructor: Dr. Ruth Doyle Assignment: The major assignment for the class is a literature review or a project based on one of the research designs discussed in class. Ihis project is an experimental design with a brief literature review. an exclusive or masculine-generic manner while the P form of the questionnaire was phrased in an inclusive manner. Answers to the eight questions on the questionnaire were in the form of female and male slick figures. Ibc children were instructed to circle the answer or answers which they thought correctly answered each question. Each questionnaire was scored as representing cither an inclusive or exclusive interpretation. Data were analyzed with the x^ statistic, and results revealed support for the research hypothesis (x^=11.5, df=l. p<0.(X)l). Abstract Ibis study examined the impact of exclusive or sexist language on children. It was predicted that children would exclude females more often when presented with male-dominated exclusive language than when presented with inclusive language. Twenty-three third grade children from Manor Heights Elementary School and 24 third grade children from Pineview Elementary School completed one of two forms of a questionnaire. The M form of the questionnaire was phrased in 35 �person’s thought process. Gordon (1984) conducted a study in which college juniors and seniors who were enrolled in a preservice teacher education program respondctl to questions dealing with early man or early people. Students answered the questions through drawings and were asked to give names to lhe figures in the drawings. By determining the sex of the figures according to lhe names given to them, it was found that 23% of the students responded to every question on the masculine generic form by drawing male figures. None of those taking lhe inclusive or neutral ("people") form, nor those taking lhe specifically inclusive ("men and women") form drew all male figures for every item. The results of a study conducted by Moulton, Robinson, and Elias (1978) demonstrated further evidence of the unsucccssfulness of masculine nouns and pronouns in producing a gender-neutral effect. Subjects created a story about a fictional character in response to a situation provided by lhe experimenter. In one condition the situation was worded with "his," another was worded with "their," and the last condition was worded with "his or her." Gender of the fictional character was determined by its name, and lhe frequency of lime females were portrayed as characters in lhe stories and the frequency of limes males were portrayed as characters in lhe stories were compared. Results indicated that the use of "his" created the image of males significantly more often than females, while females and males were portrayed nearly equally when "his or her" and "their" were employed. The present study was conducted in order to determine the effect of masculine-generic language on children. Based on extensive past research it was predicted that children presented with masculine-generic or exclusive language would lend to exclude females more often that children presented with neutral or inclusive language. For lhe sake of convenience it is common to use masculine forms of nouns and pronouns when lhe antecedent is unknown or when lhe anlecedcnl includes both sexes. It has been laught ihai this use of masculine nouns and pronouns is grammatically correct Such use of pronouns and nouns implies that all people are assumed to be male unless otherwise specified. Language has a great impact on our daily lives merely by shaping lhe thought process and by influencing lhe ways in which people relate to each other (Morris, 1990). The relationships between females and males are influenced by everyday words, and this language must treat males and females as equals. If lhe language is biased toward either sex, it is sexist. Miller and Swift (1972) define sexist language as "any language that expresses stereotyped attitudes and expectations, or that assumes lhe inherent superiority of one sex over the other" (p. 195). The use of masculine nouns and pronouns to include both sexes has been found to be ineffective in doing its "generic” job. Several studies have found that masculine-generic language has male specific connotations when lhe generic is intended (Moulton, Robinson, & Elias, 1978; MacKay, 1980; Sneizek & Jazwinski, 1986; Hamilton, 1988). If such language succeeds in excluding females far more often than including them, a different method of communication that succeeds in including both sexes should be employed. The exclusive nature of masculine-generic language may seem to be very subtle. This is because