18 10 9760 https://caspercollege.cvlcollections.org/files/original/91304db1108b516eaa086216e818baa6.pdf 5b727cfe972be59614b56996546fed63 PDF Text Text Thunderbird 1980 �1 ��©f Contents Students Administration and Faculty Clubs and Organizations Activities Sports Acknowledgements 17 47 77 103 131 156 ��We entered the 198O's as children. Our minds eager to discover, 5 �6 �. . . our imaginations thirsty to create. 7 ��We challenged unknown paths because we were curious, 9 �10 -F—-------- W �11 �12 �We were a new generation and a new hope for the future. 13 �14 �We were the children of yesterday. 15 �We were the destiny of tomorrow 16 WI � 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 1980 Thunderbird Annual 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. 1980 Description An account of the resource Digitized copy of the Administration and Faculty section for the 1980 Casper College Thunderbird annual yearbook. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Thunderbird_Annual Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 37.4 (5 files, 1 folder saved as a DIP) MB Publisher An entity responsible for making the resource available Walsworth Publishing Company 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. Text Any textual data included in the document Print yearbook 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 1980 Cover through Introductory Pages 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. 1980 Description An account of the resource Cover and introductory pages of the 1980 Casper College Annual Yearbook, the Thunderbird. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Cover-Intro Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 17 pages Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History. https://caspercollege.cvlcollections.org/files/original/e7fbd059955b2788d0108e7703ee0f90.pdf 74d2019ae70a0068b5eeedd959d3c87c PDF Text Text Faculty And « Administration 47 �Administration Lloyd H. Loftin Darrell J. Sanborn 48 �Leonard L. Brakke William F. Bragg, Jr. Tilghman H. Aley William Vance 49 �Norman D. Ball 50 Wlhiiiiiii I �Ted S. Cross Jackie Reed Nora VanBurgh Richard Reitz 51 �Ruth Cox Robert G. Walkinshaw 52 �Jack A. Romanek Paul V. Danigan Leroy A. Strausner Frances L. Schroder 53 �Fred B. Wenn Oscar "Swede" Erickson Jeanine Jones 54 Richard Means �Lynnette Anderson Dr. Stanton P. Durham 55 �Division of Business Dale A. Storey Marvin Elie Francis P. Dunston 56 �Michael H. Sarvey 57 �Lisa Peck Bonnie D. Phillips Myrtie Bain 58 �Division of Language and Literature Carolyn Logan Jacqueline Valdez Billie Donovan 59 �Mae Hegg 60 JIB' �Robert K. Carlson Jacqueline Logan Jacqueline Valdez 61 �Division Of Fine Arts Thomas Kinser James L. Gaither Patrick E.K. Patton 62 Pauline Hitt �r Carolyn J. Grimes 63 �Curtis Peacock Russell A. Schwejda Jim Stewart 64 Lynn R. Munns �Division Of Life Sciences Edna C. Pryich Jeffrey L. Turner Janet Walkinshow Paul C. Hartman 65 �Thomas Clifford 66 I Ilin Gail Zimmerman �Joanne B. Nation Janice Dodson 67 �% Lois Gerberding Jean Wheatley James A. Howard Judith E. Cavanah Ruth Anne Pincetzer Robert Suedes 68 mill �■♦fl*?’ Division Of Physical Sciences Clifford Pomeroy Treva Payne Gerald E. Nelson Dorothy Fisher 69 �James L. Best Louis John Schroer Paul Bengston Richard J. Stein 70 �Donald M. Treglown Roger Kolarich Floyd Kelly 71 �Floyd T. Rickman William S. Seese Christian E. Michelson 72 �Division Of Social And Behavorial Sciences Robert Wilkes 73 �Robert E. Suedes John D. Meredith Jane Katherman Barbara B. Crews Les Obert David L. Cherry Jon E. Brady 74 Robert Moenkhaus �Division Of Technology Norman Brown 75 �Special Services 76 �Special Services Though they're not often noticed, these people, whether janitors, mechanics, cooks, carpenters, or electricians, played a big role at Casper College. They made sure we had food to eat, lights to read by, and a clean classroom to learn in. Without them, the school could never function. 77 �Ground's Maintenance Crew Electricians "They fix our shorts" 78 �79 �Teachers Not Pictured Gerald E. Alexander Jerald D. Alexander Albert E. Allen Ronald D. Babcock Edward C. Boyer William G. Brimmer Paul Carlson Verla A. Carter Ronald H. Day Margaret Demorest Donald S. Dobby Thomas H. Empey Nancy N. Fadala Roger L. Fenner David R. Fister Richard J. Goers Rex Hoff Sharon Hoffman Don Knerl Arlene Larson Gary Lauer Richard B. Lewis Jim Milek Constance Nations Lisa J. Neese John R. Pruss Roy F. Read Tommie F. Renner Donald D. Robinson Abraham Steward, Jr. Cheryl Stillmak Randall Stutheit Janice Traylor Norman Weis Ron Wicks June Winkel Wilbur Worthey Jay H. Zirbel 80 � 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 1980 Thunderbird Annual 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. 1980 Description An account of the resource Digitized copy of the Administration and Faculty section for the 1980 Casper College Thunderbird annual yearbook. