https://caspercollege.cvlcollections.org/files/original/9d53a8baf4fdafb86eb9582b98466644.pdf 1518a2cf64e60834b978de232cffa3d6 PDF Text Text CASPER .WYOMING, Chkllenbe �Challenge-In every academic discipline, to study, to think, to express clearly one's knowledge and understanding in suitable written forms. �Challenge I ix Published at Casper Community College Casper. Wyoming 82601 February 1995 Copyright by Casper Community College �Challenge: 1995 Table of Contents Assessment of Learning Styles To Die or Not to Die Book Report Laura Landen 11 Terry Selby Sandra J. Stille A School of Thought 5 14 Thomas Rogers 16 Last Will and Testament Terry Appleby 19 Response: Sculptural Idea Pamella Leatherman 22 Digital Sound Recording and Playback Lab Stack Test Parrish Shook Joel K. Southwick Woman and the Bible 32 Audrey L. Vanderford Women’s Clubs and Organizations 24 Kathy Goedicke 38 42 Fiber Optic Technology Pandora J. Hemsher 45 Intake Interview Memo Joelle Hadley 50 Memorandum of Law JeAnne Slough 55 Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the ninth issue of Challenge, a magazine Io honor excellence. As a display medium for academic endeavor, Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. The college Writing Across the Curriculum Committee serves as a jury to select articles to be published. This issue represents work submitted in response to the call for papers for two semesters, spring 1994 and fall 1994. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1995 �Assessment of Learning Styles: High School Accounting Students By Laura Landen Course: Foundations of Learning (Educational Psychology) Instructor: Dr. Ruth Doyle Assignment: This class project is applied research based on one of the seven designs taught in educational psychology. ABSTRACT This descriptive study examined ihe learning styles of 18 students of a high school acctxinting class The null hy|MHhesis ..f nothing of significance regarding learning styles was rejected. Using a modified Oregon; asses-smeni, the study showed alinusi iwo ihints of ihc siudcnts is abstract random or concrete random learners. An assessment of students' visual, auditory, or kinesthetic sensory preferences showed that aJihtiugh more than one half of the students had relatively balanced sensory capabililies. six students, or 33% ot the cUs-s, shtwed significantly low auditory leaming ptcfeicta:e& Introduction the characteristics of individuals entering the accounting profession. This descriptive study assessed the learning styles of a high school accounting class during the fall, 1994, semester. The researcher used two instruments to assess the students' preferred learning styles. Assessment of leaming styles of accounting students can provide information to develop strategies for more effective teaching, as well as information about Statement of the Problem The problem of the study was to asses.s the leaming styles til high school accounting students. Rationale The accounting profession i.s changing and becoming increasingly complex. Enrollment in 5 �college accounting programs has declined in recent Limitations years. Accountants have expressed disappointment in 1. The study uses a modified version of the what they perceive as lack of skills of entry level Gergorc Style Delineator, which does not have accountants. In part because of these factors, the proven reliability or validity. profession has been re-examining accounting 2. The students may improperly score the education. assessment instrument, or may score themselves In February. 1988, the American Institute of as they would like the researcher to see them. Certified Public Accountants (AICPA) issued its 3. Events and conditions out of the researcher's report. "Education Requirements for Entry Into the control may influence the students' responses. Accounting Profession." which limited its discussion 4. The number of subjects is smalt; the study to courses of study that should be included in a results could be improved with a larger group of college level accounting program. In April. 1989, the subjects. eight largest CPA firms issued their own report, 5. Some students may be absent on the day of the "Perspectives on Education: Capabilities for Success assessment. in the Accounting Profession." In contrast to the Operational Definitions AICPA report, this report switched to an "outcomes" 1. Modified Gregorc learning style assessment based analysis of the educational process, and (MGLSA)--a version of Dr. Anthony F. identified general skills that entry level accountants Gregorc ’ s Style Delineator, A Self-Assessment should possess in order to be successful. As for Adults, as modified by Paula Franklin, that discussed in this report, historical accounting assesses an individual's preferred learning education has focused on "rulebased" knowledge. style(s). The report maintains that educational programs must 2. Sensory learning style assessment (SLSA) -a make significant improvements in creating or learning style preference form (author unknown) strengthening students' other capabilities, including that assesses an individual's preferred sensory communication and interpersonal skills, problem learning style(s). solving skills, and critical thinking skills. 3. Gregorc learning style - a person's natural means Although neither of these reports addressed the of taking in and processing information, based on influence of student and teacher learning styles on Dr. Gregorc’s four styles: Concrete Sequential the educational process, others in the profession have (CS), Abstract Sequential (AS), Abstract Random recognized and researched the importance of (AR), and Concrete Random (CR). learning styles (see Review of Literature section 4. Sensory learning style — a person's natural below.) means of taking in information through the The researcher maintains that no revamping of senses. The study used the three categories of accounting education will achieve the results visual, auditory, and kinesthetic. demanded by the profession unless learning styles Review of Literature are examined and taken into consideration by The researcher could locate no research using the teachers in the classroom. An examination of Gregorc learning styles or the sensory styles of learning styles can provide information about the visual, auditory, or kinesthetic specifically on characteristics of individuals entering the profession, as well as providing ideas to teachers about how to accounting or business students. The researcher teach most effectively. Towards these goals, this could also find no research regarding learning styles study examined learning styles of a high school of high school accounting or business students. The researcher summarizes below research focusing on accounting class. learning styles and personality types of college level Null Hypothesis accounting students. There is nothing of significance regarding the The importance of assessing learning styles was learning styles of high school accounting students. addressed by Soroko',who reviewed Gregorc’s 6 �learning styles, and offered suggestions as to how Gregorc’s model might be used by leathers in college accounting classes. She presented example lesson plans using a single approach and a multiple approach, based on Buller's suggestions^. Much of the research on learning styles of college accounting students has used the Kolb Experiential Learning ModeP , The Kolb Model uses two axes that combine to identify four learning types as follows: personality types using the Myers-Briggs Type indicator.** Of the 103 subjects in this study, 70% were classified a.s extroverts vs 30% introverts; 68% as sensing vs 32% iniuiiive, 50% thinking vs 50% feeling, and 94% judging vs only 6% perceptive. (This judging/perceplive finding is consistent with a study of 300 auditors that found 75% to be "judging."’) This study showed no significant difference.s in performance based on extroversion v.s introversion, on thinking vs feeling, or based on whether a student was classified as judging or perceptive. However, based on the information-collection approach (sensing/ intuitive), sensing students performed much better than intuitives. However the authors questioned whether thi.s type of student is the type desired by the profession, since the profession is changing and has a greater need for those who can be creative and can look for possibilities and relationships. These are the attributes of a "intuitive" individual, rather than the "sensing" individual that the study shows is achieving higher grades in accounting classes. The research discussed above doe.s not bear directly on the specific problem of this study, but it does emphasize that learning and personality styles are significant factors in the success of accounting students and professional accountants. Concrats 1*DC* h-rn—n<>tor I>lvar9*c Active IzpecljMittation Converter Reflactiv* Obaervetion Aealalletor Ah* race Coacaptualication Evidence in several studies supported the predominance of the "converger" as the preferred learning style among upper level college accounting students, and among accounting professionals.* The "converger" combines "active experimentation" and "abstract conceptualization," and tends towards technical tasks and practical solutions. Another study found that tendencies toward the "converger"style of the Kolb model correlated positively with college accounting students' performance on exams structured as multiple choice­ theory, open-ended theory, and open-ended quantitative, but did not differentiate performance on a multiple choice-quantitative exam.’ This study illustrates the importance of different testing formats to aid in distinguishing among student attributes that could influence career success. Il was interesting in this study to note that of the 49 college accounting students tested, approximately one half fell into Kolb's "assimilator" type, which shares the "abstract conceptualization" tendency with the "converger," but that lend.s more toward "reflective observation” (watchers) than "active experimentation" (doers). Only 8 students, or about 16% fell into the "converger" type. Another study focused not on learning styles, but Methods and Procedure.s The subjects of the study were the 19 students of a high school fall, 1994, accounting class. The researcher attended the class on Friday, October 21, 1994, and administered the MFLSA and the SLSA to the students. One student was absent. The researcher explained the concept of learning styles to the students prior to administering the assessments. The researcher collected the assessments, and tallied the students’ scores. The researcher determined each student's Gregorc learning style based on the MGLSA, and analyzed the sensory preference data based on the SLSA. The researcher also compiled for the accounting teacher a seating chart shtiwing each student’s preferred Gregorc and sensory learning styles. The assessments and scores were returned to the subjects along with additional 7 �written information about learning styles, including style descriptions and learning suggestions. Sensory Learning Styles As the SLSA portion of the table shows. 67% of the subjects preferred a visual learning style. Only 19% preferred auditory learning, and 14% preferred kinesthetic learning. Further analysis of the scores shows that ten of the subjects, or 55%, showed fairly balanced sensory learning capabilities (based on a six point or less spread between the high and low scores). However, six subjects, or 33%, showed relatively low auditory preference (differences between highest score and lowest auditory score of from 10 to 18 points). Results The researcher rejects the null hypothesis. Gregorc Learning Styles As shown in the MGSLA portion of the table on the following page, a significant number of the students. 64%. fell under only two of the Gregorc learning styles, AR and CR. This is significant in contrast to studies that have shown that among the general population only a combined 30% fall under these two categories. Table of Results of Learning Style Assesments SLSA Scores** VB AUD 34 28 34 20 28 32 38 30 26 32 36 22 28 34 28 26 34 24 32 30 26 26 32 16 30 14 28 22 32 26 28 28 26 34 32 14 PROOF: 180 42 39 52 Notes: XIN 30 BALANCED 28 LON AUOITONT 28 BALANCED 30 BALANCED 28 HIGH AUDITORY 28 LOW AUDITORY 36 BALANCED 24 BALANCED 30 LON AUDITORY 30 BALANCED 36 HIGH KINESTHETIC 26 LON AUDITORY 30 LON AUDITORY 22 BALANCED 28 BALANCED 24 BALANCED 30 HIGH AUDITORY 26 LOH AUDITORY 550 458 514 47 31 25 29 AVBRACB BALANCBOt HZGHBST AND LOWBST STTLSS WITHIN 6 POINTS NO. SUHHART OF STYLUS: STYLE « COMBINED * The MGSLA ennsisU of 10 seta of 4 sutementa eich. Questions I through 4 correspond to the CS. AS. AR. and CR styles respectively. 3 1 2 5 3 3 1 «««* 18 CS CSAS AS AR ARCR CR CRCS 16.76 5.66 11.16 27.66 16.76 16.76 5.66 ** eSGAS'S 366 The SLSA consists of 24 questions to svhich one of three armven arc selected. Answers are scored by point value <Usuatly=S. Sometimes=3. Seldomal) *** ARGCR’S 646 Each portion of the CRCS dual style was given 1/2 point value in calculating the combined percentages. The Study showed no significant relationships between the subjects’ cognitive learning styles and their preferred sensory learning styles. 1006 8 �Summary, Conclusions, Recommendations profession. Evidence also indicates that the "converger" style, as well a.s the Myers-Briggs "sensing" (vs intuitive) personality style, appear to perform better in college accounting classes. These two types seem to correspond iiu)re closely with the CS and AS Gregorc learning styles, than with the CR and AR styles. This might suggest that the AR and CR students in the study may not |)erform as well in college accounting courses, in which performance is judge by traditional grading methods. However, if the profession is indeed changing and requires accountants who are divergent thinkers, who can solve problems, and who iu-e more creative, these same AR and CR students may have the ptuential to be very successful in accounting careers. The traditional "rule-based" teaching methods do not reflect the current dynamic nature of the profession, and could actually be discouraging the very students who possess the skills needed by the profession. For future studies of this nature, the researcher would recommend including analysis of students' grades. Also, it may be desirable to use the original Gregorc Style Delineator instead of the modified version used in this study. Future researchers may also want to consider using additional (or alternative) assessment instruments (e.g. Kolb, Myers-Briggs). It would also be a recommendation to follow a group of students throughout their high school and college accounting education, and into their accounting careers, analyzing personality types, learning styles, and performance, and evaluating the effectiveness of various teaching methods the students encounter. Although over, half of ihe subjects exhibited fairly balanced sensory learning capabilities, there are several students with low auditory preference. The students can compensate for this deficiency using several techniques, including visual or kinesthetic “reinforcers" (like very graphic note taking), and sitting at the front of the room (which at the present only one of them does). The teacher can also assist by using visual and kinesthetic instruction methods. The large number of AR and CR learners in the accounting class has interesting implications not only for determining leaching strategies, but also for anticipating the students' future success in school and in accounting careers. AR learners are emotional, enjoy group activities, and are creative and visual. CR learners are inventive and individualized, like hands-on activities and role playing. The accounting instructor must use a variety of techniques Io most effectively teach these students, as well as the CS and AS students. Teaching focus may need to include more group activities, and problems with many possible solutions, vs problems that have just one right answer (and always balance at the end). Effective teaching is critical at this level not only to maximize learning, but also to keep students interested in pursuing an accounting career. As discussed above under the Review of Literature, there is some evidence of a prevalence of the Kolb "converger" learning style in the accounting 8 �Notes Soroko. M (I9KR> Studcnl loaming Styles--A Teaching Consideration in Principles of Accounting Cowses. Journal of Educaiifm for Bmneiu, March, pp 24R-25ft ’ Style and Ttachi/tg Style—In Tiuory and in Practice. Gabriel Systems, Inc. Buller, R (l9fM( Kolb, D A (19R5) t.eaming Style Inventory: Selfscoring Inventory and Interpretation BookleL Boston; McBer and Company. Baldwin, BA, & Reckers. P.M (1984). Exploring the Role of Learning Style Research in Accounting Educttion Policy. Journal of Accouming Education, Pall, pp. 63-76. Baker. R.E.. Sirrmn. J.R., & Baxeli, F.P. (1986). An Assessment of the Learning Style Preference of Accounting Majors, hstus in AccorMing Eduraiifin. Spring, pp. 1-12. Collins, J.H., &. Milliron, V.C. (1987). A Measure of Professional Accountants'Learning Style. Issues in Accounting Eiieeation, Fall.pp. 193-206. Togo. D.P.. & Baldwin. B.A. (1990), Learning Style; A Determinant of Student Performance for the Introductory Financial Accounting Course. Advances in Accounting. 8. pp. 189-199, ' Holley. J H. A Jenkins. E.R. (1993). The Relationship Between Student Learning Style and Performance on Varioui Test Question Pormata. PomMs of Educaiiimfor Bu.sine.ts, MayZJune, pp. ,301-308. • Nourayi, M.M A Cherry. A.A. (1993). Accounting Students' Performance and Personality Types. Jourrtal of Education for Business, November/December. pp. 111 -115. ’ Jacoby. P.F (1981). Psychological Types and Career Success in the Accounting Profession, ftesearch in PsycMogical Type, 4. pp. 34-37, 10 �To Die or Not to Die: The Right to Choose By Terry Selby Course: Introduction to Sociology Instructor: Dr. Barbara Mueller Assignment: The student is to discuss the various sides of a controversial sociaol issue using at least five professional sources and responding to a series of questions posed by the instructor. Should death be a personal choice? Or should society make this decision; whether one should be able to die at his or her own will, in an effort to save the family prolonged grief and perhaps hang on to the one thing a terminally ill person may have left— dignity?' And if a terminally ill patient is allowed to die al will, should the physician assist with this suicide or is euthanasia the answer. I will begin by examining the difference between assisted suicide and euthanasia. Assisted suicide differs trom euthanasia in the extent to which the physician participates in the process. In assisted suicide, the patient performs the life-ending act under the physician's guidance, while in euthanasia, the physician administers the death-causing agent or drug. According to the Journal of the American Medical Association, there appears to be an increasing acceptance of society to condone assisted suicide as well as euthanasia. For example, in the Netherlands, euthanasia under limited circumstances is practiced openly and commonly with the support of the Dutch Medical Association and court decisions. Euthanasia i.s allowed in the Netherlands when four conditions are satislled: I. There is intolerable sutfering with no prospect 11 �of improvement. The patient is mentally competent to choose euthanasia. 