in all areas of our lives (the school, the family, and lhe work environment) exclusive langague has been employed since we learned lhe English language. Reversing lhe direction of the bias provides one way for people to realize the extent of the bias. Imagine referring to lhe average or hypothetical person as "the woman on lhe street." Imagine referring to people in the business world, both women and men, as "businesswomen." Imagine referring to lhe human race as "womankind." Il seems absurd, yet this is exactly the effect that masculine-generic language has on a Method Subjects The subjects were 23 children from a Manor 36 �Heights Elementary School tliird grade class taught by a woman and 24 children from a Pineview Elementary School third grade class taught by a man. There were a total of 17 females and 30 males. The two forms of the questionnaire (P and M) were randomly handed out to the children with approximately half the males and half the females in each ircatmcnl group. Therefore, a child had lo have had included both sexc.s at least 75% (sum greater than or equal lo 6/8) of the lime in order for the questionnaire lo be considered an inclusive interpretation. Il was reasoned lhal tf a child's answers consistently included both sexes al least 75% of the lime, ihcn the child had a certain image in mind which included both sexes rather than chance and random circling of answers. Procedure The experimental design consisted of two treatment groups in which the form of the questionnaire was the variable under manipulation. Sex of the subject was an organismic variable. The experiment mettsured the differences in the manner in which subjects interpreted eight questions on the P form vs. the M form. Questions on the P (person) form were phrased in an inclusive manner, using words such as people, they, hand-made, and ancestors. Questions on the M (man) form were phrased in an exclusive or masculine-oriented generic manner, using words such as man, he, man­ made, and forefathers. Answers to each of the eight questions were in the form of female and male slick figure people, with each question having either four or five choices. (Appendix A) The children were instructed to read each question and circle anywhere from one to five answers which they thought best answered the question. Il was emphasized lhal ihe children were not being tested, rather, the experimenter simply wanted to see how they answered the questions. Each of the eight questions was scored with cither a "1”, meaning the child had included both males and females when answering the question, or a "0”, meaning the child had included only males or only females when answering the question. After a score for each of the eight questions had been established, a comprehensive score for the entire questionnaire was derived. The questionnaire was scored with a "1" if the sum of the scores for the eight questions was equal to or greater than six. A "0" was given if the sum was less than six. Results Comprehensive scores were combined into a contingency table of Form (P/M) vs. Inicrprelalion (Inclusive/Exclusive). Data were analyzed for significance with a 2x2 Chi Square. The data indicated results in the expected direction. Analysis revealed a statistically significant difference in the manner in which the children interpreted the exclusive language vs. the inclusive language 11.5, df=:l, p<0.001), demonstrating support for the research hypothesis. Of those children taking the P form, 82.6% received a final score of "1", meaning that 75% or more of their answers had included females and males. Thirty-nine percent of the children in this group interpreted all eight questions inclusively. Furthermore, all children taking the P form included a female figure at one lime or another. In contrast, only 29.2 % of the children taking the M form received a "1" as a comprehensive .score, meaning lhal the majority of these children excluded females (males were excluded on six questions out of the entire 47 questionnaires) when presented with male-dominated exclusive language. Even more distressing was the fact that only two out of the 24 children (8.7%) taking the M form of the questionnaire answered all eight questions by including both male and female figures. Three out of the 24 children (12.5 %) answered the entire M form of the questionnaire without once Including a female figure. Figure 1 (inicrprelalion of Form P vs. Form M) provides a graphic summary of these results. 