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Thunderbird_Annual Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 37.4 (5 files, 1 folder saved as a DIP) MB Publisher An entity responsible for making the resource available Walsworth Publishing Company 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. Text Any textual data included in the document Print yearbook 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 1980 Faculty and Administration 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. 1980 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History. Description An account of the resource Faculty and Administration section of the 1980 Casper College annual yearbook, the Thunderbird. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_FacultyandAdministration Format The file format, physical medium, or dimensions of the resource JPG Extent The size or duration of the resource. 34 pages https://caspercollege.cvlcollections.org/files/original/b37a048b89d34e6c6213cd21a44a5a09.pdf e698e5cc416035e512ec3dcd3e7d9def PDF Text Text Sports �Basketball 146 L �147 ��Tennis 149 �Girls' Basketball 150 �151 �Girls' Volleyball 152 �153 �Acknowledgements The 1979-1980 Thunderbird was designed and published by the staff, Susan Swank, Gordon Kolisnyk - photo editor - editor, and Donnette Cale - ass't editor. Some of the people who helped with parts of the yearbook were, Nancy Irvine, Brad Keiser, Spring Streeter, Laramie Bina, James Scher, Bub Miller, Kathy Lachelt, Oliver Douglas, Mike Donovan, and Julie Stevens. Cover design was used from a photo by Greg Holloman. Yearbook theme was written by Susan Swank. �"The End" & � 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 1980 Thunderbird Annual 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. 1980 Description An account of the resource Digitized copy of the Administration and Faculty section for the 1980 Casper College Thunderbird annual yearbook. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Thunderbird_Annual Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 37.4 (5 files, 1 folder saved as a DIP) MB Publisher An entity responsible for making the resource available Walsworth Publishing Company 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. Text Any textual data included in the document Print yearbook 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 1980 Sports through the End 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. 1980 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History. Description An account of the resource Sports section through the end of the 1980 Casper College annual yearbook, the Thunderbird. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Sports-End Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 11 pages https://caspercollege.cvlcollections.org/files/original/3e7254e9142f7ff5cbdd592a917a0db6.pdf 5723bb4bb9dbb51cb2fb7bc4badd3b02 PDF Text Text Students 17 �Dear Editor: As current photo editor for the annual I have ran into a serious problem. Last year the school had the annual pictures taken simultaneous­ ly with the I.D. pictures. This year the school purchased a camera for the color I.D. pictures but failed to arrange for or hire someone for the annual pictures. Because of this, I reserved two days in the Student Center in December and during registration to take pictures for the annual. There was a small fee of one dollar charged to cover the cost of the film and supplies, as well as the photo­ grapher’s time. Most students felt that the one dollar charge was excessive because they felt the school should pay the fee. Because the cost of supplies has risen dramatically, the production of the yearbook has also increased. In my opinion, the one dollar charge for the quality of picture we are offering is a bargain. Professional photographers would charge a great deal more for the same quality of a a picture. Students will have to express an inters! before another photo session will be arranged or this will be Casper College’s last yearbook!! Gordon Kolisnyk .. Wiii^ ^^id Zth^ la ®^fs stii, 2s I decig, if ^Ae ipoi tbea^ ^^^Hal to 0/ 4" «o c .Sb tS tiQf^^^i^ke^bly 1 djy^ Saj^ “.S^^i21ri,.?‘^dai fan ^l 18 ’’ '■5;; ^tu.. '^tl, tba^^^Jiy �ACKERMAN, MICHAEL KENT ADAMS, BARBARA RAE ADAMS, CHARLES FRANCIS ADAMS, JOEL EUGENE ADAMS, MAE JEAN ADELMAN, MARK DAVID ADELMAN, MATTHEW WAYNE ADL, DEE MARINA AGUILAR, BRICE AHMED, JAMAL ABDULLATEF ALDERMAN, GLEN ALLAN ALEXANDER, CAROL JEAN ALEXANDER KELVIN LEE ALEXANDER, NANCY SUE ALLEN, WILLIAM WAYNE ALWARD II, GERALD EVANS AMRINE, CATHERINE LYNETTE ANDEREGG, CORWIN SCOTT ANDERSEN, DEBORAH SUSAN ANDERSON, CHERYL ANNETTE ANDERSON, CONNIE JO ANDERSON, DIANNA LEE ANDERSON, KRISTI MARIE ANDERSON ROQUE WILLIAM ANDREWS, DEBORAH SUZANNE ANDRUS, ROBERT JEFFREY APLAND, TAMMY SUE ARBAUGH, ROY DAVID ARICO, JOEL PETER ARNESON, ARNOLD RAY ATEN, JEFFREY DEAN ATKINS, CANDACE JO AUSTIN, DEBORAH JO BADER, DONALD PAUL BAKER, DEANA KAY BAKER, KAREN ANN BAKER, MARY DENISE BAKER, PAUL EUGENE BAKER, RICK DEE BALDWIN, DAVID WAYNE BALE, KENNETH LAWRENCE BALLARD, REBECCA MURIEL BALLINGER, TERRI LEE BARANKIEWICZ, SCOTT T. BARELLA, JEFFREY PAUL BARELLE, LISA ANN BARGER, WILLIAM RUBEN BARKER, LAURA DIANNE BARKER, WILLIAM BRUCE BARNETT, CHERYL ELLEN BARON, JOSEPH MICHAEL BARON, MARK DANIEL BARON, TAMARA ANN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE LIBERAL ARTS TRUCK DRIVER TRAINING LAW