3. The patient requests euthanasia voluntarily, repeatedly, and consistently over a reasonable peritxJ of time. 4. Two physicians, one of whom has not participated in the patient's care, agree that euthanasia is appropriate. Under these guidelines, approximately 5.000 to 10,000 of the Dutch die by euthanasia each year (Orentlicher 1844). This Journal continues to state that in the United States, evidence suggests that assisted suicide i.s infrequently but increasingly being performed, particularly by patients with acquired immunodeficiency disease, or AIDS. Also, public opinion polls indicate that the majority of Americans believe that assisted suicide should be permitted (Orentlicher 1845). Information obtained from the New England Journal of Medicine claim,s that some of the practices that were controversial five years ago in the care of dying patients have become accepted and routine. "Do-nol-resuscitate (DNR) orders, non­ existent only a few years ago. are now commonplace" (Wanzer 846). The New England Journal goes on to say that many physicians now agree that there is little difference between intravenous feeding and other life-sustaining methods. They have concluded that it is in fact ethical Io withdraw nutrition and/or hydration from certain dying, hopelessly ill, or permanently unconscious patients. The public, as well as the courts, lend to agree. Therefore, there has been an increase in sensitivity to the wishes of dying patients on the part of the physician, other health profession­ als, and the public.This entire subject is now being discussed openly (Wanzer 847). On the other hand, many people oppose the idea of assisted suicide and euthanasia. An article in the American Journal of Sociology argues that doctors should not kill. That is the foremost rule of medicine. Healing is the doctor'.s priority because it allows patients to trust their d(Klors. "Physicians are always concerned by patients slipping back or not getting better. Once they think of death as a treatment option, then physicians simply give in to these weaknesses" (Shapiro 38). As proof, this article uses the Netherlands as an example. Physicians in the Netherlands are allowed to help patients die, and avoid prosecution as long as certain safeguards are followed. This system is very popular with the Dutch and a model for euthanasia supporters around the world. Unfortunately, there is a bleak side to the Dutch practice. In slightly more than half of these euthanasia cases, evidence suggests that doctors end the lives of their patients without their consent. This figure comes from the government's own pro-euthanasia report in 1991 which noted that: 2300 cases of doctors killing patients upon request in the preceding year, and an additional 400 in which doctors provided pills or other means of suicide. Another 1040 people were killed by doctors who acted on their own. without a request from the patient. Of these, seventy-two per cent had never indicated that they wanted their lives terminated. Furthermore, in 1800 deaths not reported as euthanasia, doctors deliberately gave overdose.s of drugs—not primarily to relieve pain, but to bring death. And 941 of these occurred without the patient's consent (Shapiro 38). This article also says that Dutch doctors defend their actions by stating that they did what they believed a patient or his family would have wanted. But unfortunately, in forty-five per cent of cases of involuntary euthanasia in hospitals, doctors didn't even consult the family members (Shapiro 39). According to Richard Fenigsen, a retired Dutch physician. "The euthanasia movement actually promised liberation by death from the power of medicine. Instead, the power of doctors increased immensely. Doctors determine how euthanasia is practiced, establish the diagnosis, inform the patient if they want, and then they decide whether to report it to the authorities and most cases are not reported" (Shapiro 37). It was reported in an issue of the National 2. 12 �Reference Center of Bioethics Literature that definite strict safeguards should be proposed regarding this issue. One commonly proposed safeguard is that a patient would qualify for suicide help only if he or she were in the last six months of life and in intractable pain. But no doctor can say with certainty when a patient has six months to live. And if a patient in pain is allowed to die, it could be considered immoral to deny the same right to some one in terrible pain who faces a life of torment. Plus, if competent people can seek death, it is impossible to offer the same option to terminally ill babies, adults in comas, or others who are unable to speak for themselves (McCarrick 12). This issue is obviously not a simple one. I feel a person who is terminally ill should have the opportunity to die at will, but I also feel it is extremely difficult to impose effective guidelines where assisted suicide or euthanasia is concerned. If I was terminally ill, I believe I would be more concerned about what my family would be going through than my own suffering, but I would want to make the decision to die on my own. 1 would definitely not wish my physician to make this decision without consulting me or my family. I am not sure what the answer is. It is very difficult to change society's attitude regarding controversial topics. If we allow assisted suicides and euthanasia, we could perhaps be creating a situation where one could legally get away with murder, claiming it was simply a case of assisted suicide. So where do we draw the line? Should terminally ill patients who do not wish to suffer any longer have the right to die? Suicide by the hopelessly ill may some day be sanctioned. However, much more thought needs to be given before involving physicians in the process and compromising their essential role as healers. Before having the opportunity to study sociology, my opinions regarding most social problems were strictly "for" or "against." I now find myself looking at issues from different viewpoints. 1 try to evaluate each issue from both a functional point of view, and a conflict point of view before expressing an opinion. Never before have 1 taken into consideration both sides on issues such as abortion, assisted suicide, using animals in medical research, the homeless, or the AIDS epidemic, just to name a few. I feel I can now look at these kinds of issues from both angles and see legitimacies on both sides. Even though I still may take a stand on each issue and defend it, I am a little more open-minded towards the other side of the issue and can look at each issue a little more objectively. Works Cited Oeatlictwr. (Mvid,'Physician ParTkipation in Assisted Suicide,' Journal (^ihe Americun Mettiial 262 l3Ocii>ber 6, 1991 pp IS44-|«45. McCatnck, Pat Milmoe, "Active Euthanasia and Assisted Siuade.'Nationat Re/eremefor Buieihirt Uteraiure March, 1992 pp 12. Shapiro. Joseph P.. "Death and Dying." The American Journal of Sociology. May 30. 1993 pp 36-42. Wanzer. Sidney, "The Physician’s Responsibility Toward Hopelessly III Patients." The New England Journal ofMcdi, ate 320 13 March 10 I9S9 ppS44-849. 13 �c Book Report By Sandra J. Stille Course: Foundations of Education Instructor: Charlene Davis Assignment: Choose a current book or a classical work on a topic pertaining to education. Write a brief paper in which you first summarize and explain the thesis of the book, and second, give your opinion of the book's content. The United States was built upon the principles of liberty, justice, and equality. Do these principles apply today? Is there equality and justice for all? Jonathan Kozol takes a startling and often heartbreaking look into the disparities of education in the United States in his book Savage Inequalities. When asked to describe the typical school neighborhood, most Americans picture quiet treelined streets, nice homes with lawns and flowers, and possibly a grassy park complete with a swing set and jungle gym. This ideal picture is far from the neighborhoods too many of our children grow up and attend-school in. Kozol introduces us to a neighborhood. East St. Louis, where raw sewage invades the streets, homes, and schools, a condition which could result in outbreaks of cholera, hepatitis, and typhoid. Due to a lack of revenue there is no money to correct this problem, or to pick up the mountains of trash piled in yards that harbor rats. Kozol describes Dead Creek, a dry creek bed where children ride their bikes, which has received notoriety for "instances of spontaneous combustion." The creek "smokes by day and glows on moonless nights” due to toxins embedded in the soil from sewage, chemical, and metal plants. Throughout the book Kozol introduces us to severely segregated ghettos with living conditions similar to East St. Louis. It has been said that the problems of society 14 �converge upon the public schools. Kozol gives a public schools." He also states that in East St. Louis startling account of the issues facing public schools "75 percent ol the population lives on welfare of serving these neighborhoods. Kozol describes some form." schools that have holes in the ceilings, broken These factors are more compelling when coupled windows, dysfunctional heating and cooling with the affluence that is often merely a district systems, unrepaired fire damage, and broken urinals away. Kozol describes adjacent districts offering and toilets. Kozol tells of one school. Pyne Point schools with Olympic sized pools, ample computers Junior High in Camden. New Jersey, where "the fire for each classroom, state-ol-ihe-art lab equipment, alarm has been dysfunctional for 20 years." Facility intense gifted programs. The author notes that many overcrowding is also an issue. Kozol sites Public individuals in these districts are prominent School 261 in the North Bronx which is housed in a adversaries of any redistribution plan that would former roller skating rink. This school's capacity is allow more equality in education. They argue that 900 students; however, it serves 1,300. The author money is not the answer. Kozol notes per pupil observes schools where overcrowding forces small spending of $2,100 in Illinois' poorest districts classes to be held in urinals and closets. compared to over $10,000 in the wealthiest. When However, dilapidated inadequate facilities are one examines these figures regarding the disparities not the only issues facing these schools. Kozol in per pupil spending, it becomes obvious that it is a describes these schools as having a nonwhite vast portion of the answer. population of 95 percent. He cites schools that do Although Kozol recognizes that bright, not have sufficient basic supplies: pencils, paper, motivated teachers do make a difference in some of crayons, textbooks. He describes Morris High the classrooms he observed, I found the descriptions School in New York City where 'blackboards are in this book to be both distressing and so badly cracked that teachers are afraid to let heartbreaking. 1 was distressed by the lack of students write on them for fear they'll cut concern and willingness to take concrete measures themselves." He continues with classrooms that do to equalize educational opportunity. Many not have a teacher and schools that have an individuals in wealthy districts fail to realize that insufficient number of counselors. this issue affects all of society. These children do The acculmulation of these issues contributes to not possess the necessary skills to become a the dropout figures generated by urban schools. productive members of society. They are caught in Kozol notes that the drop out rate for cities with a ruthless circle of illiteracy and welfare. Not only largely nonwhite populations is thought to be as are we as a nation failing to provide each child with high as 46 percent. He cites that children who begin an equal opportunity to quality education; we are their education at "Woodson Elementary School in destroying an innocence and trust found in every Chicago have a high school dropout rate of 86 child. When children are expected to attend scho«)l percent." How does this affect society? High under the conditions Kozol notes in the book, they dropout rates have a positive correlation to are learning that society places very little value on delinquency and economic dependence. Kozol cites them. It teaches them that the axiom of equality our that According to the New York Department of nation is built upon is meant only for the privileged Corrections, 90 percent of the male inmates of the few. city's prisons are the former dropouts of the city's 15 �c A School of Thought By Thomas Rogers Course: Introduction to Art Instructor: James L. Gaither Assignment: Casper College has received a donation of unlimited funds to purchase one art work to be displayed permanently on campus. This class has been asked by the administration to submit proposals as to which work shcHild be acquired. Write a proposal. (The student was asked to address certain questions within the proposal.) The importance of art to man can be surmised by the fact that every culture that has been able to progress past the point of pure survival has sought to express itself creatively. Accompanying this creative passion has been our great quest for knowledge. University campuses have been built with both knowledge and art in mind. Our school now has the opportunity to add a piece of artwork to our grounds. This is an opportunity to define what Casper College is about and what our ultimate goals are. With this in mind, it is my proposal that the school should purchase Auguste Rodin's The Thinker. The Thinker is a life-sized bronze, full figure, which is seated with face rested on fist. The man, naked, is completely engrossed with his thought. It was created in 1879- 1889, in France and now rests on Rodin and his wife Rose's grave in Meudon, France (Preble). Rodin was greatly criticized during his lifetime, 1840-1917, by the established academies for allegedly copying both Greek Classical and Renaissance period art; ironically, these are the periods those very academies evolved from (Frisch). Rodin kept to his vision and now is considered as the artist who returned sculpture to the status that it hadn't had since Michelangelo gave the world his visions, 400 years prior (Preble). A review of Rodin's life. The Thinker, and the ideals of our university, will demonstrate why The 16 �Thinker is lhe perfect work of an for our school. The history of education and the role universities play go hand-in-hand with lhe message that The Thinker conveys. It does not go unnoticed that lhe Greeks were founders of both higher education and classical sculpture. The basic concepts of universities, and our society and ideals in general, have been handed down from lhe Greek city-states. The Greek philosophers gave us the precepts of ideals and imponance for humans to constantly strive towards those ideals. Universities were founded as places where men would increase their knowledge. Truth, beauty, and justice were more than empty words to these ancients. They wanted an intimate relationship with their ideals. Their ideals were obvious in the artwork of the period as well. Sixteen hundred years after the Greeks ruled, the Renaissance came, and with it, the recognition that man and ideals were inextricably bound together. Again the school of thought was that to be "human" meant that man should succeed in the here and now, and not simply wait for the afterlife, echoing the thought that the unexamined life is not worth living. Today, this should still be society’s expectations for our schools of higher education. Yet. five hundred years later, our society is increasingly less human. Many would argue that a school like ours is nothing more than a diploma mill. College is seen less as a place where humans come to expand their intellectual abilities, and more as a necessary hoop one must jump through on the way to the job market. A sculpture like The Thinker would represent that Casper College is committed to more than diplomas and that our school values lhe essence of the eclectic thinking man. Rodin came from what would be considered a middle class family. At lhe age of fourteen, he wa.s enrolled at lhe School of Mathematics and Design in the hopes that he would learn a trade (Selz). Rodin possessed more ambition than to just take a job. so he decided to follow his heart into art. His respect for the Renaissance style and man as its primary subject was a natural extension of being human. Many attacked Rodin for trying to merely copy lhe styles before him, but closer examinations reveal a sensitivity and depth that goes far beyond simple mimicry. He learned from those before him and then extended that knowledge. This is precisely what our universities are supposed to do. The Thinker represents brute man developing his reasoning skills, an animal awakening to thought (Frisch). It was originally conceived as The Thinker based on Dante brooding over his vision of hell (Frisch). However, Rodin’s humanistic approach inspired his belief that man's reasoning abilities would deliver him to a higher plane while alive. This parallels lhe purpose of our universities. Rodin believed so strongly in this, and in this piece of work, that he included The Thinker in another sculpture known as The Gates of Hell which represented man’s hope.s and woes, through such excesses as greed and passion. The purpose of the placement of The Thinker in this "doorway" was to demonstrate "man rising to reason, which shall dominate the brute and free the spirit”!Frisch). Rodin felt man should be himself wholly at every moment, whether of ecstasy or anguish, and life would be enriched. This school’s purpose is to develop lhe minds of its students. To invoke thought and provide the reasoning skills that will help lead to answers ought to be lhe main role of education. As we approach the twenty-first century, this university can make a statement that inslitulion.s of higher learning ought to be concerned with lhe ability to examine our existence while we are living it. The Thinker would make such a statement. I am attending school not so much for the ability to simply get a job, but for lhe opportunity to become more of what I a.s a huntan can be. The Thinker is the quintessential work of art dealing with our ultimate questions of humanity. What student could sit next to The thinker and not ponder their existence, their reasons, their beliefs, and their future? This would truly define inspiring thought. These moments of quiet contemplation would be the greatest tribute to Rodin, the men of lhe Renaissance, the Greet philosophers and, undoubtedly, our university. 