37 �Discussion bodi sexes, results would be free from bias. Although the results of the experiment showed that children who look ihe M form tended lo exclude females considerably more often than did those children who look the P form, one should consider that third grade children, usually around the age of seven, have generally not yet reached ihe level of formal operation according lo Piaget's cognitive theory (Skolnick, 1986). Children near the age of seven are most likely between the prcoperalional stage and the concrete operational stage. Ability lo use basic logic is beginning to develop in the concrete operation stage, but abstract reasoning and theoretical thinking are not truly present until the formal operational stage (Skolnick, 1986). Therefore, it may be argued that the exclusion of females in the experiment was not due lo the exclusive nature of masculine nouns and pronouns, but instead may be explained by looking al the development of language and reasoning skills in children. These resulls demonstrated that the use of language greatly effected the extent to which this sample of third grade children included females and males. In accord with the research hypothesis, children who completed the P form of the questionnaire included both sexes significantly more often than did children who completed the M form of the questionnaire. In conducting future research it would be beneficial to make use of a longitudinal study to prevent resulls from being confounded by the effects of age and language development. Furthermore, the questionnaire should be scored so that an exclusive interpreuilion accounts for only the exclusion of females; in the present study "exclusive" was considered to be the exclusion of either sex. Finally, if each questionnaire was scored as inclusive when 50% or more (compared to 75% in the present study) of its answers included Figure 1 Interpretation of Form P vs. Form M Inclusive Exclusive 38 �However, evidence rejecling lhe above hypothesis has been acquired by extending the experiment to children of all grade levels, milking it possible to investigate any differences in the manner in which children of different ages interpret exclusive and inclusive language. Such an experiment was conducted by Gordon (1984) in which both forms of lhe questionnaire used in the present study were distributed to elementary school children in grades one through six. The results demonstrated that children in each grade level responded to exclusively masculine forms of nouns and pronouns by excluding females while those presented with inclusive nouns and pronouns included both sexes. The results of the present experiment along with extensive past research should not be simply overlooked and credited to the reasoning and language development of children. The research shows that a severe problem arisc.s when maledominated exclusive language is employed. This problem is the virtual invisibility of women. Maledominated exclusive language may also contribute to the discrimination of women. The implications of exclusive language arc extensive. When masculine-dominated exclusive language is employed, the idea of male "superiority” and female "inferiority” is reflected. Calling attention to exclusive language makes it possible to call attention to lhe underlying attitudes that dictate interaction between lhe sexes. Possibly lhe most harmful aspect of exclusive language is the part it plays in perpetuating stereotypical sex-roles. Children who are raised in an environment which ignores lhe female gender are given lhe idea that it is “a man’s world.” In a study by the Task Force of lhe National Organization of Women which evaluated the extent of scx-role stereotyping in childrens’ books (cited in Bordelon, 1985), it was found that “boys and men were present in lhe readers in overwhelmingly larger numbers than girls and women.” Furthermore, males were typically portrayed as being clever, imaginative, adventuresome, strong, and independent while females were portrayed as being passive, weak, and dependent on male initiative. In addition to lhe limited and negative view of female characteristics, females were depicted as having very few occupational choices (nurse, mother, secretary, and teacher). Such stereotypes are very detrimental to children, especially in their early formative years. DcLoach, Cassidy, and Carpenter (1987) conducted a study in which they had mothers read three popular books to their children. The mother’s use of feminine or masculine names or pronoun.s to refer to gender-neutral characters was recorded. The results showed that 95% of these characters who were intended to be gender-neutral were referred to as males by lhe mothers. This suggests that the prominence and importance of the male gender along with lhe invisibility and unimportance of the female gender is