ENFORCEMENT SOCIAL SCIENCE SPEECH & DRAMA PRE-MEDICINE JOURNALISM NURSING (AD) MANAGEMENT PETROLEUM TECHNOLOGY ELECTRONICS JOURNALISM DIESEL POWER BUSINESS ENGINEERING JOURNALISM FORESTRY CONSTRUCTION TECHNOLOGY LAW ENFORCEMENT COMPUTER SCIENCE BUSINESS COMMERCIAL ART FINE ART MINING TECHNOLOGY CLERICAL CLUSTER FORESTRY ANIMAL SCIENCE TECH. ACCOUNTING (CAREER) ELEMENTARY EDUCATION ELECTRONICS DRAFTING ART ACCOUNTING (CAREER) ENGINEERING AGRICULTURE DATA PROCESSING MANAGEMENT PHYSICAL SCIENCE PETROLEUM TECHNOLOGY PHYSICAL SCIENCE FORESTRY NURSING (PRACTICAL) SOCIOLOGY ACCOUNTING ENGINEERING MUSIC MINING TECHNOLOGY SPEECH & DRAMA WILDLIFE MANAGEMENT PHYSICAL EDUCATION ECONOMICS WELDING ELEMENTARY EDUCATION 19 �BARON, THOMAS JAMES BARRETT, PATRICK DENNIS BARSIC, CLIFFORD MATTHEW BARTLING, JAMES ELMER BARTOSH, DAVID LEON BARTRUFF, DANETTE CAY BASHAM, ROBERT EDWIN BASTOW, DALE THOMAS BATH, BRADFORD JAMES BAUM, JILL ELLEN BEAGLE, TODD CALVIN BEALE, CHRISTINE KAY BEAR, CARRIE BETH BEARS, ALETA LOUISE BEAUDDIN, STEVEN LLOYD BEAVERSON, RICHARD ANTHON BECK, CARL WILLIAM BELECKY, CRAIG NEAL BELLAMY, JULIE ANN BELT, KATHLEEN RENEE BELT, RANDI LOU BENNETT, MARK PAUL BENNETT, PAUL BENNETT, SANDRA S. BENNETT, STEPHEN CLAUSEN BENNETT, SUSAN LYNN BENSON, JR., JAMES ALFRED BENSON, JAMES BERNARD BENTON KATHRYN BENTON, MELISA LYNNE BERRY, TY MARK BERTZ, ROCKY DEAN BIG MEDICINE, RUBY E. BINA, LARAMIE ADELE BINGHAM, J.T. BINGHAM, LAVITA DENE BINKS, SUSAN LINN BINNS, DONALD R. BIXBY, DAWN JO-DENE BLACK, PENNY SUZANNE BLAKESLEY, MARVIN EDGAR BLEVINS, DEANNA CLAUDINE BLEVINS, THOMAS PITTS BLIXT, STEVE EDWARD BLOODWORTH, RICHARD KEITH BOATRIGHT, ARTHUR DALE BOBEK, CATHY S. BOETTCHER, DEBORAH JANE BOGART, MIKE LYNN BOLAND, EUGENE JEROME BOLENDER, DANNY RICHARD BON. RICHARD CECIL 20 SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN MINING TECHNOLOGY ENGINEERING PHYSICAL SCIENCE ENGINEERING AGRICULTURE MEDICAL TECHNOLOGY ELECTRONICS DRAFTING AGRI-BUSINESS ENGINEERING MINING TECHNOLOGY ACCOUNTING SOCIOLOGY NURSING (AD) POLITICAL SCIENCE BUSINESS ADMINISTRATION ENGINEERING MINING TECHNOLOGY SOCIAL SCIENCE OFFICE ADMINISTRATION SECRETARIAL SCIENCE COMPUTER SCIENCE DRAFTING ENGLISH MANAGEMENT RETAIL MERCHANDISING COMMERCIAL ART ENGINEERING BUSINESS ADMINISTRATION LIFE SCIENCES AGRICULTURE ACCOUNTING DATA PROCESSING GEOLOGY DRAFTING ENGINEERING RETAIL MERCHANDISING DRAFTING SPEECH & DRAMA SECRETARIAL SCIENCE RADIOLOGIC TECHNOLOGY PSYCHOLOGY CONSTRUCTION TECHNOLOGY AGRICULTURE ACCOUNTING ENGINEERING NURSING (AD) DRAFTING GEOLOGY HEAVY EQUIPMENT OPERATION ENGINEERING LANGUAGE & LITERATURE �BONNEL, LINDA LEE BONNER, JOY BETH BOOMER, SANDRA JOYCE BORDEN, LANCE DOUGLAS BOREN, RAYMOND GENE BORGERDING, MARY KATHERINE BORGERDING, THERESE MARIE BORRON, WILLIAM TROY BOSTON, JAMES KIRT BOTT, JENI LEE BOTTOM, ROBERT VERN BOURBON, SYDNEY ALAN BOURN, RENE ADEL BOURNE, GAYLE MARIE BOUZIS, JOHN ANTHONY BOWLSBY, JOY LYNNE BOWMAN, LUELLA GAIL BOWMAN, NEAL ALBERT BOX, KELLY FAYE BOX, SONJA LYNN BOYD, BERT CARMEN BOYER, BRYAN GARY BOYERS, PAMELA KAE BOYLES, PATRICIA ANN BRADFORD, RODNEY HAROLD BRAKKE, NANCY DIANE BRAMSON, KIMBERLEY RENEE BRANSON, JACK LYNN BRASHEAR, ROBERT WILLIAM BRATT, MARTIN WILLIAM BRAUSE, SHERYL LYNN BREED, GREGORY WILLIAM BREMKAMP, KAREN ELAINE BREMNER, BRIAN THOMAS BRENNAN, LOIS C. BROCK, JAMES RUSSELL BROCK, VICKI LOUISE BRODERDORP, CAROL JANE BROHL, RICHARD EDWARD BROMST AD, ALLEN WILLIAM BROWN, ALLEN RAY BROWN, CYNTHIA DAWN BROWN, HELEN C. BROWN, LINDA KAY BROWN, MELISSA KAY BROWN, RUSSELL PAUL BROWN, STACY GAYLE BRUMMOND, KATHRYN ALICE BRUNER, CAROL ELAINE BRESCINO, MARK T. BUCK, PAMELA SUE BUDACK, KAREN ANN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN RADIOLOGIC TECHNOLOGY SECRETARIAL SCIENCE PHYSICAL SCIENCE DRAFTING DIESEL POWER SOCIOLOGY ENGINEERING CONSTRUCTION TECHNOLOGY CHEMISTRY SECRETARIAL SCIENCE DRAFTING ENGINEERING ELEMENTARY EDUCATION PRE-LAW (BUSINESS) GEOLOGY SOCIAL SCIENCE ACCOUNTING (CAREER) MINING TECHNOLOGY NURSING (AD) SOCIAL SCIENCE CLERICAL CLUSTER BUSINESS ADMINISTRATION PSYCHOLOGY MUSIC ENGINEERING PRE-RAD TECHNOLOGY DRAFTING LAW ENFORCEMENT ELECTRONICS BUSINESS ADMINISTRATION DATA PROCESSING BUSINESS NURSING (AD) FORESTRY DATA PROCESSING AGRI-MECHANICS ACCOUNTING SOCIOLOGY ELECTRONICS HEAVY EQUIPMENT MECHANICS CONSTRUCTION TECHNOLOGY FINE ARTS LIFE SCIENCES HEAVY EQUIPMENT OPERATION RADIOLOGIC TECHNOLOGY GEOLOGY MUSIC SECRETARIAL SCIENCE ENGINEERING LIFE SCIENCES BUSINESS ACCOUNTING 21 �BURCH, ANTOINETTE MARIE BURGESS, DAVID DEAN BURGETT, DAVID ALLISON BURGETT, MARELEN BURGI, BRUCE FREDERICK BURKEY, MELANIE LUANN BURKS, JR. WILLIS L. BURNELL, STEPHEN WAYNE BURNS, CURTIS PAUL BURRIDGE, LISA KAY BURRIDGE, TIMOTHY SHAWN BURRIS, ELLEN D. BURRIS, WHITNEY LYNN BURROWS, RONDA LYNN BUTTERFIELD, MARY BETH BYERS, MICHAEL DERRICK BYFORD, JUANITA LOUISE BYNUM, KEITH ERIC BYNUM, MITCHELL JAMES BYRD, NANCY KAREN CADDY, NETA MARIE CALDWELL, MARIE LILLIAN CALDWELL, PHILLIP ALBAN CALE, DONNETTE, JEAN CAMPBELL, JAMES HUGH CANAVAN, MAUREEN ELLEN CANCINO, CHRISTINA ROSE CAPELLEN, JERRY DEE CARBERRY, VALERIE ANN CARDINAL, CARLA ANN CAREY, DEWAYNE JOHN CARL, CATHERINE JOAN CARLISLE, BRETT CAMERON CARLSON, CRAIG