17 �Works Cited Prebk, Duane.Anfnnns. New York: Harper Collins College PuMishers. 1994. 394. Selz Jean Mixirm St ulnire. New York; George Braziller. Inc.. Copyright unknown. 93-117. Frisch. Vklor. artd Joseph T Shipley. XHgurfe Jfne/m. A SMgmpfly. New York: Frederick A. Stokes Company. 1939. 18 �c Last Will and Testament By Terry Appleby Course: Paralegalistn H Instructor: Mary Kubichek Assignment: Draw up a will for Susan Smith. I, Susan Smith, residing at 210 Main Street, Casper. Wyoming. 82601. County of Natrona, State of Wyoming, being of lawful age, and of sound mind and memory, and not acting under duress, menace, fraud or undue influence, do make, and declare this to be my LAST WILL and TEST?KMENT and do hereby revoke all previous Wills and Codicils made by me. SECOND: 1 declare that I am widowed, that 1 have two children: Kathryn Smith, who.se birthday is September 19, 1984. and Margaret Smith, whose birthday is January 10. 1980. THIRD: 1 appoint as Executor of my estate, without bond, my brother, Rob Deen, or if he predeceases me. or for any reason can not fulfill these duties, my brother. Kent Deen. I give my Executor full power to sell, convey, lease, or mortgage any real estate that 1 may own al the time of death, and as a part of any such transaction to execute, acknowledge and deliver all necessary deeds and other instruments required. FIRST: I direct that all my debts, including my funeral expenses and expenses of the administration, are to be paid by my named executor as soon as reasonably possible. These shall be paid out of the first monies available. $5,000 is to be paid to Rob Deen to repay money borrowed on December 1, 1989. FOURTH: I give, devise, and bequeath all of my 19 �cstale. real, personal or mixed to my children, KATHRYN SMITH, MARGARET SMITH, and any future children bom or adopted by me. share for share. 225 Main Street, Casper, Wyoming 82601. TWELVETH: Should any of my beneficiaries in this Will contest it in any manner, I revoke any gift to him or her, and direct that his or her share of any gift be disposed of as if he or she had predeceased me. FIFTH: If my youngest child has not reached the age of Twenty-five (25). I hereby establish a TRUST in the names of KATHRYN SMITH. MARGARET SMITH, and any future children bom or adopted by me. The TRUST will consist of my estate, including any and all real and personal property, tangible and intangible interests, benefit entitlements and any other monetary or property interests. IN WITNESS WHEREOF, I. SUSAN SMITH, sign my Last Will and Testament, in the presence of the attesting and subscribing witnesses whose names appear below, on this 1st day of April. 1994, having declared in the presence of said witnesses that this writing, consisting of 4 pages, is my Last Will and Testament. Each page of which is initialed by me and by each of the subscribing witnesses. SIXTH: I hereby appoint Rob Deen to serve as TRUSTEE. In the event that Rob Deen is unable to serve as TRUSTEE, then I designate and appoint Ken Deen as TRUSTEE. SUSAN SMITH SEVENTH: The powers of the TRUSTEE include usual and customary rights as laid out in both common and statutory law with the State of Wyoming and any amendments thereto. TRUSTEE shall pay out proceeds of the Trust those sums essential and necessary to the children's well-being and be certain that funds for further education are liberally distributed. The foregoing instrument, consisting of 4 pages, was on this 1st day of April, 1994, subscribed by SUSAN SMITH, the above named testator and by her signed, sealed and published and declared to be her Last Will and Testament, signed in her presence by: EIGHTH: The said TRUST shall be terminated upon the Twenty-fifth birthday of the youngest child, whether it be KATHYRN SMITH. MARGARET SMITH, or any future or adopted children. WITNESS ADDRESS WITNESS ADDRESS I, SUSAN SMITH, Testator, sign my name to this instrument consisting of 4 pages, this 1st day of April, 1994, and being first duty sworn, declare to the undersigned authority and that I execute this, my Last Will and Testament, free and voluntarily, and that 1 am an adult person of sound mind, and under no constraint or undue influence. NINTH: I hereby appoint Rob and Kate Deen as LEGAL GUARDIANS with FULL CUSTODY for KATHRYN SMITH. MARGARET SMITH, and any future unborn or adopted children. In the event that Rob and Kate Deen are unable to serve as GUARDIANS. I designate and appoint Kent Deen as secondary LEGAL GUARDIAN with FULL CUSTODY of the persons and estate of my minor children. KATHRYN SMITH. MARGARET SMITH, and any future unborn or adopted children. SUSAN SMITH We. David White and Cheri Black, the witnesses, sign our names to this instrument, being first duly sworn, and do declare to the undersigned authority that the testator signs and executes this instrument as her Last Will and Testament, and that she signed it willingly: and that she executes it as her free and voluntary act for the purposes therein expressed, and that each of us, in the presence and hearing of the TENTH: In the event the beneficiaries of this will predecease me. leaving no heirs, 1 give my entire estate to the Girl’s Club of Casper, 8228 Second Street, Casper, Wyoming. 82601. ELEVENTH: 1 leave any and all property not otherwise disposed of in this will to Karen Jones, 20 �Testator hereby signs this Will as witnesses to the Testator's signature and (hat to the best of our knowledge, the Testator is an adult person, of sound mind and under no constraint or undue influence. WITNESS ADDRESS WITNESS ADDRESS STATE OF WYOMING COUNTY OF NATRONA ) SUBSCRIBED AND SWORN to before me by SUSAN SMITH, the Testator and subscribed and sworn to before me by David White and Cheri Black this 1st day of April, 1994. Notary Public ) )SS. 21 �c Response: Sculptural Idea By Pamelia Leatherman Course: Sculpture I Instructor: Linda L. Ryan Assignment: Give a one to two page written response to assigned chapter readings in .lame* Kelly’s book Sculptural Idea. In junior high school I was introduced to sculpture through an art class. Though this was a long lime ago. I remember that we did several projects that included working with clay and copper. As 1 grew older and had several opportunities to visit the Natural Museum of History in Denver, I was introduced to art works (hat I could not comprehend. Why on earth anyone would paint a picture of a disfigured form or slap together a bunch of junk was beyond my comprehension. I'hen 1 met a wonderful man who was from New York and had traveled throughout the world. It was through this man that I became aware of how NON twentieth century Wyoming is. By taking Sculpture, it is my hope to gather a better appreciation for the arts. I hope to be able to speak the proper language and know what is being said where certain arts are concerned. To aid in this learning process, I have carefully begun Io read The Sculptural Idea, by James J. Kelly. Through reading the preface, I was introduced to associations of sculpture that had never occurred to me. My opinion of sculpture or any form of art was someone’s talent constructed and then shared with others. My opinion of famous art was simply this, “It was old and hadn't deteriorated: therefore it 22 �must be popular.” To describe such a work, 1 would say that the Mona Lisa was a picture of a very homely lady. The purpose of that work was simply to share what that era was like, with regards to clothing and hair style. To say that I understood art would have been a complete lie. Then I read a definition that made a lot of sense to me. Kelly wrote, ... is a gathering in of ideas, concepts and directions and a general reevaluation of the past experimentation and the establishment of a viable vocabulary to carry over into the twenty-first century.” p. xi. Because I love to write, I compared what this said with my knowledge of writing and suddenly there was meaning behind these arts. What really drew in my interest was the definition Kelly used for content, “Content is the idea, message, or whatever one chooses to call that which is transmitted from the artist through the work to the audience.” p. xi. When I write a piece, I find it very important to make sure that the content is clear to the reader. By comparing this with art. I found another similarity that I could use to increase my understanding. As I concluded the preface. I ran across a line that baffled me. Kelly wrote. “Sculpture today, then, is its own reality.” p. xii. In some cases I could see where this may be true but surely not in all cases. I concluded that I need to learn more before I will truly understand this statement. In “The Ambivalence of Sculpture: The Artist, the Critic, the Consumer and the Consumed.” I read . we find primary structures and minimal art, kinetic, junk, assemblage, object, reductive, deductive, destructive, planal. spatial, hard edge, soft, structured, serial repetition, happenings, environments, multiples, monochrome, polychrome, funk, punk, pop, op, combined, technological and systems-oriented sculpture, plus 23 all the traditional lorms.” p. 1. Boy was my work cut out for me. Just in that line alone one could easily be scared away from ever learning anything about art. Even though 1 know some of those terms. I am no where close to knowing what I want and now I must tread a little harder. How in the world would I ever understand what Kelly was saying. As I continued to read. Kelly wrote, “The main concern is that each new approach, no matter how outrageous, be examined extensively by each viewer lor its basic significance and then be accepted or rejected accordingly.” p. 2. To me this means that one should not prejudge anything at first sight. I should approach any piece of work with an open mind, try looking into the artist’s reasoning. That was a concept that I can understand. As I continued to read through the chapter, 1 felt that some statements really bothered me. But the one that most caught my attention was where Kelly stales, “Fame and money are to the artist as alcoholic drinking is to automobile driving.” p. 5. Kelly goes through and explains that in this age, man’s attention is caught up by money and fame. Sometimes artists desire so much to get ahead that they do things that on the normal basis they wouldn’t even consider. I would wonder if they would loose sight of themselves and their convictions by stooping to such levels. Through the preface and the first chapter. I feel that I have been introduced brielly to the world of sculpture, I believe that if I take what 1 learn through Kelly’s writings and what I learn in class. 1 will have a clearer understanding of sculpture. I many not always agree with what is said, but in keeping an open mind I should clearly know the language and appreciate the art. 1 will also be able to identify those different arts mentioned earlier that threw me into a tailspin. �Digital Sound Recording and Playback Lab By Parrish Shook Course: Microprocessor Applications Instructor: Miles Hecker AsBignment: Objective: To provide the student with a working knowledge of the hardware and software required to 1. Use a small computer system to digitize and store audio signal level analog waveforms. 2. Playback the audio waveform though a simple amplifier. Parts List Procedure Description I - 386 AT clone with an 8255 PPI I- 40 pin parallel connector cable to a protoboard I-DAC0806 D/A 1- ADC 0820 A/D 2- LF351 op amps 1- LM386 low level amplifier 2- small speakers I - various resistors and pots 1- various caps I - signal generator with DC offset capabilities 1- Oscope 1. Construct the circuit in figure 1. Notice that this is essentially the same circuit as used in MODULE EX I with the addition of an LM386 amplifier driving a speaker. Also, filtering capacitors have been added. 2. Write a program to output a sine wave to the Digital to Analog Convertor (DAC) in much the same way a.s was accomplished in MODULE EX 1. You should notice a continuous pitch from the speaker. Vary this pitch by adding a time delay to the program. 24 �Conslrucl the circuit in Figure 2. Adjust the signal generator to produce a KXMlHz sine wave that varies from 0 to +5v. You will need to utilize the DC offset capabilities of the generator to achieve this. 4. Write a program that reads the Analog to Digital Convertor (ADC) at periodic intervals and stores the data in memory. Read a total of 60,000 values from the ADC over a lime span or approximately 4 seconds. Once 60,000 values have been read, send the 60,(X)0 values to the DAC and listen to them as they are reproduced though the speaker. See figure 3 for a flowchart of an example program. 5. Vary the frequency of the generator to obtain different tones though the speaker. 6. Disconnect the signal generator. Construct the circuit in Figure 4. With no signal input from the microphone, adjust Potentiometer R’ to obtain +2.5V at the output of the LF35I. while talking into the microphone, monitor the output for the LF351 with an Oscilloscope. You should see waveforms that vary approximately from 0 to +5V. Connect the output of the LF351 to the input of the ADC. 7. Use the program developed in Step 4 to digitize approximately 4 seconds of your voice and play it back though the speaker. 3. 9. MOV AL,0 JMP lOB (OUT DX,AL) This jumps to OUT DX,AL lo continue oulpiiiiing data lo port A, forever. MOV AX, DS ADD AX, 1000 MIV ES, AX This moves the ES address into the AX. This is done so that we can add 1000 lo it and store our recorded data away from our program and not trash our program. MOV AL, 91 MOV DX, 303 OUT DX, AL This configures the ports for output MOV AL, OB9 OUT21. AL MOV DI.(300] This turns off the real time clock. This is done so it doesn't interfere with the sound lo be recorded. This moves the contents of memory location 3(X) into the DI register. MOV BX,FFFF This moves FFFF into BX. This is our counter. Programs This moves 00 into AL. The reason for this is so we can increment and produce our sawtooth wave. This increments AL so we can gel the next piece of data. Program #2 Program # I This configures the ports for output. INC AL This ends the program. Exits lo DOS or DEBUG, dejx;nding upon the configuration. Program #1 is merely a lest program that tests the play back circuitry. Expand the program of step 4 to graph your voice signals on the computer's monitor. See the handout for details of video interrupt 10. Expand the program of step 4 to store the digitized data on a floppy disk. See the handout for detail of reading/writing a disk with interrupt 21. MOV AL,80 MOV DX,3O3 OUT DX.AL This sends the data out to port A. INT 20 Extra credit 8. MOV DX,30l OUT DX,AL 25 MOV AH,9 This is the control word for INT 21. MOV DX,2(X) This moves 20() into the DX register. This is where our print message is stored. INT 21 Thi,s prints our message "Press any key to start recording.” MOV AX,0 INT 16 This is the control word for INT 16. This reads the keyboard. MOV AL, 10 MOV DX, 302 OUT DX, AL MOV AL. 0 MOV DX,3O2 OUT DX, AL This strobes the read (RD) line high and low. �IN AL,DX This reads the port to get our audio signal. MOV AL.ES: ISIJ This moves our stored data from memory to AL. AND AL.I This checks to see if we have recorded for a full four seconds. OUT SX. AL This outputs our stored data to DX. where it is introduced to our circuit. JNZ 179 This jumps to 179 until AND AL produces a zero. The program then drops on through. MOV ES: |DI|. AH. This moves the data coming in from the port to the memory location we specified 1000 bytes away from our program. INC SI This moves 60 into Cx. This is a small delay loop. DEC!BX This decrements our counter. LOOP 184 This loops until our delay is done. JNZ IBC INC DI This increments DI so we can store the next sequential piece of data in the next sequential memory location. This jumps to allow us to retrieve the next sequential piece of data. MOV CX,60 MOV DX,300 MOV CX,60 S LOOP IC3 This move,s 300 into the DX register. IN AL.DX This moves the contents of the port into AL. MOV AH.AL This moves our data into AH so it doesn’t gel trashed. DECBX Thi.s decrements our counter. JNZ 16D This jumps to I6D to retrieve the next piece of data. MOV DX.300 This moves 300 into DX. This is our print message "Press any key to playback the sound you recorded.” INT21 This prints our message. MOV AX.O This is the control word for INT 16. INT 16 This reads the keyboard. MOV DX..3()t This moves 301 into DX. This jumps to our print statement "Press any key to play back the sound you recorded." This was done so you don't have to keep recording again to hear it again or having to reset the Instruction pointer to hear again what was recorded. MOV AL. 0B8 OUT 21. AL INT 20 This turns the real time clock back on. Analysis of Results Figure 3 contains the microphone and an amplifier which amplifies the signal from the microphone. This is where the whole process starts. Sound, your voice, entering the microphone is amplified by the microphone amplifier and sent to the 8-bit Analog to Digital Convertor (ADC). The ADC converts the signal from analog to digital by taking samples at specific intervals Fig 4. The samples are composed of eight binary bits because it is an 8-bit ADC. In the binary number system there are only two numbers: 0 and I. Thus the sample is composed of an eight digit number of Ts and O’s. These I's and O’s correspond to various voltage levels at various points along the analog wave Fig 4a. MOV BX.OFFFF This moves FELL into BX. This is our counter. This is the control word for INT 21. This increments SI so we can retrieve our next sequential piece of data and send it to our output circuitry. JMP IB4 Subroutine for playback This moves 300 into the SI. MOVSUtX) MOV AH.9 This is a short delay. 