reinforced by most parents. Similarly, the creative writings of elementary sch(X)l children were examined for evidence of sex differences and sex-role perceptions (Trepanier & Romatowski, 1985), and a predominance of male characler.s and assignment of allribulcs to male characters was found. Children have been found to display confusion when presented with female occupants of traditionally male roles and male occupants of traditionally female roles. Rosenthal and Chapman (1982) found that elementary school children who were asked to name such occupants would frequently give inappropriate responses. For example, children named female doctors “nurses” while correctly naming the male occupants of this role “doctors.” Success in obtaining an androgynous society where females and males are accepted as equals begins by raising our children in an atmosphere which does not foster stereotypical altitudes regarding sex-roles. Encouraging equality and androgyny must begin in lhe early years of a child's life. Creating this healthy atmosphere involves providing a method of communication which docs not glorify the male gender while diminishing the female gender. 39 �Appendix A Nome Boy Girl Groda 1. Christmas is a time when people of goodwill gather to celebrate. Circle the group or groups 2. Buying gilts for our family can be hard. Sometimes a salesperson is very helpful. Circle the helpful salesperson (or salespersons) below. 3. Many gifts are hand-made. Here are some gifts, showing how they are made. Circle the 4. Our pilgrim ancestors made a lot of their gifts themselves. Circle the pilgrim ancestor or 40 P �2-P 5. Which ofthese people show the spirit of brotherly love? Circle them. K If i 6. During holiday seasons, people seem to beat peace with other people. Circle this. 7. Which people are wishing on a star to make their wishes come true? Circle them. 8. People think of others during holidays. Which of these do? 41 �References Bordelon, K. (1985). Sexism in reading materials. Reading Teacher, 38, 792-797 DeLoach. J.S., Cassidy, D.J., & Carpenter, C.J (1987), The three bears are all boys: Mother's gender labeling of neutral picture book characters. SexRoles, 17, 163-178. Gordon, S.L. (1984, June). "Man" --Does It Mean Men and Women or Just Men? Paper presented al a 1984 Women's Study Group North Dakota. Hamilton, M.C. (1988). Using masculine generics: Docs generic he increase male bias in the user's imagerY? SexRoles 19 785799. MacKay, D.G. (1980). Psychology, prescriptive grammar, and the pronoun problem. American Psychologist, 35, 444-449. Miller, C., & Swift, K. (1976). Words and Women: New Language in New Times. New York: Doubleday. Miller, C., & Swift, K. (1972). One Small Step for Genkind. rpt in G. Goshgarian (Ed.), Exploring Language (198Q (pp. 193-204). Boston: Little, Brown and Company. Morris, C.G. (1990). Psychology: An Introduction (7th ed.) New Jersey: Prentice Hall Moulton, J., Robinson, G.M., & Elias, C. (1978). Sex bias in language use:“Neulral” pronouns that aren't. American Psychologist 33, 1031-1036. Rosenthal, D.A., & Chapman, D.C. (1982). The lady spaceman: Children’s perceptions of sex-stereotyped occupations. SexRoles 8,959-965. Skolnick, A.S. (1986). The Psychology of Human Development. New York: Harcourt Brace Jovanovich. Sniezek, J., A. Jazwinski. C.H. (1986). Gender bias in English; In search of fair language. Journal of applied Social Psychology 16, 642-662. Trepanier, M.D., & Romatowski, J.A. (1985). Attributes and roles assigned to characters in children's writing: Sex differences and sex-role perceptions. SexRoles, 13,263-272. 42 �Speech Outlines Course: Public Speaking Inslruclor: Gale Alexander The student was required to prepare and present a 4-8 minute speech to persuade. Ihis outline is turned in al the lime the speech is presented. Il is primarily a tool in preparation and should not be used for notes during the actual presentation. 43 �By Julie Regan 1981,477 people were arrested for shoplifting, an average of 39.8 per month. The breakdown of those arrested was male adults, 25; female adults, 43; male juveniles, 155; and female juveniles, 254. SUBJECT: Shoplifting GENERAL PURPOSE: To persuade B. People you least expect could be shoplifters. SPECIFIC PURPOSE; At the end of my speech the audience will know that shoplifting is wrong, morally and legally. 