ALAN CARLSON, JANET LYNNE CARLSON, MATTHEW GREG CARNEAL, SALLY ANNETTE CARNEAL, SUSAN DIANE CARNES, LUCINDA ANN CARPENTER, BRADLEY DAWN CARPENTER, LISA KAE CARRELL, TAMIE MARIE CARRERA, MARY SUE CARROLL, JOHN EARL CARTER, GARRY ALBERT CARTTER, CYNTHIA FRANCES CASEY, ALFRED BRUCE CATON, CATHERINE LOUISE CAUTHON, RUTH IRENE CAVES, JEANENE ANNE CHAMBERLAIN, LARRY REX CHAMBERS, GARY ALBERT 22 FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN tLEMENTARY EDUCATION PETROLEUM TECHNOLOGY ENGINEERING ELEMENTARY EDUCATION BUSINESS FORESTRY MINING TECHNOLOGY MINING TECHNOLOGY DIESEL POWER ELEMENTARY EDUCATION DIESEL POWER CLERICAL CLUSTER BUSINESS ADMINISTRATION LIFE SCIENCES BUSINESS ADMINISTRATION WELDING MUSIC BUSINESS ADMINISTRATION AUTO MECHANICS MUSIC COMPUTER SCIENCE BUSINESS BUSINESS ACCOUNTING (CAREER) ENGINEERING NURSING (PRACTICAL) ACCOUNTING HEAVY EQUIPMENT MECHANICS MUSIC BUSINEESS ADMINISTRATON ELECTRONICS ACCOUNTING PRE-LAW (SOCIAL SCIENCE) AGRICULTURE BUSINESS LANGUAGE & LITERATURE PRE-DENTISTRY NURSING (PRE-PROF) PRE-AD NURSING LIBERAL ARTS BUSINESS ADMINISTRATION ELEMENTARY EDUCATION PRE-AD NURSING ENVIRONMENTAL BIOLOGY BUSINESS ADMINISTRATION LIFE SCIENCE HEAVY EQUIPMENT MECHANICS BUSINESS ADMINISTRATION NURSING (PRACTICAL) ACCOUNTING ENGINEERING DIESEL POWER �I Xi CHAMPLIN, JR., STEPHEN C. CHANDLER, GLORIA LYNN CHANDLER, MICHAEL DAN CHAPMAN, SHARON ANN CHEN, TISH TZU-CHIANG CHERRY, FARRELL WILLIAM CHERRY, ROBERT JAMES CHI, SOO-YUNG CHILDERS, BECKY JO CHILDERS, BRIAN KEITH CHILDERS, JR. RICHARD D. CHITWOOD, CHRISTINE LYNN CHITWOOD, CHRISTOPHER S. CHRISTENSEN, DAVID FRANK CHRISTIANSEN, KERRY JAY CHRISTOFERSON, LAURI KAY CILENSEK, CYNTHIA LOUISE CLAAR, CONNIE M. CLANTON, CLAY ROSS CLAPP, BRENT DUANE CLARK, BARBARA EVE CLARK, DENISE ANN CLARK, MARVIN LEE CLARK, ROBERT BENJAMIN CLEGG, JUDITH ANN' CLIFT, ADEANNA KAY CLIFTON, DANIEL ALLEN COCHRAN, KERRY JAY COCHRAN, RHONDA LEE COLE, RONALD LOUIS COLEMAN, TIP TYTUS COLLINS, MARK WALTER COLLINS, THOMAS PATRICK COMINGS, ROBERT EDWARD CONFER, RICHARD E. CONWAY, JOANN COOK, DELLA RAE COOK, LEOLA MAE COOK, RAMON DENNIS COOK, RONALD EDWARD COOK, RONALD WALLACE COPELAND, KATHLEEN ANN COPELAND, WILSON EUGENE CORPUZ, DANNY MICHAEL COSNER, ALICIA BELINDA COSTA, MARIO V. DE RESEND COTTRELL, GERRY ANN COVERSTON, WILLIAM JOSEPH COVINGTON, STEVEN EUGENE COX, MICHAEL JAMES COX, SONDRA JO COYNE, THOMAS MICHAEL SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN GEOLOGY SECRETARIAL SCIENCE BUSINESS ADMINISTRATION ACCOUNTING DATA PROCESSING ELECTRONICS BIOLOGICAL SCIENCE PHYSICS HOME ECONOMICS AGRICULTURE ENGINEERING NURSING (PRACTICAL) MINING TECHNOLOGY ENGINEERING DRAFTING ACCOUNTING (CAREER) BUSINESS PHYSICAL EDUCATION LAW ENFORCEMENT FINE ARTS NURSING (PRACTICAL) DATA PROCESSING AUTO MECHANICS DRAFTING LIBERAL ARTS RETAIL MERCHANDISING DIESEL POWER FINE ARTS PHYSICAL EDUCATION AGRI-MECHANICS AGRI-BUSINESS MINING TECHNOLOGY BUSINESS ADMINISTRATION ENGINEERING LAW ENFORCEMENT LAW ENFORCEMENT FINE ARTS TRUCK DRIVER TRAINING SOCIOLOGY ENGINEERING PHYSICAL SCIENCE LIBERAL ARTS MATHEMATICS ENGINEERING ACCOUNTING ENGINEERING SPEECH & DRAMA FINE ARTS ENGINEERING DRAFTING LIFE SCIENCE AUTO MECHANICS 23 �CRABTREE, SUNNY A. CRAIG, ROBERT LYNN CRANDALL, CAMERON JAMES CRANWELL, CLYDE DEAN CRAVEN, ALICE LOUISE CRAVEN, KATHERINE E. CRAWFORD, MARGARET G. CREAGER, TOM LEE CREEL, TROY DENNIS CROSS, CANDACE JEAN CROUCH, SUSAN A. CROWDER, SCOTT ERNEST CROWN, SHARRON A. CRUMP, THANE EVNAS CUMMINGS, ROBERT CHARLES CUNDY, BRADLEY ALLEN CUNDY, JANETTE ANN CUNNINGHAM, MARY C. CUNNINGHAM, TERRI MAE CUPPLES. MARSHA JAN CURETON, RITA ANN CURTIS, ROBERT JOSEPH DAHILL, EDWARD J. DANELSON, RONALD STANTEN DANIELS, JEFFREY NEWTON DANIELS, JOHNNY DEAN DANIELS, ROBERTA JEAN DASHER, JOHNNY KIM DAVID, MATTHEW MYRON DAVIDSON, JERRY LEE DAVIS, BRIAN H. DAVIS, ERIC ANTHONY DAVIS, LARRY DUANE DAWSON, LORI ANNE DAY, LOUISE DAY, RENAIE YVONNIE DEAL, LANCE EARL DEAN, MARK HOWARD DEAR, GUY ALAN DEAR, MARK AARON DECKER, KENNETH GLEN DEFRATES, MARK GREGORY DEIST, PAMELA MARIE DELEON, GLORIA JEAN DEMPLA, JANICE JEANNE DENHAM, DAVID JOHN DENNIS, INA KAY DENNISON, DONALD MAC DERNBACH, JONI GAYLE DESERSA, PAULA SUE DEWEY, RUTH ELAINE DEWITT, BRIAN ERIC 24 FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN MANAGEMENT BUSINESS ADMINISTRATION LAW ENEORCEMENT PRE-VETERINARIAN SECRETARIAL SCIENCE SECRETARIAL SCIENCE ART MANAGEMENT BUSINESS COMPUTER SCIENCE DRAFTING ELECTRONICS NURSING (AD) PRE-DENTISTRY BIOLOGICAL SCIENCE ENGINEERING HOME ECONOMICS HEAVY EQUIPMENT OPERATION ACCOUNTING (CAREER) CLERICAL CLUSTER SOCIAL SCIENCE ENGINEERING PHYSICAL SCIENCE TRUCK DRIVER TRAINING MINING TECHNOLOGY LAW ENFORCEMENT SOCIAL SCIENCE BUSINESS ADMINISTRATION AGRICULTURE AUTO MECHANICS GEOLOGY PSYCHOLOGY DRAFTING CLERICAL CLUSTER ART TRUCK DRIVER TRAINING LIFE SCIENCE ENGINEERING ENGINEERING FORESTRY BUSINESS MUSIC NURSING (AD) WELDING NURSING (AD) BUSINESS ADMINISTRATION CLERICAL CLUSTER MATHEMATICS COMMERCIAL ART NURSING (PRACTICAL) PRE-AD NURSING ART �■ DIAL, JR., DONALD DEAN DICK, CLIFFORD ERNEST DICKEY, DEBORAH A. DICKINSON, SHELLY LYNN DIESBURG, DEBRA ANNE DILGARDE, JOHN LEON DILL, ROBERT DEAN DISSETTE, GARY LYNN