26 �This illustration makes it clear that the use of a higher sampling rale (more samples per time period) yields a more faithful reproduction of the input waveform.Another example of sampling is shown in Fig 9. Fig 9 shows how the squarewave and the sinewave are related in the conversion prtKcss. Fig 10 shows samples being taken al equally spaced intervals. Fig lOa shows the input waveform. Fig I Ob shows the samples and Fig 10c shows ihe wavefonn and the samples combined. These I's and O's are what make up the data that will create the squarewave Fig 4b. The resolution of the ACXZ and DAC determines the quality that the reproduced signal will have. The resolution is determined by the number of bits that the ADC and DAC has. For instance, if the DAC/AEXZ has 8-bits it will take eight samples per time period. If the DAC/ADC has 64-bits it will take 64 samples in the same time period. This results in a much higher resolution. Refer to Fig 5 and Fig 6 which show the difference in number of samples per time period. This illustrates a much more accurate representation of the sine wave with more samples (Fig 6) than less samples (Fig 5). The resolution provided by using an 8-bit DAC is lhe minimum acceptable for voice reproduction. This is true because voice frequencies generally don't exceed 3.3KHz. This means that lhe sampling frequency must be at least 7.3KHz. An 8-bit DAC/ACX? can handle that sampling rate. The sampling rale, the rate at which samples are taken, must always be no less than two times the highest frequency to be sampled. This means that there must be al least two samples for every frequency. Just as having a higher sampling rale increases the resolution, having a DAC and DAC that use more bits will increase the accuracy with which the wave is sampled and thus increase the fidelity of the output. Fig 2 contains the 8255. This is lhe chip that interfaces lhe computer with lhe DAC and ADC. The signal enters the ADC and is converted from an analog signal to a digital signal. It takes lhe input and manipulates lhe data into a formal lhe computer understands then outputs ii to the computer lo be stored. After approximately four seconds, lhe recording portion of lhe program is finished and a message Fig5 sampled in Fig 5 would look. Fig 8 shows how the waveform of Fig 6 would look when reproduced. 27 �irtrt 0 Fig 9 (c) T 7T3T4T«T6T7T«TtT FiglO appears on (he screen asking the user to "press any key (o play hack the sound you recorded." At this point the play back subroutine is accessed and executed. The data is retrieved from memory and enters the 8255, which interfaces the signal to the DAC. The DAC converts the signal from a digital form to an analog form by reversing the process described above for converting from Analog to Digital. The amplifier and speaker are the last components Io be used in this process. Now that the signal (your voice) has been converted from analog to digital, stored in the computer's memory and reconverted to analog, it is time to reproduce your voice and see how much it sounds like your voice. The amplifier amplifies the analog signal coming out of the DAC and the speaker plays the amplified signal. Thi.s circuit yielded a very surprisingly accurate replication of our voices that we recorded. It was at least as good as a tape recording; and the beauty of this form of recording is that there is no static, hiss or motor noise you often get when using a tape recorder to record voice. We found that building and testing the circuit in small pieces as the assignment recommend,s is a good idea It is also important to ensure that each section works properly before proceeding with building any more of the circuit. This saved us lime when we had to go back and troubleshoot the circuit. We also learned that chips can go bad while they are installed in the circuit. Thi.s can cause great heartache if you aren't aware of a bad chip and you are trying to fix a "faulty" program. We discovered this when we had the system partially working and a chip went bad. Things that had previously worked suddenly didn't work. This caused us to spend a lot of time trying to fix the program. We later discovered the bad chip. Upon replacing the bad chip with a good one we found that the program or software was correct. We did have a few problems with the software as well. Writing a program to perform this function is not easy. Other problems we encountered were having the Digital to Analog convertor (DAC) data lines connected wrongly. This resulted in much distortion upon playback. The reason for this is that with the lines connected incorrectly some of the information was going to the wrong place. We found that the quality of the recorded audio wa.s fairly good when we finally got all the bugs worked out of it and 28 �gol the DAC data lines connected correctly. It is also beneficial to follow the flow charts that are given for writing the programs. Il is also important that the data (your voice) that you store is stored in memory space that is well away from where your program is siored; olhefwise you will write the data right over your program and have no program left with which to play the sound back. 29 �30 �List of Definitions Analog Audio Digital Frequency slate.s or oscillates though a rotation of 360“. One cycle per second equals I Hertz (HZ). One thousand Hertz, equals I KHz because K is the symbol for Kilo which is the Systme International (SI) symbol for KXM). Sinewave A waveform that is repetitive and sinusoidal in form. See figure 4. Squarewave A waveform that is repetitive and square in fonn. See figure 5. Troubleshoot To examine something and detennine what is wrong with it and then fix it. Analog implies something that is similar; in this case, the signal is similar in that it is repetitive in form. Voice or music. For the purposes of this lab voice will be used. Simply put, it is either on or off. A one in digital represents an "on" condition a zero indicates an "off* state. The rate at which something occurs. In electronics frequency is the number of times per second that a signal changes Works Cited Thompkins, W.J. Webster J.G. Interfacing Seniors lo ihe IBM PC. Prentice Hall Englewoud Cliffs, New Jersey I98S. Intel. Peripherals Intel Corporation Literature Sales Ml. Pruspevt, 11 1990. Intel, Micmsysiem Companenis Huntibitok Microprinessors and Peripherals Volume 11 Intel Corpuraiiun Literature Sales Ml Pnwpeci, II I9K5 31 �Stack Test By Joel K. Southwick Course: Foundations of Learning (Educational Psychology) Instructor: Dr. Ruth Doyle Aasignment: This class project is applied research based on one of the seven designs taught in educational psychology. ABSTRACT This study found a correlation between gender at ages five through eleven regarding spatial-perception skills. Chtldren performed tests by duphvaiing stacks of colored bhx.-ks from nuxlels displayed by the researcher. The resulting time to build each slack was noted and averaged then compared. Test results iixJicaied a slightly higher proficiency for females. Introduction differences in gender could be a first step in defining spatial-perceptual advantages. Gender differences are a concern for most parents. They may question the advantage one gender might have over the other in the learning arena. One factor that might lead to an advantage would be the ability to perceive spatial differences. An edge could allow a child to learn Io write earlier, recognize solutions to spatial problems earlier, or provide enhancement in some sporting activities. Regardles.s of the area, most parents would readily promote perceptual advantages to give their child as much encouragement and promotion in academics as possible. Recognizing Problem Statement The problem of the research was to disclose gender differences solving spatial-perceptual problems, by recording times of children as they build block stacks from a model and averaging recorded times. Rationale The researcher theorizes that a child may suffer perceptual handicaps because of their gender. Previous evidence has suggested that males may 32 �1 have a higher spatial-perceptual proficiency, thus providing academic advantages. 4. Hypothesis 5. 1. 2. 3. Null: The researcher theorizes that gender does not pose a significant factor in the ability of a child to solve spatial-perceptual problems. The ability of a child to solve spatial-perceptual problems specifically measured by reproducing stacks of blocks is dependent on gender. Research question: If the gender of a child negatively or positively impacts a child's ability to solve spatial-perceptual problems, how can parents or educators promote the positive aspect and negate the negative aspect of this phenomenon? Stacks: Stacks of wood blocks arranged as mtxiels for children to copy. Symmetry; The reflection of like objects on two different sides, here referred to as two different sides of a particular stack. Methods and Procedures Subjects Twenty-four children from a local daycare were chosen for the study. They ranged in age from five to eleven years old and consisted of ten males and fourteen females. They represented a broad range of the socioeconomic spectrum, from lower income families to families in the middle class income range. Limitations Instrument 1. To measure the ability to solve problems of a spatial-perceptual nature the researcher designed what will hereafter be called “Stacks.” These stacks were wood blocks of various colors and geometric shape. They included simple squares to trapezoids and round peg shapes. The younger groups of children were presented with symmetrical stacks of 5 to 7 blocks for ages five and six, and stacks of 8 to 10 for ages seven to eight. The older children, aged nine to ten and eleven or older, were presented with stacks of no particular symmetry and an increased number of blocks. These gradations of stacks were expected to reflect the developmental differences in the different age groups. The children were shown a previously constructed stack and asked to immediately copy as accurately as possible. The children were prevented from viewing the stack before a signal to proceed, and then were timed with a digital stopwatch to the nearest second. Errors in duplication of stacks were counted and noted then averaged by child and gender to provide an idea of variance among groups. 2. 3. 4. Children perform differently due to diet, sleep, emotional state, etc. The results may be skewed due to an off day of a child, therefore affecting his/her testing. A child's ability to perform test may be impacted by his/her attitude or rapport with the tester. Convenient, quiet testing area was not always available; therefore a child's attention to task may have been distracted. Stacks of blocks were designed by a non-expert in the field of child psychological testing; therefore an accurate representation of ability may be diminished. Operational Definitions 1. 2. 3. Spatial- perceptual ability: The ability to recognize differences in shape, color, and orientation of an object in relation to other objects. Gender The sexual orientation of an individual, either male or female. Mean or average: The fixed number corresponding to a given group of numbers, found by dividing the arithmetic sum of the numbers by the quantity of numbers, in this case the times in seconds of the children to complete stacks of blocks divided by the number of models each child duplicated (3). Design This study reflected a quasi-cxperimental design, ie. the recorded times were found by separate experiments for each child and averaged according to gender, with no random sample. 33 �Results The researcher rejects the null hypothesis on the basis of statistical data gained. Furthermore, the researcher accepts the hypothesis that the ability to solve spatial perceptual problems may be influenced by gender. Note, accompanying chart lists recorded times first then error count for each model duplicated. Times may be averaged by adding scores across B,C, and D, then average is noted in block E. Errors were counted as 15 for a perfect stack then one point off for each error. Age group eleven and up - male is for one child only. The results reflected a 2.49 second faster averaged time for females at 45.27 seconds, with males averaged time at 47.76 seconds. Average time deviations were 12.12 for females and 18.44 for males The females averaged 98.87 percent accuracy, and the males averaged 97.36 percent accuracy. Stack Configurations #1 for 11 & up »2 for 11 & up *3 for 11 & up 34 �stack Configurations f2 FOR 5-6 nR #1 FOR 5-6 35 �Conclusions and Summary Recommendations The researcher found that there is slight evidence to suggest that females have an advantage solving spatial-perceptual tasks. This would imply that females have an edge in a behavior which requires the ability to recognize differences as spatial relationships. This behavior could be an advantage, particularly, in recognizing things that are mentally constructed, notably text, thereby promoting reading and writing skills. It must be noted, however, that the deviation reflected a much wider range for males than females. This is attributed principally to the fact that at least one male scored far outside the mean. Associated scores for females at this age group were 62 seconds faster. Error averages indicated a definite control as genders scored within 1.5% of each other. This error scoring suggests that females were more careful, thus reflecting even more of an advantage. To improve statistical evidence in replicating this study, consideration should be given to expanding the number of children tested. Also testing should be done at different times of the day and week to provide more control over extraneous variables. Regarding this evidence, the researcher suggests that educators and parents engage as much effort as possible to stimulate their childrens' spatialperceptual activities. These efforts could include playing with blocks at an early age. puzzles of all kinds, and enccniraging them to read and write. All parents want their children to enjoy as much success as possible in and out of school. By paying close attention to their spatial-perceptual skills and others such as speaking and social interaction, children can be encouraged to have as rewarding and productive a learning process as possible. 36 �B c D 1 Males 5-6 MODEL! MODEL 2 MODELS AVERAGE/ERRO 2 19 SEC/15 21 SEC./13 12 SEC/15 17.33SEC/14.53 3 32SEC./15 37 SEC714 24SEC715 31 SEC 14.66 4 30 SEC/1'5 43 SEC/15 23 SEC 15 32 SEC/15 A E S AVERAGE FOR GROUP 27.33 SEC/14.74 ERROR 6 FEMALE 5-6 40 SEC/15 31SEC/15 28 SEC/14 33 SEC 14.66 7 34 SEC /15 34 SEC/15 22SEC /15 30 SEC/15 8 37 SEC/15 32 SEC/15 23 SEC/15 30.66 SEC/15 9 39 SEC/ 15 33 SEC/15 22 SEC/ 15 31.33 SEC/15 10 36 SEC/15 27 SEC/15 21 SEC/15 28 SEC/15 1 1 AVERAGE FOR GROUP 3O.e SEC/14.S 3 ERROR 12 MALE 7-8 20 SEC/15 30 SEC/15 77 SEC/15 25.66 SEC/15 13 73 SEC/13 47 SEC/15 36 SEC/11 52 SEC/13 14 AVERAGE FOR GROUP 38.83 SEC./14 ERROR 1 5 FEMALES 7-8 64 SEC/15 36 SEC/15 40 SEC/15 46.66 SEC/15 16 63 SEC/15 44 SEC/15 53 SEC/15 53.33 SEC/15 17 53 SEC/15 53 SEC/15 50 SEC/15 53 SEC/15 16 31 SEC/15 34 SEC/15 25 SEC/15 30 SEC/15 19 AVERAGES FOf 20 9-10 GROUP 45.49 SECONDS/1S ERROR 3Q SEC/13 33 SEC/15 50 SEC/14 37.66 SEC/14 21 52 SEC/15 44 SEC/15 73 SEC/15 63 SEC/15 22 37 SEC/15 44 SEC/15 48 SEC/15 43 SEC/15 23 AVERAGES FOI^ GROUP 24 FEMALES 9-10 46 SECyiS 38 SEC715 67 SEC715 50.33SEC/15 25 39 SEC/15 37 SEC/14 47 SEC/14 41 SEC/14.33 26 38 SEC/14 41 SEC/15 55 SEC/15 44.66 SEC/14.3 47.88 SEC/14.66 ERROR 27 AVERAGE FOR GROUP 45.33 SEC. /14.55 ERROR 28 MALE 11 A UP 71 SEC/15 78 SEC/15 82 SEC/15 77.33 SEC/15 29 FEMALE n& UP 74 SEC/15 61 SEC/15 70 SEC/15 88.33 SEC/15 30 62 SEC/15 54 SEC/14 51 SEC/14.66 37 SEC/15 31 AVERAGE FOR GROUP 59.66 SEC /14.83 ERROR 37 �Woman and the Bible A Nineteenth Century View of Christianity from the Female Perspective By Audrey L. Vanderford Course: Nineteenth Century American Women Writers Instructor: Dr. Carolyn Logan Assignment: Each student chose a topic connected to nineteenth century women writers; topics could be anything from the style or content of a specific writer's work to the social context in which the writers worked. Each student wrote a formal paper and presented its contents to the class in an informal oral report. soapbox to voice their opinions. The subjugation of their sex by Christianity is also reflected in the writings of women in the nineteenth century. Marietta Holley and Rose Terry Cooke in particular. It all started with Eve, the first woman. The Bible clearly states that Adam was with her when the serpent offered the forbidden fruit, but she is the one denounced for (xiginal sin. As Samantha Allen puts it, “Now in that year one, when Adam and Eve eat that apple, jest as quick as Adam swallowed it— probable he most choked himself with the core, he was in such an awful HURRY to get his mouth clear. “Whether the Bible is used in the trial of Anne Hutchinson (1637) or in the Vatican statement against the ordination of women (1977). its function is the same, namely, the legitimization of societal and ecclesiastical patriarchy and of women's ‘divinely ordained place’ in it. From the outset of the women’s movement and even today, the Bible has played a key role in the argument against women’s emancipation.’' When the Seneca Falls Convention of 1848 was held in a Methodist chapel, it symbolized that women’s grievances were partly religious. However, women did not just use the 38 �so he would lay the blame onto Eve. ‘The woman did tempt me, and I did eat.”’ Although God punished both Eve and Adam, mankind only punishes woman. With this first man and first woman came the first marriage. It is portrayed as an equal relationship. Nineteenth century women saw marriage in a much different tight: “The institution of marriage makes a parasite of woman, an absolute dependent.«lt incapacitates her for life's struggle, annihilates her social consciousness, paralyzes her imagination, and then imposes its gracious protection, which is in reality a snare, a travesty on human character.’’’ Elizabeth Cady Stanton describes marriage in this way: “...I object to the teachings of the Church on this question [of marriagel . Its interpretation of the Bible, making man the head of the woman, and its form of marriage, by which she is given away as an article of merchandise, and made to vow obedience as a slave to a master, are all alike degrading to my sex....’’* However, as Betsey Bobbet puts it, marriage was “wimmen’s speah’’.’Girls were raised from birth that that was their duty. Male literature certainly reiterates this role of women, for rarely in their works-the Bible included-is a woman seen as any more than a wife. Rose Terry Cooke comments on this in “The Ring Fetter.’’ “Here by every law of custom ought my weary pen to fall flat and refuse its office, for it is here that the fate of every heroine culminates. For what are women bom but to be married? ...(AJnd though the custom brings a woman's legal existence to an end when she merges her independence in that of a man. and the (novel writer] curtails her historic existence at the same point, because the novelist’s catechism hath for its preface this creed “The chief end of woman is to get married.’** The role of women as wives is undoubtedly reinforced by the Bible. Indeed Proverbs 31:10-31 deal with ‘The Wife of Noble Character.’ No such description is giver* for husbands. Similarly, the advice in Ephesians is chauvinistic: “Wives, submit to your husbands as to the Lord. For die husband is the head of the wife as Christ is the head of the church....Husbands love your wives, just as Christ loved the church and gave himself up for her.” (Ephesians 5:22-25) Rose Terry Cooke’s short story “Mrs. Flint’s Married Experience’’ highlights the abuse of women possible within a patriarchal marriage. The Widow Gold, feeling unloved and unneeded, marries the Deacon Flint, a miserly bastard if there ever was one. In an attempt to usurp her property—this was not just the custom, but the law—Flint promises his wife ‘a living’. “You see, you don’t have no more’n your livin’ out of your’n now: that’s all we any of us get in this here world. ‘Hevin* food an raiment, let us therewith be content,’ as Scripter says.’’’ True to his word, Flint nearly starves his new wife to death— both from lack of food and lack of love. Forced to move out from under her husband’s roof—a crime against God!—to save her health. Mrs. Flint is excommunicated from the church, a deathblow to a New England Calvinist. Although there are some happy marriages, Cooke shows that women are the losers when there is no balance of ‘power’. Cooke creates a character even more evil than E)eacon Flint to show the need for divorce—Arthur Dimock. He is a brutally violent man and knows that his wife cannot leave him. “...Away from your husband! You fool! You can't get away from me! You're mine, soul and body,—this world and the next! Don’t you know that? Where's your promise, eh?-’for better for worse!’—and a’nt I worse, you cursed fool, you? You didn’t put on handcuffs for nothing; heaven and hell can’t get you away from me as long as you’ve got on that little, shiny fetter on your finger, don’t you know that?’** With this tragic story, Cooke shows the fault in the church’s insistence that only adultery can be grounds for divorce. In Samantha Rastles the Woman Question, Holley creates a conversation between Samantha and Victoria Woodhull, a famous feminist of the time, on the subject of divorce. As Victoria puts it, ‘“Those that God has joined together, no man can put asunder. Those who are really married heart and sole, would never separate; it would only correct abuses and separate those that man, and not God. had joined together.’’ ’ Although God created woman for Adam because he thought it wasn’t good for him to be alone, St. 39 �Paul believed otherwise. His advice to singles was “...Il is good for them to stay unmarried." (1 Corinthians 7:8) Celia Barnes, an old maid and central figure in “How Celia Changed Her Mind," at first disagrees with this Pauline teaching. Despising her situation, Celia marries the Deacon Everts, a character similar to Deacon Hint. Unlike Mrs. Flint, Celia survives her husband and inherits his life insurance policy. “'I earned it," she says, giving herself to promoting the life of celibacy. Just as Eve was the mother of mankind, it has been another role of women to bear children and to raise them as good Christians. One sees the impact on children and the mother-child relationship of a strict Calvinist upbringing. “‘Beware of idols!’ was the stem warning that had fallen on fThankfiil Blair} ’s first outburst of joy at the birth of one living child at last, and from that time the whole tenor of her husband's speech and prayer had been that they both might be saved from the awful sin of idolatry, and be enabled to bring up their child in the fear of the Lord.” “ The repression of emotion is a common theme in Cooke's short stories, particularly “Too Late," where a mother must deny her natural feelings for her child. Calvinist beliefs further harm children by the corporal punishment inflicted on them. Beatings are justified with the old saying ‘spare the rod, spoil the child’. For example, Hannah Blair raises her daughter with the strict convictions her father imposed on her. These lessons were reinforced with a switch. “Dolly was never punished for what she had not done, but always for what she did do, and services were exacted from her that made her childhood a painful memory to all her later Ufe.'^ For example, Sundays were one long,, grueling religious meeting after another, where the child was forced to sit perfectly still and to study (he Bible. However well Dolly behaved, that evening she was “soundly whipped for being restless.'^ This treatment of children was validated by the church. Through (heir works, nineteenth century women writers also commented on Gnostic views within Christianity, particularly the hatred of oneself and 40 one's body. Throughout the Bible, it is woman who is seen as the temptress, (he seductress, the adulteress: llie (Lord’s wisdom} will save you also from the adulteress, from the wayward wife with her seductive words. (Proverbs 2:16) For the lips of an adulteress drip honey and her speech is smoother than oil. (Proverbs 5:3) A wife of noble character is her husband’s crown, but a disgracefill wife is like decay in his bones. (Proverbs 12:4) Nowhere in the Bible does it mention outright a ‘wayward husband’ or ‘seductive man’, although stories like Abraham and Hagar show that they certainly existed. “Says [Samantha to Abraham} [Ishmael) is your child, and if it hadn’t been for you, Hagar would probably now be a doin’ housework round in Beersheba, a happy woman with no incumbrances."'* The words of Proverbs, along with the blame for the fall of man, led women to be restrained and self-conscious. For example, in "Too Late,” Hannah Blair believes that her feelings of love for Charley Mayhew are “...nothing less than a direct Satanic impulse.” Hannah’s religion teaches her to hate her body and detest pleasure and sexuality. This self-loathing is further augmented by lack of respect women get in the patriarchal system. Society’s values were those of men. This often left women with little or no self-respect. For example, in “Miss Beulah’s Bonnet,” Miss Beulah misses church because she has no bonnet to wear. Deacon Morse and Deacon Flint come to visit her to see why she has backslid. She explains herself, but they do not appreciate her reasoning. They do not understand the importance a woman places on a church hat—not so much a matter of vanity, but one of dignity. Therefore, Miss Beulah is ostracized from the community, until, ironically, a group of women band together to make her a new bonnet. It is more than jus( male values that the patriarchy impioses on society and women. Not only do men hold the monopoly on power, but also on language, for the Bible is certainly male gender specific. �Despite all their grievances with the Church, most nineteenth century women remained Christians. The writings of Marietta Holley and Rose Terry Cooke in particular show how their faith can be ameliorated with their belief in women’s rights. Perhaps Elizabeth Cady Stanton summed it up best when she said, “When women understand that governments and religions are human inventions, that Bibles, prayer books, catechisms, and encyclical letters are all emanations from the brain of man, they will no longer be oppressed by the injunction that come to them with the devine authority of ...This saith the Lord.”.” Samantha Allen tackled this subject with her usual wit: “‘I have got this to say, Josiah Allen. The Meetin' House haint a-actin* right about wimmin. The Founder of the Church wuz bom of woman. It wuz on a woman's heart that His head wuz pillowed first and last. While others slept she watched over His baby slumbers and His last sleep. A woman wuz His last thought and care. Before dawn she was af the door of the tomb, lookin' for His cornin'. So she has stood ever sense—waitin’, watchin’, hopin’, workin’ for the cornin' of Christ.”'* The gender of the language in the Bible is still today used to repress women, for example in preventing them from becoming ordained ministers. Notes 1. Finrenza. pg 7. 2. Holley, "On Winkin' st Men's Sins", pg, 139. 3. Goldman. "Marriage and Love", pg 77. 4. Stanton. Elizabeth Cady. "The Man Marriage". The Revolution, circa 1869. pg 76. 5. Holley. "A Song", pg 81- 6. Cooke, 'The Ring Fetter", pg 41 -42. 7. Cooke, "Mrs. Flint's Married Experience", pg 189. 8. Cooke, 'The Ring Fetter", pg 56. 9. Holley, "Interview with Theodore and Victory", pg 106. 10- Cooke. "How Celia Changed Her Mirxl". pg 149. 11. Cooke.'TooLate", pg 216. 12. Ibid,, pg 230. 13. Ibid., pg 231. 14. Holley. Th) Winkin'at Men's Sira", pg 140. 15. Cooke. Too Laie", pg 218. 16. Holley. “On Women aitd the Meetin' House", pg 178. 17. Stanton, Elizabeth C ady. Eighty Yean and Mon, 1896. pg 126. WorksCited Cooke, Roae Terry. "Hme Celia Changed Her MM" mid Selected Stories. Rutgers University Press. New Brunswick. 1986. Cooney. Robert. The Anver of rhe People: Active Nonviolence indie United States. New Society Publishers. Ptuladelphia. 1987. Ftorenza, Elisabeth Schussler. In Memory af Her: A Feminisi Theologicai Peconstmetion af Christian Origins, Crossroad Publishing Company, New York.1983. GoMtnan. Emma. “Astarchism" and Other Essays, Dover PuMicatiorK. Toronto. 1969. Holley. Marietta. Samantha Rasdes the Woman Question. University Of Illinois Press. Urbana. 1983. Kierkegaard's "Attack Upon 'Christendom'", translation by Walter Lowrie. Princeton University Press, Princeton, 1968. McPhee, Carol and Am Fitzgerald, Feminist Quotations: Voices ofRebels. Refisemers. and Wsiemiries, Thomas Y. Cromwell Publisher, New York. 1979. Perkin Joan. Women and Marriage in Nineteenth Century England, Lyceum Books, Chicago. 1989. Russell. Bertrand. Marriage and MoraLs, Bantam Books, New York. 1929. Student Bible, The, Zondervan Corporation. Grand Rapida, 1986. 41 �Women’s Clubs and Organizations An Historical Synopsis By Kathy Goedicke Course: Introduction to Wb/nen’s Studies Instructor: Arlene Larson Assignment: Research a topic relevant to women’s lives, one not usually presented in stamdard history books. Write a short paper to present your information. My personal experience wiih women's clubs comes from the fact that my father came from a small town in Alabama. While growing up I had many opportunities to visit his hometown on family vacations. My paternal grandmother was the total 'Southern woman.' I was always fascinated when she would go to her club meetings. She would dress up beautifully, right down to the white gloves. Although I never got to go with her, she would come back and 42 tell me about the meetings. By the way she talked, I figured out that it was a prestigious social club and all the fine women belonged. She would tell me about how the membership board had decided not to accept a particular woman because she just wasn't club material! I never quite figured out what club material was, but it was pretty obvious that you had to be part of the social elite to join. I had learned by personal experience that women's clubs were a place �and religious teachings. There was another form of clubs for women's education, however, and it was known as the study club. These groups usually met five criteria according to Theodora Penny Martin. These criteria were "(I) all the participants were women; (2 )they were women attempting to educate themselves; (3) the leader was as woman of strong personal characteristics; (4) the content was uplifting; and (5) the purpose widened over time" (Martin, 1987, p. 5). The topic of these early study clubs was usually based in theology and they would have a sermon to start the meetings but the issue would grow into the discussion of theology in general. One of the earlier organizers of a group for the purpose of study was Lucy Larcom. Lucy was a mill worker, as were many women of the time. She formed the Lowell system that provided free grammar schools and organized church "social circles," night schools and a lyceum in an effort to contribute to the intellectual and spiritual development of the mill girls and "nourish a belief in the dignity of labor. ” (Martin, 1987, p. 7) This is an interesting idea from someone who started in the mills in 1835 at the age of 11. Although these clubs were few in members at the beginning, these clubs grew to where they were very common and were known as "reading parties" (Martin, 1987, p. 7). Groups of women would get together and sell tickets to raise money to have a guest lecturer in. These reading clubs actually started out as groups of women who read good literary works together in gatherings of 10 or 12. These reading clubs spawned other groups, some of which were so well organized that they even had a "complete board of officers" (Martin, 1987, p. 57). Some of these study groups grew quite large and were organized by departments of study, such as science, travel, and philosophy. In researching this subject, I found that as these clubs grew and changed, they continued past being Just study clubs. They evolved into groups that not only met the needs of socialization and the desire for education, but they began to address the issues that concerned women. of socialization. Learning in this class that clubs were also a way that women educated themselves made me want to learn more about these clubs. Embarking on the research of women's clubs 1 have found that these clubs had many and varied functions. Among these functions were the socialization of women, educating women, spiritual growth and working for reform concerning women's issues. These clubs and organizations changed the face of America. Some examples of these changes are the Temperance movement that was organized to keep men from drinking in taverns, getting women the right to vote and the mandates of providing child care. The club movement has spanned many years from the early 1800's until today. The movement has involved literally hundreds of thousands of women and the changes these clubs have made are significant. One of the first references to socialization that I found relating to clubs was from the book A Harvest Yet to Reap (Rasmussen, Rasmussen, Savage, & Wheeler, 1976). It tells about a woman on a homestead who, after two years found herself a nervous wreck because of the isolation. Her health had gotten bad and she had spent a lot of money on doctors. She made the decision to join the W.G.G.A. (Women's Grain Growers Association) because she finds "that everything does not fall apart if she takes an afternoon off to attend the meetings" (Ramussen, et al 1976, pg 126). On the same page of this book another women tells of the founding of the Victorian Order of Nurses by women who would minister medical aid to families surrounding them on the frontier. When we change our focus to the ability of these clubs and organizations to educate women, the research becomes even more interesting. The writings of history have shown that formal schooling for women did not really start until the late 18th century. However, the informal education of women had been taking place for hundreds of years through social interaction and clubs. The quilting bee was one example of this type of organization. The women would get together for a common goal and while working on the quilts they would share ideas 43 �Some of the changes have come from such groups as the W.C.T.U.(Women's Christian Temperance Union), who "campaigned for kindergartens, police matrons, and child labor laws" (Smith. 1970, p. 256), Although the W.C.T.U. got a bad reputation for being axe wielding saloon crashers, they, in fact, may have been the most important group ever. "They were the most extensive agency of social reform in our history and one of the most enlightened" (Smith, 1970, p. 257). Many of these women’s clubs and organizations have changed things for the better and enabled women today to enjoy the advantages of their labors. In conclusion, I would like to say that I never would have undertaken this research on my own. I am glad that 1 did because I have learned a great deal. Enlightenment through education is the cornerstone of all things. Although I have the advantage of getting my education through formal channels, learning is still as important to me as it was to my foremothers. References Martin. P. (1987), The Sound Of Our Own Voices. BosUm: Beacon Press Rasmussen, Linda. Rasmussen. Loma, Savage, C., & Wheeler, A. (1976). A Harvest To Heap. Nebraska: Univereily of Nebraska Press Smith, P. (1970). Daughters Of The Promised Land. Boston: Little. Brown and Company 44 �Fiber Optic Technology By Pandora J. Hemsher Course: Independent Study: Fiber Optics Instructor: Dave Arndt Assignment; To research the topic rf fiber optics and write a report on the topic. The report must have documented references and use the APA format for these references. Introduction Using light for communications is not new. They date from Paul Revere s famous ride to lighthouses warning sailors of dangers. There was an optical telegraph built in France in the 1790's. Throu^ the years all over the world there were people experimenting and testing the idea of using light for different types of communications (Sterling, 1993; Lacy. 1982). Fiber optics is a method of carrying information from one point to another. An optical fiber is a thin strand of glass or plastic that serves as the transmission medium over which the information passes. The fiber carries light through it instead of electricity like the traditional copper wire. The basic fiber optic system is a link connecting two electronic circuits. There are four main parts of a link as follows 1. Transmiltcr-This part converts the electrical signal into a light signal. The light source is either an LED or a laser diode. 2. Fiber optic cable-This is the medium for carrying the light and includes the fiber and its protective covering. 3. Receiver-This accepts the light and converts it back into an electrical signal. The receiver is made up of two parts, the detector which converts, the light signal back into an electrical signal, and the output circuit to amplify the electrical signal. 