1. James Wentzel was caught shoplifting $5.66 worth of food items. James Wentzel was the president of the Legal Services Corporation, a federal organi7.alion. METHOD OF DEVELOPMENT: ProblemSolution 2. A Financially stable, married woman with two children was caught stealing a necklace. She was arrested and charged with shoplifting. INTRODUCTION: I. For Melissa it was just a way to pick up a few little things she wanted -- makeup, an album, some earrings. It was exciting to get away with something, and besides all her friends did it. Melissa got away with it several times before she was finally caught, stealing a $2 magazine, and the cashier called the police. 3. A teenager named Jenny wa.s shoplifting for some clothc.s with her friends. Il was just for fun, until she got caught. II. What made these three people, who arc very different, do such things. There have been many reasons given why this crime occurs. IL Maybe this story of Melissa sounds familiar. Maybe you know someone who has shoplifted or maybe you yourself have even done it. Shoplifting is a widespread problem confronting the retail community. Our nation's retailers attributed a $2,000,000,000 loss to this crime. A. Kleptomania is defined as a persistent neurotic impulse to steal, usually without economic motive. B. Peer pressure is a problem. If your friends are doing it, it can be a way of gelling acceptance from the group. III. I'd like to start off by telling you who d(x;s it and why. Then discuss the problems shoplifting can create. Finally, I will tell you a few things that can be done to combat this crime. C. The need to assert their identity and independence may also motivate shoplifting. D. There's a sense of power that comes with getting away with something, pulling something over on authority. BODY: I. Shoplifting knows no age, economic, social, racial, or religious barriers. Anyone could be a shoplifter. E. In some cases people feel justified to steal under the assumption that the stores calculate a certain percentage in ihe mark-up price due to theft; thus, the store expects someone lo steal. A. A survey conducted at a major national-chain retail store in San Jose, California, revealed that, in F. Still in other cases, shoplifting is a cry for help. 44 �III. No mailer whal lhe reason is and no mailer how hard you iry lo juslify il, il's slill wrong, morally and legally. Stealing a necklace or a hal pin may seem like an innocent act, but in actuality stealing can cause several problems. emotionally, rather than financially, deprived, and they derive emotional satisfaction from stealing. By becoming involved in more positive activities -jobs, hobbies, volunteer work - shoplifters can overcome lhe urge to steal.” A. Il can cause a person with an otherwise unblemished record lo have a scar for life. Don't kid yourself, shoplifting is a crime. You'll be arrested, finger primed, and pholographcd just like any other criminal. This one act will follow you forever. B. Another possible solution is group discussions. In Portland, Oregon, a program entitled Theft Talk was started as a way lo educate shoplifters. 1. Il ha.s a 95% success rale with teen shoplifters. 2. A group discussion—not a lecture—is whal Theft Talk is all about. 3. Il attempts to get across the crucial idea that stealing is wrong. Until this is understood, chances are they'll steal again. B. Harm can come lo your loved ones. They may feel shame, embarrassmcnl, or guilt. They may feel they have let you down in some way. They may blame ihcmsclvc.s for your irresponsible act. CONCLUSION: C. The economy is also damaged by shoplifting. We all pay high prices because of shoplifting. The stores raise their prices lo offset their losses, so il costs us all money we work hard for. I. I just encourage those of you who have experienced the temptation to steal, not to. The penalties are just too strong to risk il. II. I want lo leave you with this question. Would any of you invite an arrest record, embarrassmcnl, possible family problems, and loss of dignity lo shoplift an inexpensive item that you most certainly could do without? I hope you've all answered, NO! D. The establishment stolen from is also hurl. Security costs are becoming higher and higher. IV. This is a crime that needs lo be controlled before il reaches an even greater proportion. A. Some people find personal counselors lo be helpful. One counselor staled, “Shoplifters are Bibliography Brown, Lindsay. "Five-Pinger Discouni; A t.ook al Shoplifting and Retail Security." USA Today 113:64-7 November, 1984. Etchison, Birdie. “Shoplifting; An awful way to gel a record." Seventeen 45:198-9 August, 1986. "I was a shoplifter.” Good Housekeeping 203:22+ July, 1986. "Suffering Succotash.” Nation 243:721 December, 1986. 