DITOLLA, DALE CURTIS DIXON, DENETTE JUNE DIXON, DWIGHT WILLIAM DIXON, SUZETTE MARIE DOCKERY, RENITA COLLETTE DOHERTY, MICHAEL JAMES DONOVAN, MICHAEL STEPHEN DOTY, LAUREL MARIE DOUGLAS, CLEAVELAND OLIVE DOUGLASS, CARYE SUE DOWNING, CATHY DENISE DOWNING, WILLIAM LANCE DOYLE, JOHN RAYMOND DOYLE, THOMAS RAY DRISKILL, WILLIAM OGDEN DRURY, MARK E. DRURY, PAUL DAVID DUBEL, CHALENE MARIE DUDLEY, DOUGLAS MICHAEL DUGAN, DEBORAH ANN DUMMER, CARMEL LEAH DUNCAN, DIANA MARIE DUNCAN, DIANE LOUISE DUNCAN, MECHELE LYNETTE DUNCAN, LEWIS CHRISTOPHER DUNLAP, JAMES UDELL DUNN, CAROL LOUISE DUNNING, KORI LEE DUWE, REBECCA LYNN DWYER, JAMES FRANCIS DWYER, NEIL ALAN DYE, RANDY JOHN DYER, ROSS ERIC DYREK, VICTORIA ROSE EDDY, RNADY DEE EDGECOMBE, CAROLYN DIANE EGGERT, JOAN TAINE EHLERS, GUY CLARK EISERMAN, ERIC ALAN ELDER, RITA KAY ELLIS, JR., JOHN EDWIN ELROD, RANDY WADE EMERSON, DENISE ELAINE ENGER, VICKI LYNN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE LAW ENFORCEMENT ELECTRONICS PHYSICAL EDUCATION ELEMENTARY EDUCATION BUSINESS ADMINISTRATION ART ENGINEERING MUSIC FORESTRY SECRETARIAL SCIENCE MINING TECHNOLOGY RETAIL MERCHANDISING BUSINESS DATA PROCESSING DRAFTING NURSING (AD) FINE ARTS BUSINESS ADMINISTRATION COMPUTER SCIENCE BUSINESS ADMINISTRATION FINE ARTS ACCOUNTING (CAREER) AGRICULTURE PRE-LAW (SOCIAL SCIENCE) MUSIC DATA PROCESSING PHYSICAL EDUCATION PRE-AD NURSING PRE-PHARMACY FINE ARTS PHYSICAL EDUCATION ART BUSINESS ADMINISTRATION ENGINEERING ENGLISH BUSINESS ADMINISTRATION DATA PROCESSING ENGINEERING AUTO MECHANICS SOCIAL SCIENCE BIOLOGICAL SCIENCE BIOLOGICAL SCIENCE COMMERCIAL ART NURSING (AD) ACCOUNTING ENGINEERING BIOLOGICAL SCIENCE RETAIL MERCHANDISING COMPUTER SCIENCE PRE-OPTOMETRY MUSIC NURSING (AD) 25 i �ENGLAND, KATHALEEN ANN EPPERSON, DENISE DEE ERTEL, DANA BROOKS ESCHENHOFF, EVELYN Z. ESLAMI, MASOOD ESQUIBEL, RICHARD A. EVANS, DAVID EDWARD EVANS, DONNA GAYLE EVANS, H. DAVID EVANS, KEVIN DEROYCE EVERS, LISA ANN EWING, VIRGINIA DIANE FADALA, WILLIAM STEWART FALES, MARILYN DANETTE FALES, SALLY JANE FANCETT, EDWARD JOHN FANTO, JOHN A. FARIAS, THOMAS ANTHONY FARLEY, SHARON KAY FARMER, KATHLEEN ANN FARMER, KENNETH ALLEN FARMER, MICHAEL SHAWN FARNES, ROXANNE FEEZER, DAVID BERNARD FELKER, EVE ANNE FELTER, GWENDA WYNELL FENN, CHRISTOPHER EDWARD FERENTCHAK, PAUL MARTIN FERNELIUS, ERIC GLEN FEYHL, MICHAEL WAYNE FIELDGROVE, RUSSELL C. FINK, SANDRA KAE FISHER, CUNTHIS LYNNE FITZGERALD, ROBERT DAN FITZSTEPHENS, MARY E. FLAKE, CAROL SUE FLEETWOOD, THOMAS A. FLOM, KARI KATHLEEN FOLEY, ROBERT ALAN FONDREN, JAMES MAVERICK FORBORD, PAUL DEAN FORCIER, MARY JANE FORD, DIANE SUE FORTUNA, SUE ANN FOSTER, LAURIE ANN FOWLER, JAMES WARREN FOX, STEVEN WEBSTER FRANCE, TIM KEITH FRANCIS, ARMANDA C. FRANKLIN, CHARLES MARK FRANKLIN, CYNTHIA ANN FRANKLIN LINDA RAE 26 FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN HOME ECONOMICS CLERICAL CLUSTER PETROLEUM TECHNOLOGY PRE-LAW (BUSINESS) ENGINEERING BUSINESS EDUCATION PRE-MEDICINE SECRETARIAL SCIENCE RETAIL MERCHANDISING AUTO MECHANICS PSYCHOLOGY PRE-VETERINARIAN PETROLEUM TECHNOLOGY WELDING COMPUTER SCIENCE PETROLEUM TECHNOLOGY ENGINEERING ACCOUNTING MUSIC ELEMENTARY EDUCATION MANAGEMENT ENGINEERING ACCOUNTING MANAGEMENT PHYSICAL EDUCATION SECRETARIAL SCIENCE HEAVY EQUIPMENT MECHANICS DIESEL POWER MUSIC ELECTRONICS AGRI-BUSINESS BUSINESS OFFICE ADMINISTRATION SOCIOLOGY SOCIOLOGY BUSINESS PRE-MEDICINE NURSING (AD) MUSIC ENGINEERING BUSINESS ADMINISTRATION RADIOLOGIC TECHNOLOGY PHYSICAL EDUCATION OFFICE ADMINISTRATION SECRETARIAL SCIENCE WELDING LIBERAL ARTS ENGINEERING SOCIOLOGY PETROLEUM TECHNOLOGY PRE-RAD TECHNOLOGY DATA PROCESSING �FRAZIER, WARREN SCOTT FREEMAN, RAYMOND CURTIS FRENCH, SAMUEL WEST FREYRE, VIVIAN MARY FRICHETTE, ELLAA FUNK, JOHN MARTIN GADDIS, KALLI MARIE GALAGAN, MICHAEL PAUL GALLES, KARLA MARIE GALLOWAY, MADELINE CELEST GALOVICH, WILLIAM MILO GANDY, MIKE JAMES GANGWISH, CRAIG ALLEN GANGWISH, TODD THOMAS GARLAND, BELINDA LEE GARMAN, CHRISTINA RUTH GARVIN, MICHELLE DENISE GASKELL, KRISTI LEE GAUTHIER, MICHAEL ALBERT GAWEL, THERESA KAY GEER, CLINTON EARL GEIGER, SARAH ANGELICA GELINAS, MARGARET MARIE GENOFF, TINA JEAN GENTRY, MICHAEL DEVON GERMAIN, KAREN MARIE GIBSON, TARRIE JAY GIFFORD, JAMES TODD GILCHRIST, GINGER ANN GISH, SHELLEY SUE GIVANI, STEVEN DAVID GLASGOW, DELBY LEE CLAUSE, JO LEANN GOBLE, DANIEL PATRICK GOMEZ, RONALD JAY GONZALES, DONNA JEWEL GONZALEZ, MARIA J. GOOD, SHERRIE LYNN GOODALL, BRUCE HOWARD GOODART, ROBERT THOMAS GOODMAN II, GORDON LEE GOODWIN, DONNA MARIE GOODWIN, LAURA ANNE GOODWIN, LESLIE ARTHUR GOTTLOB, DEBRA MAE GOYN, LANNY B. GRACE, CHARLES STEVEN GRADIN, SHERRIE LYNN GRAHAM, JOHN BRAD GRAMS, BRIAN LYNN GRAS, CHRISTENA MARIE GRATTAN, ANNA LUCIA SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE LAW ENFORCEMENT BUSINESS ADMINISTRATION ENGINEERING ACCOUNTING (CAREER) COMMERCIAL ART WILDLIFE MANAGEMENT ELEMENTARY EDUCATION MUSIC ART ELEMENTARY EDUCATION ENGLISH MUSIC PHYSICAL SCIENCE PETROLEUM TECHNOLOGY ANIMAL SCIENCE TECH. DATA PROCESSING NURSING (PRACTICAL) BUSINESS MINING TECHNOLOGY NURSING (AD) ELECTRONICS MANAGEMENT SECRETARIAL SCIENCE PHYSICAL EDUCATION ENGINEERING DATA PROCESSING NURSING (AD) AGRICULTURE TRUCK DRIVER