4. ConnectorS’These connect the fibers to the source, detector, and other fibers (Sterling, 1993). With the movement into the information age and the 45 �need lo move information faster, more efficiently, characteristics like copper wires. Fiber optics come more reliably, and less expensively, the use of in very handy where there is a problems with EMI fiber optics has helped to fill all of these needs. (electromagnetic interference). EMI will not cause Fiber optics is exceptionally suited to the errors or distortion in transmission of data through requirements of digital telecommunications fiber optic cabling. You can also run fiber cable because it allows the transmission of large beside high voltage lines without creating problems amounts of data. It is immune to electrical noise with the transmitted data. This is possible because which has been a problem with conventional there is no crosstalk between parallel fibers and it has telephone wiring since the beginning. Fiber optics immunity to inductive interference (Sterling 1993; is less expensive than microwave transmission Lacy 1982; Meardon 1993). and it has started to challenge satellite Another advantage is weight; fiber is a lot lighter communications in some applications (Sterling, than copper wire. Fiber is also a lot smaller in 1993; Lacy, 1982), diameter than other transmission mediums. The There are quite a few advantages to using fiber difference in size and weight have made fiber very optics as a communications medium. First of all, appealing in aircraft and submarine technology, to fiber has a large bandwidth ranging from zero to the telephone companies, and in businesses where ITHz. Today's applications have not come close to there are mass amounts of computer or electronic using this bandwidth range, however, they arc using equipment. Fiber can deliver signals at a lower cost only about lOGHz of these transmission frequencies. because it has a longer life span, greater reliability, This bandwidth range significantly out performs and it is easier lo maintain than the other transmission conventional copper wiring and coaxial cabling. methods. It also has a high tolerance lo temperature Low losses in fiber are also very profound. When extremes as well as liquids and corrosive gases. talking about losses here, we are talking about Safely is another factor to take into consideration. getting all of the information from point A to point B Optical fiber is a dielectric and does not carry without losing its signal strength, data, or voltage electricity through it. It can not produce sparks or levels. This signal strength degradation is called cause fires and it is not attractive lo lightning. Fiber attenuation. In fiber, the attenuation is flat, which can’t be tapped into easily and doesn't radiate energy means the loss is the same at any frequency until you so in the area of security, fiber is far superior to hit the very high frequencies (above IGHz). In copper copper wire. You can easily expand a fiber system’s twisted pair and coaxial cable the attenuation transmission capability. A big concern in today's increases rapidly with the increase of the frequency world is to make use of common natural resources; going through the wire. To try to fix the problems of fiber optics does this through the use of silicate sand lost data, repeater stations are set up along the (Sterling, 1993; Lacy 1982; Meardon 1993). transmission’s path to boost the voltage signal so that There are a few disadvantages of using fiber optic the data will not get lost. cables. Some types of fiber cables are harder lo join, Fiber optics needs to use repeaters when especially if your method of joining is fusion transmitting long distances but they do not have to splicing. Splicing can be time consuming, which in place them as close together, unlike with the other turn increases the cost of installation of the cable. If transmission methods (Sterling, 1993; Lacy, 1982; an electrical communication link is needed at a Meardon 1993). remote site, then an additional conducting cable for Fiber also has electromagnetic immunity unlike voltage has to be added lo the cable's configuration. its counterpart copper. Optical fibers do not radiate This also requires two conveners, one to convert the or pick up electromagnetic radiation. This is due to fiber signal to an electrical signal and one to convert the fact that fiber optics have no antenna the electrical signal back lo a fiber optic signal. 46 �The physical characteristics of an optical fiber include the core, cladding, and jacket. The core is the inner mo.st section and it is the light carrying element. The cladding, the outer layer, provides the difference in refractive index that allows total internal reflection of light through the core plus adds some support to the fiber. The jacket or coating acts as a shock absorber and protects the fiber from moisture and abrasions (Sterling 1993; Lacy 1982; Meardon, 1993; Killen 1991). The core dimensions do have regulations set by the International Electrotechnical Commission. They are t. For graded-index multimode fibers, a core diameter of SO micrometers and a cladding diameter of 125 micrometers. 2. For step-index multi mode fibers, a core diameter of 200 micrometers but an unspecified cladding diameter (Sterling 1993). 3. For step-index single mode fiber, a core diameter of eight micrometers and a cladding diameter of 125 micrometers. There are tight tolerances because even slight variations in the dimensions can cause significant changes in optical characteristics. It is not uncommon to see core diameter tolerances specified as low as W2 micrometers. Fiber optics are classified in three ways (Sterling, 1993). First by their material makeup; Glass fibers have a glass core and cladding and is the most widely used. The glass used in fibers can be ultrapure, ultratransparent silicon dioxide or fused quartz. Plastic clad silica (PCS) fibers have a glass core and plastic cladding. This type of fiber ha.s a respectable performance rate but not as good as all glass fibers. Last there is plastic fibers which have both plastic core and cladding. These fibers are limited in loss and bandwidth but are also very low cost and easy to use. In some applications they are very attractive (Sterling. 1993). The second way fibers are classified is by their refractive index of the core and the modes of fiber propagation (Sterling, 1993). There arc three types of fibers classifications when looking at their refractive index profile. The first one, multimode step-index fiber, also called Water intrusion can cause the fiber to decay over a long period of time (Meardon, 1993). This means replacement of the cable; however, fiber cable will outlast copper wire where water intrusion is concerned. Optical Fiber "Light is electromagnetic energy, as are radio waves, radar, television, radio signals, x-rays, and electronic digital pulses. Electromagnetic energy is radiant energy that travels through free space at about 300,(X)0Km/s or 186,000 miles/s. An electromagnetic wave consists of oscillating electric and magnetic fields at right angles to each other and to the direction of propagation. The main distinction between different waves lies in their frequency or wavelength. Frequency defines the number of sine wave cycles per second and is expressed in hertz. Wavelength is the distance between the points on two consecutive waves. Wavelength and frequency are related. Wavelength (lambda) equals the velocity of the wave(v) divided by its frequency(f). Light has both wavelike and particlelike characteristics. It is parliclelike in its photoelectric effect, light striking the surface of certain solids causes them to emit electrons. It is wavelike because light beams can pass through one another without disturbing each othcr”(Lacy, 1982, Sterling, 1993). Light is refracted and/or reflected through the fiber. When light changes its direction of travel it is said to refract. Refraction is bad because it changes the speed of the light wave and causes distortion of the light wave. Different wavelengths of light travel at different speeds in the same material. This variation of velocity with wavelength plays an important role in fiber optics. There is a refractive index used in fiber optics to tell you how much the light will be refracted between the materials used. Reflection is where a small portion of the transmitted light reflects back into the fiber. In fiber optics these reflections are called Frensel reflections. Frensel reflections are desired because the light must stay in the cable to reach its destination with minimal signal dissipation. When discussing reflections you are mainly concerned with losses in dB's (Sterling, 1993; Lacy 1982; Meardon, 1993). 47 �step-index fiber, is the simplest type. It can be constructed from glass. PCS, and plastic. It has the most signal loss due to modal dispersion. This is where a pulse of light that began as a tight and precise defined shape has dispersed or spread out over time. This results from the varying path length of different modes in a fiber. This can cause problems in data being lost during transmission. Because of this, this fiber is used more for short transmissions (Sterling ,1993; Meardon, 1993). "In a step-index fiber, the refractive index is constant throughout the core” (Lacy. 1982). Next there is graded-index fiber. This fiber has numerous concentric layers of glass within its core. The layers, as they get farther from the axis, have a lower index of refraction. Light travels faster in a lower index of refraction. The light rays will tend to reach the end of the fiber at the same time and the modal dispersion problem is greatly decreased (Sterling, 1993; Meardon, 1993; Lacy 1982). Last there is a single mode fiber. Here you don't have any problems with modal dispersion since the fiber is only carrying one mode. 11 has a bandwidth potential of 50 to lOOGHz/ l2Km. In single mode fiber the optical energy also travels in the cladding unlike the others so the construction and size of the cladding has to be taken into consideration when using a single-mode fiber (Sterling 1993; Meardon, 1993, Lacy, 1982). The third type shows the relative index of refraction of the core and cladding for each type of fiber (Sterling, 1993). "This index is simply the ratio of the speed of light in air (c) to the speed of the light being considered (v)” (Lacy, 1982). When talking about light and its refraction understanding terms like normal, the angle of incidence and the angle of refraction are important. "Normal is an imaginary line perpendicular to the interface of the two materials. The angle of incidence is the angle between the incident ray and the normal, and the angle of refraction is the angle between the refracted ray and the normal” (Sterling, 1993). Knowing ihis information gives you an idea to how the light will pass through the fiber that is being worked with. Connectors In making the ST II connectors it is important to follow safety precautions associated with bare fiber. Wearing safety glasses is very important; if a piece of fiber would break and go up in the air, it could pierce an eye. NEVER look into a fiber, under a microscope, if it's hooked up to a laser or LED. ALWAYS make sure that it is not connected. Paying attention while using the epoxy is also a good idea;epoxy can cause skin and eye irritation. When using the heater to cure the epoxy to the connector make sure there aren't any combustible items near so a fire danger isn't created. It is also important to have something sticky like tape close to put broken or bad pieces of fiber on it to keep track of them. Assembling the connector is easy once the technique is understood. The most important thing to know, the type of fiber and connector that is being used and follow the procedures that go with those specific types. Manuals will give directions on the connectors and, depending on the type of fiber being used, give specific directions for the different types. Another important procedure to pay attention to is how much epoxy to use while assembling the connector. If too little epoxy is used, the fiber will not be secure within the connector. If loo much epoxy is used, the connector can be ruined because the fiber will not be able to transmit properly and hours to polish it off. Which brings up polishing. The directions specify that the polishing tool should be moved in a figure eight motion. The technician needs to be gentle so not to crack or break the fiber throughout the polishing process. The polishing stage is where the technician really needs to pay attention to the directions and know what type of fiber is being worked with, since the polishing procedures are different for different fibers. When polishing the ST 11 connector there are two types of polishing papers to use. First start with a course grit Io get the fiber where it is flat and there are not any sharp edges. Next, switch over to a fine paper to get the rest of the epoxy off the tip of the connector. During the process the lechnicain needs to be aware and careful not to crack the fiber. The ST 11 style connector is one of the most popular connectors 48 �in use. It is widely used in local area networks (LAN's), premises wiring, test equipment and other applications. The quick release bayonet locking mechanism is easy to use and with the built in key ensures the mating of the bushings are the same orientation which helps predicting losses. The ST II connector comes in various materials, including ceramic, stainless steel or plastic ferrule, in single mode and multimode versions and in epoxyless versions (Sterling, 1993). The Biconic connector is similarly assembled but like any connector, pay close attention to the directions. When injecting the epoxy into this connector the technicain needs to be very aware of what is being done. This connector takes a minimal amount of epoxy. The polishing requirements are also different. The biconic connector is used for data links and can be either used in single mode or multimode applications. There arc many more types and styles of connectors used in fiber optics. Another popular connector is the SC connector. It was used for both singlemode and multimode applications. The connector used a push-pull engagement for mating and was designed to be pull proof. The SC connector is easy to connect to multifiber connectors. The FDDI MIC connector is a duplex connector using two 2.5 ferrules. One feature is the fixed shroud that protects the ferrules from damage. Also it has a positive side-latch mechanism and keying capability make the connector easy to use. This connector can mate to another FDDI connector, two ST-style connectors or a transceiver. The SMA connectors were standardized by NATO, the US military and the lEC. They have a threaded coupling nut that is among the most mature and popular styles. There are two basic types 905 and 906 style. The 905 style uses a straight ferrule and the 906 style has a step down nose. Last there are plastic-fiber connectors. They arc very low cost and easy to apply. They have gained popularity in digital audio electronics (Sterling.1993). Splicing Fusion splicing uses an electric arc to weld two fibers together. Fusion splicing is very sophisticated. Using computer-controlled alignment of fibers, the losses routinely achieved can be a.s low as 0.05dB. Because the fiber is fused, return reflections are virtually eliminated. Its main drawback is the high cost of equipment and from my experience, getting used to the machine and cutting the fiber takes a lot of practice. When the lowest possible losses are needed, fusion splicing is considered the most a{^>ropriate (Sterling, 1993). Two fibers can be spliced together by mechanical and GTE Fastomeric splice sleeve. Mechanical splices have been devised in many forms. They are easy to make and have low losses. The GTE Fastomeric splices are also easy to make. This splice uses a elastomer sleeve. It is accomplished by inserting the two cut and cleaned fibers inside of the sleeve on a v-groove. This splice's losses are typically under 1.0 dB (Sterling, 1993; Meardon, 1993). The biggest advantage of splicing fiber together versus using connectors is with splicing there arc no mating problems, such as those associated with connectors. Conclusion Using light as a source of communication has been around for many years and I feel that we are just seeing its capabilities. There are many advantages to using fiber instead of the traditional copper wire. Not to say that copper wire does not have its place in the electronic field, but for some applications fiber optics will do the job better. When dealing with fiber optics there are many particulars to take into consideration. The type of fiber to be used, if you want to use connectors or splice the fibers, what application you are going to use the fiber for. Make sure you are aware of all of the specifications of the fiber you want to use. Works Cited Sterling. Donald J Jr., Tfchrticiaii'x Guide To Fiber Optics. Delmar Publishers Inc.. 1993. I.acy. Edward A.. Fiber Optics. PrerMkx-Hall Inc., I9S2. Meardon. S. L Wymer. The Elements of Fiber Optics. Regents/Prentice Hall. 1993. Killen. Hanihl B.. Fiber Optic Communications, Pientke Hall. 1991. 49 �c Intake Interview Memo By Joelle Hadley Course: Introduction to Paralegal Studies I Instructor: Ruth Garrett Assignment: Lectures and interviewing exercises are presented to familahze the student with a basic understanding of protocol. The student must find a person willing to be interviewed about a real legal problem. After conducting the interview, the student must draft the memo in accordance with a specified format. (Names are chAng^ ) Intake Memorandum PERSONAL DATA: RUTH GARRETT NAME OF CLIENT: JANE DOE FROM: JO HADLEY ADDRESS; DATE OF MEMO: NOVEMBER 2. 1994 CASE; JANE DOE FILE NO: 94-131 TO: *♦** E. 941h AVENUE CASPER. WY 82609 TELEPHONE: (307)235****(h) (307)265****(w) 41 TYPE CASE: FAM. LAW AGE: RE; DIVORCE MARITAL STATUS; MARRIED SSN: 642-23-9441 DATE OF INTER VIEW: OCTOBER 21. 1994 EMPLOYMENT: 50 EMPLOYED PART-TIME, HOMEMAKER �Mrs. Doe initially contacted our offices on October 18, 1994, requesting a divorce fee quote. After checking attorneys’ fees in the community, she selected this firm to represent her. Mrs. Doe intends to retain you fw representation in her divorce action. You asked that I meet with Mrs. Doe for an initial interview arxl information gathering session prior to your appointment with her at 10:00 A.M. on Friday, November 4, 1994.1 was unable to coordinate an in­ office appointment to conduct an intake interview with Mrs. Doe during our regular office hours due to her scheduling conflicts and child care needs. I conducted the intake interview at her residence during the evening hours of Friday, October 21, 1994. This is the Doe's first marriage. Mrs. Doe has not worked outside of the home since the marriage. She and her husband have two children. Jilt (bom 06-0983) and Jack (bom 08-26-85). There are no other children of the marriage (x previous children prior to the marriage for either Mrs. Doe or her husband. Mr. Doe left the marital home on August 19, 1994, and has not sought legal representation in this matter. He is currently residing with his parents at ***♦, Vista Circle, Allendale. WY 82714, (307) 577**** landslide into obscurity. Mr. Doc became employed with Acme Tool Company in 1985 as a salesman. His current gross monthly income is $3,675.00. He also receives monthly and annual sales bonuses. Marital Discord Mrs. Doe indicates that an escalating pattern of marital discord over the past two years, exacerbated by her husband's substance abuse and marital infidelities, has led to her decision to divorce her husband. She states the infidelities began about two years ago and that "everyone in the neighborhood" knew about it It seems that Mr. Doc would bring his girlfriend into the marital home for overnight visits when Mrs. Doe was out of town. Mrs. Doe related she attempted to engage her husband in not only marital but also substance abuse counseling over the past two years without success. She estimates she made at least a dozen appointments for marital counseling; however, she was the only one aside from the counselor who kept the appointments. Her husband’s substance abuse was manifested by physical evidence (she found cocaine in the bottom drawer in the bathroom) and dramatic personality changes. There were no apparent changes in his job performance. Mrs. Doe alleges he made numerous purchases for clothing, electronics, gifts, etc. with cash at a time in their marriage when they had a negative cash flow. She does not know anyone who can corroborate his substance abuse; his old friends will not talk with her. She suspects he was "dealing drugs" not only to support his substance abuse, but also to make these purchases. In August of this year. Mrs. Doe attempted to facilitate an intervention with substance abuse counselors on behalf of her husband. Mr. Doe refused all assistance offered, and, indeed, denied he even had a substance abuse problem. Shortly thereafter, he moved out of the marital home. Initial Summary Mr. and Mrs. Doe were married in a civil ceremony at the courthouse in Casper in the spring of 1980. Mrs. Doe is a 41 year old Oucasian, mother of 2 children who is a lifelong resident of the state of Wyoming. Mr. Doe is a 42 year old Caucasian who was bom in Red Cloud. Nebraska Mis. Doe attended grammar school and high school in Centennial, Wyoming. Mr. Doe was educated in Grand Island, Nebraska and has a high school education. During the early years of the marriage. Mr. Doe worked as an oilfield roughneck and his work required travel throughout the intermountain region. He followed the transient lifestyle of an oilfield worker and Mrs. Doc resided with her parents in Torrington. Mrs. Doe and her husband moved to Casper in 1984. shortly after the oil boom economy began its Welfare of Minor Children Mrs. E)oe relates her marital problems are having an adverse effect on the children. Jill’s grades in school are falling and Jack has evidenced behavior problems in the classroom. 