45 �By Lois Bringham BODY: I. Ann Hopkins was a very successful senior accountant for Price Waterhouse in 1983. SUBJECT: To explain ihal sexual stereotyping still exists in the accounting profession. A. The definition of accounting is the process of recording, classifying, reporting, and interpreting the financial data of an organization, according to the authors of my Principles of Accounting hook. GENERAL PURPOSE: To inform SPECIFIC PURPOSE: To inform the class that the rights of women accountants are violated when presumptions about gender play a part in the employment decisions. B. Ann had the best record of the 88 candidates at generating new business and securing multimillion dollar contracts. INTRODUCTION: C. She brought in between $34 and $44 million worth of business from just two important clients. I. Imagine that the year is 1983 and you arc the only woman candidate among the 88 company accountants up for a partnership in the prestigious Washington, D.C. accounting firm of Price Waterhouse. You have the best record at generating new business and securing multimillion dollar contracts. You are expected to be a shoo-in. And then your nomination is put on hold after your evaluation by several male partners because you are termed “macho” and in need of a “charm school.” What would you do? Ann Hopkins quit the firm and filed a lawsuit under Title VII of the Civil Rights Act of 1964. D. She lost the concensus vote in a process that gave men who hardly knew her the power to veto her candidacy. 1. One of them advised her to “walk more femininely, dress more femininely, wear makeup, have her hair styled and wetu’jewelry.” 2. Partners described her as “macho, harsh, and aggressive,” speculating that she “may have overcompensated for being a woman.” 3. Many male employers find it hard to shed the long-held myth that men arc viewed as competitive and self-confident, women should be weak and passive. II. The U.S. Supreme Court in a 6-to-3 ruling in May of this year held that Price Waterhouse had indeed based its decision on Ann Hopkins in part on unlawful sexual stereotyping. E. Hopkins quit the firm and filed a lawsuit under Title VII of the Civil Rights Act of 1964 which forbids employment discrimination because of a person's sex, race, religion, or national origin. III. Ann Hopkins’ litigation has made headlines and opened doors for other professional women who face job discriminations. We, the public, do not have to put up with this illegal practice. First I'd like to explain more about this particular case and then I'd like to quote what some experts say the effects this court ruling will have. II. The U.S. Supreme Court announced its decision upholding Hopkins in May of this year. A. The 6-10-3 ruling wa.s hailed by civil rights and women's advocates as opening the door for other successful lawsuits against illegal sexual stereotyping. Transition: Let's look at Ann Hopkins' story and its conclusion. 46 �B. Justice William Brennan wrote the lead opinion: “An employer who objects to aggressiveness in women but whose positions require this trail places women in an intolerable and impermissible Calch22; out of a job if they behave aggressively and out of a job if they don't.” properly trained to ensure that race and sex aren't part of the decision making process.” C. “This decision will make a real difference to women who arc trying to rise to the top of their professions,” says Marcia Greenbergcr, a lop managing attorney for the National Women's Law Center in Washington. G. As for Price Waterhouse, their woman attorney observes, “The firm has a way to go when it comes to women in lop jobs. Even after the prolonged litigation, only 28 of their 900 current partners arc women.” That figures roughly to be 3%. D. According to many legal experts, the net result of the court's ruling is that firms will be under pressure to root out bias among individuals making important personnel decisions. CONCLUSION: F. Ann Hopkins, whose lawsuit brought about this landmark decision, is now a senior budget officer at the World Bank. I. Ann Hopkins's case highlights the stereotypes many women continue to face in male-dominated professions. “Why is it that men can be bastards but women must wear pearls and a smile?” E. Douglas McDowell of the Equal Employment Advisory Council states, “Supervisors must be Bibliography Holmes, Sleven. "A Slap al Sex Stereotypes”. Ttme 133 (May 15, 1989) pg. 66. Jacobs, Deborah. “Smile When You Say Thai, Panner”. Ms 17 (January/February 1989) pg. 137. —. “TTieSexes: Myth America in lhe Workplace”. U.S. News & World Report 106 (May 15,1989) pg. 14. Walgenbadi, Paul II., et al. Principles of Accounting. Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1987. 47 �IJSCallegr Drive Cisptr, Wyoming 81601 Spring 1990 � 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. 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