TRAINING NURSING (AD) AUTO MECHANICS PSYCHOLOGY MUSIC MUSIC MINING TECHNOLOGY CLERICAL CLUSTER SECRETARIAL SCIENCE DATA PROCESSING PETROLEUM TECHNOLOGY MINING TECHNOLOGY BUSINESS ADMINISTRATION NURSING (AD) PRE-AD NURSING MANAGEMENT ELEMENTARY EDUCATION ENGINEERING PRE-LAW (SOCIAL SCIENCE) ENGLISH GEOLOGY CONSTRUCTION TECHNOLOGY ELEMENTARY EDUCATION NURSING (PRE-PROF) 27 �GRAUSE, CONNIE LYNN GRAY, ABBIE ANN GRAY, ZACHARY ADAM GREENWALD, JOHN MARK GREGORY, ROBERT WILLIAM GRENIER, DALE EUGENE GRESS, KIMBER LYN GRIERSON, NANCY ANN GRIEEEY, ANNABELLE LEE GRIEFIN, CHARLENE ANN GRIMES, MONA LEE GROGAN, EDDIE LEE GROHS, THERESA ANN GROVE, JAMES MICHAEL GROVE, RONALD DAVID GUDAL, CHRIS JOHN GUINARD, MARGARET ANN GUSTAFSON, SHAWN JAY GUY, CYNTHIA JILL HAAS, SUZETTE VALERIE HAASS, COLLEEN RUTH HAASS, NATHAN PAUL HADDOCK, CHRIS DALE HADLOCK, DOUGLAS SCOTT HAGEROTT, JILL S. HALL, ANNA PEARL HALL, JOHN ROBERT HALL, LESLIE RENEE HALL, VICKI LYNN HALLENBURG, DIXIE ANN HAMAR, CARY L. HAMILTON, BLAIR MARTIN HAMILTON, ETHEL LOUISE HAMILTON, PHILLIP STEVEN HAMMEL, THOMAS ALLEN HAMMOND, JOHN DAILEY HAMRE, TAMARA MICHELE HANNAHS, KAREN ELIZABETH HANSEN, JULIE ANN HANSEN, PATRICIA ANN HANSEN, STEVEN EUGENE HANSON, JANE ANN HANSON, RICKY GLENN HARBARGER, LORI ANN HARDEMAN, STEVE H. HARDEN, PATRICK MAGUIRE HARDEN, RICHARD LAWRENCE HARDY, JODY KAYE HARKINS, JUDITH LACKE HARKLESS, SHARON ELAINE HARMON, TEREASA REBECCA HARRIS, ELIZABETH MARIE 28 FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN NURSING (PRACTICAL) BUSINESS ADMINISTRATION COMPUTER SCIENCE MUSIC BUSINESS ADMINISTRATION GEOLOGY COMPUTER SCIENCE ACCOUNTING (CAREER) MANAGEMENT BUSINESS ADMINISTRATION PSYCHOLOGY AUTO MECHANICS PRE-RAD TECHNOLOGY MATHEMATICS HISTORY BUSINESS ADMINISTRATION NURSING (PRACTICAL) ENGINEERING MATHEMATICS FINE ARTS ACCOUNTING (CAREER) ENGINEERING BUSINESS ADMINISTRATION BUSINESS SECRETARIAL SCIENCE PRE-AD NURSING POLITICAL SCIENCE NURSING (AD) PRE-VETERINARIAN PRE-AD NURSING ENGINEERING AGRI-BUSINESS NURSING (AD) ACCOUNTING ENGINEERING FOREIGN LANGUAGE SECRETARIAL SCIENCE MANAGEMENT ENGLISH CLERICAL CLUSTER BIOLOGICAL SCIENCE PHYSICAL EDUCATION BUSINESS ADMINISTRATION BUSINESS ELECTRONICS ELECTRONICS PRE-LAW (BUSINESS) DATA PROCESSING GEOLOGY RETAIL MERCHANDISING MINING TECHNOLOGY ELECTRONICS �HARRIS, STEVEN MICHAEL HARRISON, MARC MICHAEL HARROD, BONNIE LAVELLE HART, DAVID BRIAN HART, JONI JO HASHBERGER, MARLENE MAY HATCHER, RANDY JAY HAUFFE, MICHAEL PAUL HAUTALA, SUSAN MARIE HAVILL, POLLY ANNA HAWES, MICHAEL DAVID HAWKS, DAVE LOUIE HAWORTH, DAVID CARL HAXTON, DAVID LEE HAYDEL, KATHERINE ANN HAYES, KATHLEEN ANN HAYMAN, WILLIAM FLETCHER HAZEN, JAMES REECE HEADY, KIMBERLY KAY HECKART, BLAINE EUGENE HEIDE, BRADLEY FRANCIS HELTON, LYRIC GAYE HEMPEL, MORTEN GREGERS HENDRICKSON, JEFFKEY PAUL HENINGER, WILLIAM ROBERT HENNIG, THOMAS E. HENSHAW, SCOTT HENRY HENSLEY, DANA ELAINE HENSLEY, WILLIAM RICK HEREFORD, BEVERLY MARGARET HERNANDEZ, PAMELA HEROLD, SHANNON LOUISE HESS, CRAIG ALLEN HESS, JAMES CHRICTOPHER HEVENOR, VERNE ELLEN HEWITT, SANDRA LEE HIEP, LIEY THANH HIGGINS, ANN THERESA HIGGINS, LENNIE DEAN HILEMAN, LORRI LYNN HINCKLEY, LENORA MAE HINTON, JAMES EARLE HINZ, MICHAEL CARL HITCHCOCK, PEGGY JEAN HITTLE, DANIEL LYLE HOBZA, CAROLYN LOUISE HOFFMAN, CHRISTINA TERESA HOFFMAN, LARRY LEE HOFFMANN, CINDY PATRICIA HOGAN, AMY CECELIA HOHMAN, DAVID HUGHES HOLBERT, DEBORAH KAY SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE LIFE SCIENCE DATA PROCESSING DATA PROCESSING ENGINEERING MINING TECHNOLOGY SECRETARIAL SCIENCE AGRICULTURE BUSINESS ADMINISTRATION BUSINESS ADMINISTRATION PHYSICAL SCIENCE CONSTRUCTION TECHNOLOGY ENGINEERING MINING TECHNOLOGY PRE-LAW (BUSINESS) ACCOUNTING PRE-RAD TECHNOLOGY DRAFTING ANIMAL SCIENCE TECH. LIFE SCIENCE ELEMENTARY EDUCATION ENVIRONMENTAL BIOLOGY ACCOUNTING (CAREER) HEAVY EQUIPMENT MECHANICS BUSINESS ADMINISTRATION FORESTRY BUSINESS ADMINISTRATION BUSINESS BUSINESS ACCOUNTING (CAREER) NURSING (AD) SOCIOLOGY NURSING (AD) BUSINESS PETROLEUM TECHNOLOGY LANGUAGE & LITERATURE NURSING (PRACTICAL) PETROLEUM TECHNOLOGY ELEMENTARY EDUCATION CONSTRUCTION TECHNOLOGY ACCOUNTING (CAREER) DATA PROCESSING ENGINEERING ACCOUNTING ELEMENTARY EDUCATION ENGINEERING COMMERCIAL ART POLITICAL SCIENCE BUSINESS ADMINISTRATION SECRETARIAL SCIENCE FORESTRY DRAFTING JOURNALISM 29 �HOLDEN, ANTHONY SCOTT HOLLAND, DEBRA ANN HOLMES, JONATHAN C. HOLWEGER, RANDAL LOUIS HOLWELL, ALENE MARIE HONEA, BRIDGET AROON HONEA, DEVON REE HOPPE, DANIEL JAMES HORTON, STEVEN JAY HOWARD, KENNETH WAYNE HOWE, LARAE HOWES, JOHN FREDERICK HOYI, NORMA HRUBY, KATHLEEN MARIE HUBBELL, ANTOINETTE LYNN HUBBELL, CONNIE SUE HUDSON, KIRK W. HUFF, ROBERT BRIAN HUGHES, CAROL JO HUGHES, KEVIN RICHARD HUGHES, VIRGINIA MARIE HUMBERSON, HARVEY S. HUMBERSON, MARK RANDALL HUME, DARRY WAYNE HUMPHREY, LEEANN HUNTER, JOEY ALLEN HURD, ARNOLD FRED HURLEY, MANFORD NEAL HUXTABEL, JAMES NEAL IHDE, CINDY KAYE ILG, KENNETH KALVEN INGAIS, HERITA IRVINE, NANCY AYRES ISBELL, JANIS EILEEN ISE, TOM HENRY ISHAM, MONICA ANN ITO, JB GEHRIG JACKSON, MARY SUE JACOBS, VALERI JAN JACOBSON, LARRAINE CHERYL JACOBSON, SUSAN ELIZABETH JAMES, JANICE ANN JANICEK, ROGER ANDREW JANSKI, GARY DEAN JANSKI, JOSEPH