51 �The school psychologist has recommended follow-up counseling for each of the children with Dr. Jones (a local child psychologist) on a bi-weekly basis. Mrs. Doe wants primary custody of the children with limited visitation by their father. Indeed, until Mr. Doe provides evidence of substance abuse counseling, she would prefer he have no unsupervised contact with their children. Mrs. Doe is seeking temporary full custody of the children. She indicates her husband is capable of providing child support in the amount of $500.00 a month. maintenance expenses at this time for which she holds Mr. Doe responsible. She is planning to share the lax exemptions for dependents on the federal income tax returns with her husband. She indicates the children are listed as beneficiaries on hers and her husband's term life insurance policies. She would like to separate the linking policies while maintaining the children as beneficiaries. Mrs. Doe is currently the beneficiary on her husband's 40l(k) account through his employer and is requesting a distribution of 65% of the account. She thinks the current 401(k) account balance is in the neighborhood of $67,000.00. After the distribution from this account, she wants the children to be named as account beneficiaries. The 401(k) account is the only investment income the Does have — there are no other income sources. Mrs. Doe describes the overall financial status of her marriage as without substantive liquid assets and with marital debt in the amount of approximately $12,000.00. The Does have moderate credit card debt, one automobile installment loan, a personal loan ($5,000.00) from his parents, and the mortgage on the house. She and her husband purchased their home with a non-qualifying WCDA loan ($73,000.00 was the initial contract amount). She estimates they currently hold $6,900.00 equity in the home. Aside from two automobiles, a 1990 Toyota 4-Runner and a 1972 Dodge 4X4, they have no other real property. Mrs. Doe asked me about the possibility of seeking spousal support from her husband for two years while she attends school to upgrade her employment skills. 1 indicated to Mrs. Doe that Wyoming is an equitable distribution state concerning marital assets and debts and that the spousal support issue was one that should be discussed with you. I reaffrmed to Mrs. I3oe that in my capacity as a paralegal, 1 am not able to advise her regarding divorce strategy or implications. I did suggest to Mrs. Doe that if she plans to attend school to upgrade employment skills perhaps it would be a good idea to have an estimate of the school's costs for an associate's degree program. I suggested she explore this issue further with you. Financial Status - Division of Marital Assets/Liabilities Mr. and Mrs. Doe have not yet discussed the division of the marital debts or division of personal property. Mr. Doe does not know that Mrs. Doe is planning to retain an attorney to represent her legal interests in this matter. Mrs. Doe would like to obtain a restraining order against her husband to prevent him from disposing of any of the real or personal property until an equitable division can be made. She indicates she will be unable to afford to stay in the marital home and is currently looking for a real estate company to represent her interests in the marketing of the home. She plans to move into an apartment the first of the month. Her parents have been subsidizing her living expenses since Mr. Doe left the marital home in August. Mr. E)oe has not contributed any funds toward the care and maintenance of the children or the home since August. Mrs. Doe has just taken a minimum wage job at a local fast-food restaurant. She estimates her minimum household expenses, with child care factored in, to be $1,300.00 per month. Mr. Doe's employment benefits include major medical insurance coverage and it is Mrs. Doe's contention that he should be responsible for continuing to provide insurance coverage for the children including dental and vision care. Additionally, Mrs. Doe wants Mr. Doe to contribute $50.00/month per child toward an education savings fund. Mrs. Doe has not identified any other child care or 52 �Mrs. Doe indicates she does not wish to have her maiden name restored. Conclusion Mrs. Doe is seeking legal representation for an uncontested divorce. There are few liquid marital a.ssets, minor real property holdings and marginal marital debts. Although this appears to be a fairly simple marital dissolution matter, the following issues may be pertinent and ultimately swing the momentum for temporary as well as permanent child and spousal support negotiation toward our client's advantage. Pertinent Issues 1. 2. 3. 4. 5. Mr. Doe's alleged marital infidelities and his refusal to participate in marital counseling; Mr. Doe's alleged substance abuse problem and his refusal to participate in substance abuse intervention; and Fiscal irresponsibility on the part of Mr. Doe since leaving the marital home, i.e., he has not contributed to the care and maintenance of the children nor provided any funds to maintain the home, according to Mrs. Doe. Mrs. Doe has not worked outside the home since her marriage to Mr. Doe. Her employment skills are substandard and she has had to take a minimum wage job to provide income for her family. She is continuing to rely upon subsistence funds from her family to assist with daily living expenses. Mr. Doe is gainfully employed and makes an above-average salary. Mrs. Doe's allegation that marital discord has had an adverse effect on the children is corroborated by the suggestion of the children's school psychologist for direct psychological intervention by Dr. Jones. 3. 4. Client Tasks I have asked Mrs. Doe to bring the following items to her interview with you: 1. Federal income tax returns for the past five years; 2. Property tax records for the past five years; 3. Profit sharing and 401 (k) income statements from Mr. Doe's place of employment; 4. Warranty deed and installment loan agreement on the marital home; appraisal and closing statement on the home; 5. An estimated breakdown of the current monthly expenditures to maintain the marital home and provide for the children; 6. Appraisals on the two family vehicles; 7. Bank statements for checking and savings; 8. An estimate of the costs associated with tuition and books for a two-year associate’s degree program at a community college; 9. A list of the real and personal property she would like to retain after the dissolution of the marriage; and 10. Documentation from the marital counselor and substance abuse counselors regarding marital mediation and the substance abuse intervention incident. Impression of the Client Mrs. Doe initially appeared reluctant to disclose the issues which have caused her to seek legal representation in the dissolution of her marriage. I explained to Mrs. Doe that I am your paralegal and all information communicated to me in the course of this interview or any subsequent communications will be handled in a sensitive confidential manner. Mrs. Doe communicated the significant events which have lead to the dissolution of her marriage in Next Steps 1. 2. minor children by Mrs. Doe with the right of limited supervised visitation by the father. Draft Motion for Temporary Child Support. Begin draft of Decree of Divorce, Separation and Property Settlement Agreement, and Income Withholding Order. Begin research into Acme Tools’ potocol for Qualified Domestic Relations Order. File a restraining order to prevent Mr. Doe from removing or disposing of any marital assets prior to an equitable distribution before the court. Draft a Summons. Acceptance of Service of Process and Complaint for Divorce; draft Motion for Temporary Full Custody of the 53 �a calm, matter-of-fact way without apparent exaggeration or emotional distortion. She seems concerned, however, that her husband will not be accountable for his financial responsibilities after the divorce. I explained that Wyoming Statutes are fairly rigid regarding divorce fiscal responsibility. I indicated to her this was an area that you would explore further with her during the course of your scheduled interview. She seemed amenable to performing the client tasks 1 have assigned her and indeed is eager to assist in whatever manner necessary to. in her words, "just get this thing over with as soon as possible." Interviewing Strengths I was able to place Mrs. Doe at her ease after her initial reluctance to discuss her marital problems with someone who is not an attorney. My questions were clear, concise and for the most part on point, although 1 had to redirect a few times. I elicited the information necessary to begin the drafting of the pleadings without placing an undue amount of additional stress on Mrs. Doe. Although the interview took place in Mrs. Doe's home, I think I controlled the direction and information flow of the interview well, with a minimum of distractions or repeated questions. Interviewing Weaknesses 1 have to admit that initially i had the "first-time interview” jitters. I would presume that this gets easier over the course of time and practice. I certainly hope so! 1 found I was distracted by my microrecorder - 1 kept checking it to ensure 1 had not run out of tape and that it was working properly. 1 would share with you ihiU given the nature of the problems Mrs. Doe related and my own recent marital history, it was at times difficult for me to maintain impartiality in the interview process. Additionally, 1 think if 1 had more closely reviewed the standard divorce checklist prior to the interview perhaps 1 would not have had to backtrack during the course of the interview to elicit additional information from the client. Prepared Questions This interview was tape-recorded with the permission of Mrs. Doe. The basis for these prepared questions was the divorce checklist currently utilized at the law office where 1 am employed. Additionally, 1 asked questions necessary to fill out the State of Wyoming divorce statistical analysis sheet. 54 �c Memorandum of Law By JeAnne Slough Course: Research II Instructor: Mary Kubichek Assignment: Pick any topic of law that interests you, make op a fact scenario, and research to find cases that would support your issue of law and cases that would not support your issue. Then write a memorandum c^law using those cases and discuss those positions. To: From: Date: Case: Re: causes for termination, have their job terminated without cause? Mary Kubichek JeAnne Slough November 18, 1994 Simmons v. Lucky Drilling Co. Wrongful Termination Facts Mr. Jack Simmons worked for Lucky Drilling Company for seven years. When he was hired he was told by Thomas Gelling, the owner of Lucky Drilling Company, that he had a job with him for as long as he wanted it. About three years ago John Gelling, Thomas’ son, took over the company. He issued each employee a handbook setting out the amount of hours of work, vacation time, health benefits, disciplinary acdons, and causes for termination but no disclaimer clause. On March 12, 1994, John Gelling called Jack Simmons into his office and fired him saying he was a disruptive influence on the other employees. He Assignment You have asked me to research cases and draft an interofTice memorandum of law to determine if Jack Simmons has a cause of action against Lucky Drilling Company for wrongful termination. Issue Can someone who has a contract, in the form of an employee handbook that contains a list of specific 55 �was given two weeks severance pay and told to leave. Jack Simmons then went and talked to Thomas, who told him that he backed whatever decisions his son made about the company. Jack Simmons says he was given no prior warnings about his conduct, nor was he ever reprimanded. He always thought he was doing a good job and that he got along with everyone. He even had people ask for him to do certain drilling jobs. He saw no problems with other employees, and had never been told he was not doing a good job. Jack believes he has a "wrongful termination" case against Lucky Drilling Company because of the employee handbook which states he can only be fired for cause. Discussion Wyoming has long been an "at will employee" state, meaning that a person is employed for no specific time period and that employment can be terminated at any time for any reason or for no reason at all, by either party. Allen v. Safeway Stores, Inc., 699 P.2d 277 (Wyo. 1985). But a contract, in the form of an employee handbook, can change the status of an at will employee to employment that can only be terminated for cause, depending on the language contained in that handbook. Mobil Coal Producing. Inc. v. Parks, 704 P.2d 702 (Wyo, 1985). 1 will discuss four cases where the Wyoming Supreme Court has determined that the language of the employee handbook makes termination possible only with cause. The fifth case also deals with an oral contract that was overridden by a memorandum of understanding. This case stated that the language of the memorandum questions the at will employee status. Jack Simmons will argue that he is a for cause employee but Lucky Drilling will claim that he is an at will employee and therefore subject to termination of employment at any time and for any reason. I will discuss three cases where the at will employment was upheld by the Wyoming Supreme Court. An employee can only be fired for cause. The Wyoming Supreme Court ruled that an employee was not at will and the evidence was sufficient to support finding that the employer had violated procedures in the employment handbook. This was the ruling in Mobil Coat Producing, Inc. v. Parks, 704 P,2d 702 (Wyo. 1985). Dale Parks was employed on March 15, 1982 as a mine technician at the coal mine in Campbell County. Six months later in September the employer distributed a handbook to all employees. This handbook set out disciplinary actions and causes for termination among other things. Over the next year Mr. Parks was disciplined in March of 1982 for negligent operation of equipment, in July for erratic work performance and in August 1983 for reporting late to work and again in August for being tardy to work. On August 22, 1983, Dale Parks was suspended and four days later was discharged. Dale Parks then brought a wrongful termination action against the coal mine. Mr. Parks based his case on the handbook which set out the procedure to be followed before a termination could occur. He argued his termination was contrary to the language of the handbook. The District court awarded Dale Parks damages for wrongful discharge but held that he was an at will employee. Mobil Coal appealed and the Supreme Court of Wyoming ruled that Dale Parks was not an at will employee and the procedures in his discharge were not in accordance with the handbook given by the employers. The facts in this case closely follow the facts in Jack Simmons case. Both had an employee handbook that set out steps to be taken for discipline and termination of employment. Both were Bred without thQse steps being followed and both were told they were at will employees. But these cases can be distinguished and Jack Simmons has a stronger argument than Dale Parks because Jack maintains he was never disciplined for any infractions nor did he ever report late for work He was always under the impression that his work was very good, whereas Mr. Parks had gone through some disciplinary actions. 56 �1 Since Mr. Parks was considered to have an implied contract in the form of the handbook so too should Jack Simmons be considered under contract and thus he should not have been fired without cause. In a similar case, the Wyoming Supreme Court ruled that the employee handbook section on causes for termination precluded the employee from being an at will employee and so cause must be shown before termination. This was the ruling in Alexander V. Phillips Oil Co., 701 P,2d 1385 (Wyo. 1985). Ronald Alexander was employed by Phillips Oil Company as a field supervisor over the Douglas Gathering System. Mr. Alexander was issued an employee handbook stating among other things disciplinary actions and causes for termination. Phillips terminated Mr. Alexarxler's employment by using the extreme method of placing him under surveillance and verifying his presence at bars during daytime hours to establish cause for that termination. Mr. Alexander maintained that he was not working nor conducting business during the hours he was at the bar and only went to the bar after he had finished his work for the day. Phillips failed to follow the steps set out in the handbook and went directly to terminating Mr. Alexander’s employment. Mr. Alexander brought suit against Phillips Oil Company for wrongful termination and the District Court entered Summary Judgement against him. The Supreme Court of Wyoming reversed and remanded the case because of the termination for cause clauses in the handbook. This is case is analogous to ours. In both cases the employee had a handbook stating specific causes for termination and the company had not followed the steps they had listed before they fired the employees. Phillips used the cause of drinking to fire Mr. Alexander without going through the disciplinary steps in their handbook. Mr. Simmons was fired because he allegedly was a disruptive influence and he had no disciplinary steps taken before he wa.s terminated. The Supreme Court of Wyoming again ruled that Mr. Alexander was not an at will employee and therefore the steps set out in the handbook should have been followed before the employee was fired. The Wyoming Supreme Court reversed another Summary Judgement and remanded to the District court the determination of the issue that an employee's handbook, with a disclaimer that was not conspicuous, "modified the employment relationship from one terminable at will to one terminable only for cause." McDonald v. Mobil Coal Producing, Inc., 820 P.2d 986 (Wyo. 1991). Mr. Craig McDonald was fired from his job with Mobil Coal Producing, Inc. He then brought a wrongful termination case against Mobil. Mr. McDonald stated that the terms of the employee handbook clearly stated steps to be taken which were not done before he was fired. Mobil contended they had a disclaimer saying employees are at will and can be fired for no cause. The District Court entered Summary Judgement for Mobil. The Supreme Court of Wyoming held that the disclaimer was not conspicuous and so the employee handbook was favorable to McDonald and Mobil was bound by what was in the handbook. Mobil had led McDonald to believe in the procedures outlined in the handbook and made "legally binding promises." McDonald at 991. Again the court held that an employee's handbook setting out steps for discipline and causes for termination was to be binding on the employer. Mobil could not terminate McDonald's employment without going through the steps of discipline and showing cause for termination of the employment and so too should Lucky Drilling Company be held to the terms of the harxlbook they distributed. Lucky Drilling Company's employee handbook contained no disclaimer and so they should not use that as a contention for Mr. Simmons being an at will employee as Mobil tried to prove that McDonald was. The Wyoming Supreme Court reversed a Summary Judgement against Marie Sanchez by holding that her employee handbook with its procedures to follow in disciplinary actions and causes for termination made her a "for cause employee" and not an "at will employee." Sanchez v. Life Care Centers of America, Inc., 855 P.2d 1256 (Wyo. 1993). Marie Sanchez was employed by Life Care Centers of America, Inc. (hereafter called Life Care) 57 �during 1990 and was issued an employee handbook which clearly stated disciplinary steps and causes for termination. The handbook also had a disclaimer that it was not a contract of employment. On July 20, 1990, Ms. Sanchez called into work saying she could not come in because of fatigue. She was infcMmed to "forget coming in" and that she was removed from the work schedule. Ms. Sanchez brought suit for wrongful termination and the District Court ruled a Summary Judgement for Life Care, stating the disclaimer was sufficient to make Ms. Sanchez an at will employee. Ms. Sanchez appealed. The Supreme Court of Wyoming reversed the Summary Judgement and found that the disclaimer was not conspicuous, which made the handbook fully in effect. This bound Life Care to the procedures set out in the handbook before they could terminate anyone's employment. Again an employee's handbook that specifically lists steps Io be taken in any disciplinary action and causes for termination binds the company who issues that handbook to uphold those elements by law. Ms. Sanchez was given no reason for being fired nor were any disciplinary actions taken before she was fired. In the same way Mr. Simmons was not disciplined for any infractions listed in the handbook nor was he, according to him, given a true cause for his termination of employment All he was told was that he was a disruptive influence on the other employees. He maintains that he was never told this before and had never had any complaints of that nature before he was fired. Because the courts have upheld the termination for cause from the employee's handbook in the Sanchez case it should also do so in Mr. Simmons case, as it too has a list to be followed for cause termination. An oral contract followed by a memorandum of understanding can question the at will status of an employee by its language. The Wyoming Supreme Court set aside a Summary Judgement against Mr. Wilder on the basis of the material facts in the form of an oral contract, followed by a memorandum of understanding, which changed Mr. Wilder's status as an at will employee to one of a "for cause employee." Wilder V. Cody Country Chamber of Cotnmerce 868 58 P.2d21l (Wyo. 1994). Rick Wilder was hired by Cody Country Chamber of Commerce, (hereafter called the Chamber), as executive director of the Chamber. He closed his real estate brokerage house to take the position. Mr. Wilder considered his employment with the Chamber to be for as long as he did the work that was required or permanent. His duties as director, among other duties, were to supervise the chamber's staff, including the budget manager. During 1987 and 1988 the budget manager failed to pay some taxes due the IRS. Mr. Wilder was notified by the IRS and did not inform the board of directors of the problem. News of the problem reached the board and they met with Wilder to discuss the problem. After the meeting the board president presented Mr. Wilder with a memorandum of understanding which placed limits on Mr. Wilder's non*employment activities and also placed him on probation until an audit was completed. A review of his performance would then be done and his continued employment discussed. Mr. Wilder signed and accepted the terms of the memorandum on April 4, 1989. No audit was done nor did anything happen when on Apnl 18, 1989 the board informed Mr. Wilder that he could resign or be fired. Mr. Wilder resigned. Mr. Wilder tried to find other employment but was always blocked by the Chamber. On October 10, 1991, Mr. Wilder filed a complaint against the Chamber. One of the claims on the complaint was wrongful termination. The District Court granted a Summary Judgement for the Chamber staling that Mr. Wilder was an at will employee and subject to dismissal at any time. Mr. Wilder appealed. The Wyoming Supreme Court found that the terms of the oral contract were in effect at the time both parties agreed to the memorandum of understanding. "The language of the memorandum was ambiguous, creating mixed questions of law and fact over the parties intentions." Wilder at 219. The Chamber promised to perform the audit prior to a decision on Mr. Wilder's future employment, and they failed to do so. This put the material facts into dispute and the court reversed the Summary Judgement. Again we have a case where a person relied upon �suit when he accepts worker’s compensation, and there was no evidence of intentional injury to Mr. Lankford by True Ranches. As to Mr. Lankford’s contention of wrongful termination, the courts held that there was no evidence of a contract of any kind and that made him an at will employee who is subject to termination at any time and for any reason or no reason at all. Mr. Lankford appealed and the Wyoming Supreme court affirmed the decision of the District Court. Jon Lankford was an employee at will. He had no contract of any kind and no handbook that could have been construed as a contract. Mr. Simmons on the other hand can argue that he is not an at will employee because of the handbook and the procedures listed in it. That handbook acts as a contract and binds the employer to its language. A Summary Judgement was entered for Safeway when the Allens failed to show that,they had a contract of any kind in a wrongful termination case. Allen V. Safeway Stores Inc., 699 P.2d 277 (Wyo. 1985). Both David Allen and his wife Barbara Allen were employees of Safeway. David was the manager of the Rock Springs Safeway store and Barbara Allen was acting manager of the Green River store. Mr. Urcsk, an employee for the Wyoming Department of Health and Social Services, was conducting an inspection with reference to the Special Supplemental Food Program for Women, Infants and Children (WIC). Mr. Uresk was inspecting the stores to find out if they were complying with the WIC requirements. Mr. Allen was complimented on his store’s compliance with the requirements when he made some comments about people who sat on their butts and did nothing. Mr. Uresk then went to the Green River store and found some violations of the WIC requirements. Mr. Uresk discussed these violations with Mrs. Allen and told her about the comments made by her husband. Mrs. Allen not only agreed with her husband but had several comments of her own to add. Mr. Uresk then wrote letters to the Allens immediate supervisor complaining about their attitudes and comments. The Alien's supervisor discharged the Allens from their a contract for his employment and his job was terminated as if he were an at will employee. In Mr. Wilder's case he had an oral contract that was modified by the memorandum of understanding. The memo stated he was on probation until there was an audit, and then he was fired before the audit ever took place. Mr. Simmons had an oral contract, but he also had an employee handbook stating the causey of employment termination. His employment was terminated without cause. The courts have consistently ruled that an employee handbook that has causes for termination listed bind the employer to those causes. Throughout these five cases the Wyoming Supreme Court has reversed Summary Judgements that held that employees were at will and so could be fired at any time and without cause. The Supreme court has repeatedly stated that an employee's handbook, which list causes for termination, binds an employer to those causes before they can fire anyone. This is an at will employee. The Wyoming Supreme Court upheld a Summary Judgement for True Ranches when they found Jon Lankford to be an at will employee, because there was no contract with definite terms of employment. Lanirford v. True Ranches. Inc., 822 P 2d 868 (Wyo. 1991) Jon Lankford was in (he employ of True Ranches as a general ranch hand. On September 9, 1986. Mr. Lankford was injured when he caught his hand in an auger machine. The auger severed three of his fingers and cut and incapacitated his left hand. Mr. Lankford recuperated for 18 months and his medical bills were paid by Worker's Compensation. When he reported to work at True Ranches he was told they no longer had a job for him. Mr. Lankford brought action against True Ranches for wrongful termination and for negligently injuring him. The District Court granted a Summary Judgement to True Ranches saying that the employer is immune from liability for injuries to employee during his employment under Wyoming’s Constitution, which states that an employee is barred from a negligence 59 �positions. The Allens then brought action against Safeway for breach of contract of employment, among other claims. The District Court granted Summary Judgement to Safeway saying that (he employment contract between Safeway and the Allens had no deHnite terms of employment. This left the Allens as at will employees subject to termination at any time and for any reason. The Wyoming Supreme Court affirmed the Summary Judgement. The Allens had based what they considered permanent employment on a vague promise to allow them to return to Salt Lake City, Utah to continue their employment with Safeway. The court ruled that this vague promise did not compromise permanent employment. The court ruled that the discharge of the Allens was because of their verbal attack on Safeway's customers, which could lead to loss of sales and not for any other reason. The Allens had an employment contract with Safeway stores but it was not a contract with definite terms, it had no specified causes for termination, and it was not an employee handbook with specific steps set out for termination. Mr. Simmons’ contract in the form of the employee handbook has definite terms and does set out specific causes for termination. The Allens were held to be at will employees but Mr. Simmons should not be considered an at will employee. The Alien’s jobs were terminated because of their verbal attack on a customer which could have led to Safeway losing money, and if they had had a contract with specific causes for termination, the verbal attack would have been sufficient cause for their jobs to be terminated. Mr. Simmons maintains he had never verbally abused anyone either in the company or any company they subcontracted work to. In this final case the Wyoming Supreme Court upheld a Summary Judgement for John Q. Hammons Hotels, Inc. when the appellant John Rompf failed to show any breach of the terms of the employee handbook when the hotel discharged him to ease economic problems. Rompf v. John Q. 60 Hammons Hotels, Inc., 685 P.2d 25 (Wyo. 1984). John Rompf quit his job as a general manager of a heating and air conditioning company to accept the job of chief engineer of (he Holiday Inn in Sheridan, Wyoming. The Holiday Inn was managed by John Q. Hammons Hotels. Inc. Mr. Rompf hoped for a better opportunity with more advancements with Holiday Inn. Mr. Rompf was issued an employee handbook that outlined benefits, probation period and all disciplinary measures along with other job related information. After six weeks working for Holiday Inn, Mr. Rompfs job was terminated. Mr. Rompf then brought action against John Q. Hammons, Inc. for breach of contract. The District Court granted a Summary Judgement for John Q. Hammons. Inc. Mr. Rompf appealed the judgement. Mr. Rompf contends that he was a permanent employee because he had left a job of long standing to accept the position at the Holiday Inn. He was given no assurances that his position was permanent and the courts found no proof that his employment was permanent. Mr. Rompf also claims that the employee handbook gave him a contract with the hotel. Again the court found that the handbook gave no guarantees of employment, nor had the management violated any provisions in the manual. The court also said that had the manual offered permanent employment it would not have saved his job which was terminated because of economic adveisity. In this case Mr. Rompf claimed to have both an oral contract and as an extension to the contract, the employee's handbook. Mr. Simmons also had an oral contract along with his employee handbook. The difference between this case and ours is that Mr. Rompfs job was terminated because of economic pressures, and Mr. Simmons was not. If Lucky Drilling Company had terminated Mr. Simmons job because of economic reasons, then the courts would probably rule for Lucky Drilling Company. Wyoming is an at will employment state and if the employee has no definite contract of one form or another then that employee is considered to be at �will and his job can be terminated at any time and for any reason. An employment contract that has no definite term of employment or that sets out causes for termination is not considered a binding contract and that too places the employee at will. Finally, even had there been a contract, economic conditions and pressures can negate the contract allowing a person’s job to be terminated. * Summary In the first four cases discussed, each person had an employee handbook which bound the employer to the provisions in the handbook just as with any other contract. Each handbook set out these specific provisions: 1. All steps to disciplinarian action for every infraction of the rules must be followed before job termination. 2. A list of causes for job termination. 3. No noticeable disclaimer, saying the employee continued to be at will even with the provisions of the handbook. In the fifth ca.se discussed the employee had an oral contract that was modified by a memorandum of understanding. The memo again set out a step to be followed before the employee's job could be terminated which was not followed. That step was as follows: I. An audit must be completed before a review of the employee’s continued employment was done. The last three cases discussed adhered to the premise that Wyoming is an at will employment state. 1. An employee with no contract of any kind is an at will employee, subject to job termination for any reason. 2. Some forms of employee contracts do not contain any definite terms of employment, which makes the employee an at will employee. 3. The Wyoming court has ruled that economic adversity can allow an employer to terminate the job of an employee even if he had a contract. Appendix I. MeMCoal Pmdtong. Iik. v. Paris. 704 P.2d 702 (Wjtq. I9SS). 1 AUmderv. PhiBipi Oil Co . TV! ?.2d 1385 (Wyo. 1985). 3. UcDoitaldv. Mobil Coal Pmditring. Znr.. 820 P.2d 986 (Wyo. 1991). 4. Stateltn *- Liff Can Crnters ofAmerica, Inc.. 855 P.2d 1256 (Wyo. 1993). 5. WWdprr. Cody Cotottry Chamber of Commerce. 868 P.2d 211 (Wyo. 1994), 6. Ladrfordv Trae Handles. Inc.. 822 P.2d 868 (Wyo. 1991). 7. AOen v. Si^nray Stores. Inc.. 699 P.2d 277 (Wyo. 1985). 8. Hamfif v. John Q. Hammons Hotels. Inc., 685 P.2d 25 (Wyo. 1984). Recommendations 1. Obtain Mr. Simmon's full employee handbook. 2. Check into (he icasom that Lucky Drilling Company terminated Mr. Simmon's employment 3. Endow if Lucky Drilling Company had any complaints about Mr. Simmon's work. 4. Find ow what Lucky Drilling Company meant when they said Mr. Simmons was a disruptive inftaence. 5. Check all of Mr. Simmon's past employment record from the time he began work. 6. Check out Mr. Simmon's work reputation from other companies he had dealt with. 61 �Copy of One Page from Employee Handbook Steps in Discipline When an employee knowingly or in ignorance commits an infraction of any rule the company has, these are the steps that will be followed. 1. The employee will be called in to the supervisor's crffice and informed of the infraction. 2. Depending on the infraction further action may be taken. 1. Warning 2. If infraction happens again, employee is pul on probation. 3. If infraction continues even after the probation then the employee's job is terminated. Other causes f<x employee's job being terminated. 1. Using alcohol or drugs on the job. 2. Failing a drug test. 3. Failure to practice all safety standards listed in handbook. 4. Causing an injury to a fellow employee through negligence. 5. Consistently being late for work or failing to show up for work. 6. Losing the company a job through the attitude or the worii performance of an employee. 62 �Casper, Wyoming 82601 Spring 1995 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print publication 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 1995 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> Date Created Date of creation of the resource. 1995 Description An account of the resource 1995 issue of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Casper College Challenge, CCA 04.ii.1996.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge_1995 Format The file format, physical medium, or dimensions of the resource PDF