GEORGE JAQUES, RICHARD BRIAN JAQUES, ROBERT STEVEN JELOVCHAN, DOLLIE MARIE JEREB, KENNETH WAYNE JOCHIM, STACY JUNE JOHNSEN, KRISTALEEN ANN JOHNSON, FRANKLIN TODD 30 FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN MINING TECHNOLOGY PHYSICAL EDUCATION ANIMAL SCIENCE TECH. LAW ENFORCEMENT PRE-VETERINARIAN LIFE SCIENCE NURSING (PRE-PROF) PETROLEUM TECHNOLOGY ACCOUNTING (CAREER) DIESEL POWER ACCOUNTING (CAREER) BUSINESS ADMINISTRATION CLERICAL CLUSTER PHYSICAL EDUCATION LIBERAL ARTS BUSINESS EDUCATION ENGINEERING ENGINEERING FINE ARTS DIESEL POWER PETROLEUM TECHNOLOGY ENGINEERING PRE-LAW (SOCIAL SCIENCE) TRUCK DRIVER TRAINING NURSING (AD) CONSTRUCTION TECHNOLOGY TRUCK DRIVER TRAINING ENGINEERING AGRICULTURE PHYSICAL EDUCATION ACCOUNTING ACCOUNTING (CAREER) FINE ARTS PRE-LAW (SOCIAL SCIENCE) AUTO MECHANICS DATA PROCESSING PHYSICAL SCIENCE ENVIRONMENTAL BIOLOGY BUSINESS ACCOUNTING SOCIAL SCIENCE MUSIC ENGINEERING PHYSICAL SCIENCE HEAVY EQUIPMENT MECHANICS PRE-VETERINARIAN PHYSICAL SCIENCE PRE-AD NURSING SOCIAL SCIENCE BUSINESS ADMINISTRATION NURSING (PRACTICAL BIOLOGICAL SCIENCE �JOHNSON, GERALD LEE JOHNSON, INGRID MEREDITH JOHNSON, JACQUELINE LEE JOHNSON, LORI DEANE JOHNSON, PATRICIA LYNN JOHNSON, SHANNON WESLEY JOHNSON, STEVEN WILLIAM JOHNSON, TAMMY ELAINE JOLOVICH, KATHLEEN FRANCE JONES, DALLAS JAMES JONES, EMMA LEE JONES, JAMES EDWARD JONES, JASON FORREST JONES, MARY LEE JONES, ROBERT HARDY JONES, THOMAS MICHEAL JONES, THOMAS WILLIAM JORDON, DANNY CLAY JORDAN, RENEE EIAN JOSEPHSON, LORI LYNNE JOYNER, SCOTT MITCHELL JUBY, ROLLIN CLAUDE JUDGE, DONALD DENNIS JULIAN, STACIE LIN JURENAS, PAUL SARUNAS JUSSEL, DEAN ALLEN KAHILA, JOY ANN KALASINSKY, TOM CHARLES KANODE, LEONARD LEON KAPER, JO ANNE KAPLAN, RICHARD ALAN KAPUSHION, SHERIANN KARIM, ANGELICA CHRISTINA KASLER, JR., JAMES WILLIAM KASSNER, GRETCHEN SUE KAWASHIMA, MICHIYO KAYDAS, CARLA JOY KEENAN, TED JOSEPH KEISER, DIANE KEITH, MARY JANE KELLAHER, FRANCES MARIE KELLEM, KIMBERLY KAY KELLEY, KAREN ANNE KELLY, MARTHA HAMILTON KELLY, RICKY LEE KENNADAY, JAMIE LEE KENNEDY, JOHN CULVER KENNEDY, KRISTAL STARLENE KENYON, SHELLY LYN KERN, KATHRYN ANNE KERNS, TERRY SUE KERSTING, CATHI MARIE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN LIBERAL ARTS MUSIC BIOLOGICAL SCIENCE COMMERCIAL ART SOCIAL SCIENCE ENGINEERING ENGINEERING ACCOUNTING (CAREER) PHYSICAL SCIENCE PHYSICAL SCIENCE NURSING (PRACTICAL) BUSINESS ADMINISTRATION FORESTRY ART BUSINESS ADMINISTRATION TRUCK DRIVER TRAINING AGRI-BUSINESS PRE-VETERINARIAN BIOLOGICAL SCIENCE LIBERAL ARTS WILDLIFE MANAGEMENT MINING TECHNOLOGY ENGINEERING HOME ECONOMICS AGRI-BUSINESS ENGLISH ACCOUNTING (CAREER) ENGINEERING DIESEL POWER PRE-AD NURSING LIFE SCIENCE SOCIOLOGY NURSING (AD) ENGINEERING BIOLOGICAL SCIENCE FOREIGN LANGUAGE NURSING (AD) HEAVY EQUIPMENT OPERATION CLERICAL CLUSTER SOCIOLOGY PRE-AD NURSING ELEMENTARY EDUCATION SECRETARIAL SCIENCE BUSINESS ADMINISTRATION ENGINEERING RADIOLOGIC TECHNOLOGY BUSINESS ADMINISTRATION LANGUAGE & LITERATURE ELEMENTARY EDUCATION PSYCHOLOGY ENGLISH LAW ENFORCEMENT * 31 �KESLER, MELANIE ELIZABETH KETTERLING, STEVEN GARY KETTERLING, JEROME KEY, KERRY LYNN KHOSHFEKRAN, JAMSHID KIDD, DAVID WAYNE KIDWELL, JAMES FRANKLIN KIESLING, DAVID LEE KILTS, TONE KAY KIMBLE, KENTON GLENN KINNER, CHRISTOPHER PETER KIRCHNAVY, REGINA DONELLE KIRKLAND, MARTHA S. KIRKMAN, KEITH ALAN KISSIER, SHEILA DEE KISTLER, CARL EDWIN KJERSTAD, JANA KAY KLEIN, CINDY PATRICIA KLEIN, MARK BRADLEY KLINKER, TIMOTHY GRANT KLONE, RONALD OWEN KNITTLE, PAUL STEVENS KNORI, ROBERT E. KNOTT, DAVID DWIGHT KNUDSEN, RITA JEANETTE KOLISNYK, GORDON PHILLIP KORELL, MARVIN RAY KOSMICKI, RON L. KOTTWITZ, DANIEL RAY KOVASH, DOROTHY ELEANOR KRAGE, SUSAN CAROL KRANS, LOUISE JANAE KRIVANEC, CONNIE JO KRUSICH, BRENDA LEE KRYSL, ALAN BLANE KUBE, RONALD WAYNE KUDAR, DANIEL LEE KURTTILA, DENNIS JAMES KUSSY, WALTER RICHARD LACHELT, KATHERINE LEANN LADD, LEE ANNE LADWIG, PHILLIP BRUCE LAFOLLETTE, KARLA LAE LAIRD, STEPHANIE ANN LAKE, PAMELA JEAN LAMB, ROXANN MARGARET LAMBERT, JANIE LOU LAMMING, WILLIAM LANE LAMPMAN, LARRY CHESTER LANGE, JANE ANTOINETTE LANGE, RICHARD DANIEL LANGE, VANA SUE 32 FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN BUSINESS BUSINESS ADMINISTRATION ENGINEERING RETAIL MERCHANDISING COMPUTER SCIENCE MANAGEMENT PHYSICAL SCIENCE AUTO MECHANICS AGRI-BUSINESS LAW ENFORCEMENT LIFE SCIENCE PRE-AD NURSING ACCOUNTING (CAREER) BUSINESS ADMINISTRATION CLERICAL CLUSTER PLUMBER APPRENTICE BUSINESS ADMINISTRATION ACCOUNTING (CAREER) LIBERAL ARTS ENGINEERING DRAFTING ENGINEERING CONSTRUCTION TECHNOLOGY ENGINEERING COMPUTER SCIENCE BUSINESS NURSING (AD) MINING TECHNOLOGY BUSINESS ADMINISTRATION DATA PROCESSING NURSING (AD) ART ENGLISH SECRETARIAL SCIENCE AUTO MECHANICS LAW ENFORCEMENT PHYSICAL EDUCATION MUSIC DEISEL POWER GEOLOGY JOURNALISM AGRICULTURE NURSING (AD) LIFE SCIENCE NURSING (AD) SECRETARIAL SCIENCE PRE-AD NURSING ACCOUNTING DIESEL POWER LIFE SCIENCE CONSTRUCTION TECHNOLOGY DATA PROCESSING �LANKFORD, DAVID NEWTON LANTZ, ELIZABETH CATHERINE LANTZ, MARK ALAN LARNEN, JACKIE IRENE LARSEN, CURTIS GUY LARSON, STEVEN GLENN LASCH, DAVID ALLEN LAU, MARIA ELIZABETH LAVINER, JAMES SCOTT LAY, BRETT RILEY LEASE, JULIE RAE LEBEDA, VIVIAN LOUISE LECLERE, MARY LYNN LECLERE, MICHELLE M. LEEDY, SUSAN ADELE LEETCH, VIRGINIA DAYLE LEGERSKI, JAMES ROBERT LEMBECK, LINDA KAYE LENNEHAN, III, BART J. LEONETTI, PATRICIA LESLIE, ROBERT WAYNE LESLIE, STEVEN A. LEWALLEN, DIXIE LYNN LEWALLEN, LANA GAIL LEWALLEN, STEVEN DAVID LEWIS, DENNIS BLAINE LEWIS, KATHERINE DAWN LEWIS, KEVIN ROBERT LEWIS, MICHAEL FRANCIS LEWIS, MICHAEL SCOTT LEYVA, ANDREW ERNEST LHOSTE, MELANIE CARMEL LINCH, KATHLEEN ANNETTE LINDAHL, PETER REED LINDHOLM, REANN LINDQUIST, MARK DAVID LINDQUIST, STEVEN L. LINDSAY, BRENDA'S. LINK, KENNETH JAMES LINKLATER, JANET DIANE LIPPOLD, JOAN MARIE LISCO, SUSAN CAROL LITTELL, BARBARA SALLY LOFGREN, KATHERINE ANN LOHRY, CHRISTINE ANN LONG, JAMES LYLE LONG, LISA ANN LONG, MITCH ELLIS LONG, THOMAS ZANE LONGORIA, MARK ANTHONY T. LOONEY, KATHERINE MARY LOPEZ, VIRGENE NEIDA SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN ELECTRONICS ELEMENTARY EDUCATION PHYSICAL EDUCATION BUSINESS ENGINEERING ENGINEERING ENGINEERING DATA PROCESSING MUSIC MUSIC ACCOUNTING ENGLISH PRE-MEDICINE BUSINESS ADMINISTRATION SOCIAL SCIENCE HEAVY EQUIPMENT MECHANICS ENGINEERING SECRETARIAL SCIENCE BUSINESS ADMINISTRATION NURSING (PRACTICAL) WILDLIEE MANAGEMENT ENGINEERING SPEECH & DRAMA DATA PROCESSING ENGINEERING ENGINEERING RETAIL merchandising ENGINEERING ACCOUNTING MINING TECHNOLOGY PETROLEUM TECHNOLOGY PSYCHOLOGY ART ENGINEERING COMMERCIAL ART LIFE SCIENCE LAW ENFORCEMENT SOCIAL SCIENCE ELECTRONICS BUSINESS NURSING (AD) PRE-MEDICINE DRAFTING LIFE SCIENCE JOURNALISM COMPUTER SCIENCE PHYSICAL EDUCATION AGRI-BUSINESS MINING TECHNOLOGY AGRICULTURE COMMERCIAL ART PETROLEUM TECHNOLOGY * 33 �LORIMER, LYLE KIRK LORIMOR, CARY LANE LUCAS, CHRISTINE KAY LUCHETTA, GABRIEL D. LUERS, FRANK ALAN LUJAN, NICHOLAS RALPH LUJAN, THERASA LUND, MARTIN DAVID LUPTON, KEVIN M. LYNCH, PETE ALAN LYNDE, SHELLY KAY MACY, LARRY BRUCE MADDEN, VIRGINIA ELLEN MADISON, CYNTHIA LEIGH MAIERS, JEFF LESTER MAIN, DORIS KAY MANGUS, CHARLES ROBERT MANSFIELD, GAYLE ILENE MANZANARES, JAKE MARKLAND, DAVID EUGENE MARKLAND, PENELOPE MARLATT, SHERI GAY MARLOW, DAVID LEE MARQUISS, DEBORA LYNN MARSHALL, DAVID JOHN MARTIN, AMY LOUISE MARTIN, KENNETH JOSEPH MARTIN, SHARON EDITH MARTIN, TONY MARTIN, WILLIAM LEE MARTINEZ, DANNY DAVID MARTINEZ, LORETTA JOY MARTINEZ, LYNNE MARIE MARTINEZ, MICHAEL ANTHONY MARTINEZ, NICK JOSEPH MARTINEZ, ROBERT MARTINEZ, JR., FEDERICO P. MASCARENAS, RONALD PERRY MATERI, MARK HARRIS MATHIS, RODNEY JOSEPH MAUCK, PATRICK KEVIN MAURER, SALLY DENISE MAXFIELD, JAMES ISAAC MAXWELL, LISA ANNE MAYO, JOHN WAYNE MCADAMS, OREN DALE MCANULTY, DIANA IRENE MCATEE, THOMAS AUSTIN MCCABE, MICHAEL VANCE MCCABE, SHARON ALICE MCCAFFREY, GREGG CURTISS MCCLAIN, LESSLIE DALE 34 FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN MUSIC COMPUTER SCIENCE ELEMENTARY EDUCATION MUSIC BUSINESS ADMINISTRATION SOCIOLOGY SECRETARIAL SCIENCE LIBERAL ARTS BUSINESS ADMINISTRATION ENGINEERING CLERICAL CLUSTER PRE-MEDICINE PSYCHOLOGY COMMERCIAL ART AUTO MECHANICS CLERICAL CLUSTER BIOLOGICAL SCIENCE WILDLIFE MANAGEMENT MANAGEMENT BUSINESS ADMINISTRATION PRE-AD NURSING LIFE SCIENCE ENGINEERING COMMERCIAL ART SOCIAL SCIENCE BUSINESS DRAFTING PRE-AD NURSING BUSINESS ADMINISTRATION ELECTRONICS ACCOUNTING (CAREER) TRUCK DRIVER TRAINING COMMERCIAL ART ELECTRONICS PSYCHOLOGY HISTORY SOCIAL SCIENCE ELECTRONICS ACCOUNTING ELECTRONICS MUSIC SOCIOLOGY MINING TECHNOLOGY HOME ECONOMICS MINING TECHNOLOGY PETROLEUM TECHNOLOGY NURSING (PRACTICAL) COMMERCIAL ART FORESTRY MANAGEMENT BUSINESS ELECTRONICS �MCCARTHY, JULIE ANNE MCCLENAHAN, JULIAN SCOTT MCCOLLUM, COLLEEN DENISE MCCONIGLY, ALAN B. MCCOY, MARGARET EILEEN MCCULLOUGH, TRAVIS COLE MCDANIEL, PAMELA RAE MCDONNELL, KATHLEEN GAYEL MCDOWELL, LEAH ESTHER MCGEE, JEFFREY CHARLES MCGEE, ROBIN GRANT MCGEEVER, DAWN LANE MCGINTY, JAMES T. MCINTOSH, DENNIS BRIAN MCINTOSH, KARA NORENE MCINTOSH, TERRY RAY MCIRVIN, CINDY LYNNE MCKINLEY, BRIAN EDWARD MCKINZIE, SHEKEL WALT MCKNIGHT, KATHLEEN E. MCLIAN, NANCY LYNN MCLEMORE, MICHAEL WAYNE MCMANAMEN, JANET MARIE MCMANN, KENNETH LEE MANEILL, MARY MARTHA MCOMIE, PAMELA JO MCWHORTER, JR., CHARLES MEANS, JR., RICHARD RAY MEDLOCK, MISCHELLE RENEE MEIDINGER, DINEEN JOYCE MEIER, CELIA ANN MEIERS, ROBERT EUGENE MEISTER, VINCENT BRIAN MELDRUM, DONALD MELLOTT, CYNTHIA LOUISE MENDENHALL, ROBERT ALLEN MEREDITH, DIANE MARIE MEREDITH, LLOYD E. MERRY, JOSEPH ALLEN MESERVE, DANIEL LEE METZLER, FREDRICK CHARLES MEYER, JANICE MARIE MICEK, CATHERINE MARIE MICKELSON, MARTHA JUNE MIDDAUGH, MICHAEL EDWARD MILES, HAL LEE MILES, PINEY LEE MILLER, EVELYN MILLER, JADE ORLANDO MILLER, JENNIE LYNN MILLER, JILL ANNETTE MILLER, MARK DOUGLAS FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SPEECH & DRAMA MUSIC PRE-RAD TECHNOLOGY WILDLIFE MANAGEMENT OFFICE ADMINISTRATION ACCOUNTING (CAREER) JOURNALISM ENGINEERING PHYSICAL EDUCATION LIFE SCIENCE DATA PROCESSING NURSING (PRE-PROF) HEAVY EQUIPMENT MECH. ENGINEERING ART HEAVY EQUIPMENT OPER. BIOLOGICAL SCIENCE BUSINESS ADMINISTRATION BUSINESS EDUCATION PRE-MEDICINE ELEMENTARY EDUCATION GEOLOGY BUSINESS DRAFTING LANGUAGE & LITERATURE SECRETARIAL SCIENCE RETAIL MERCHANDISING JOURNALISM JOURNALISM LAW ENFORCEMENT MUSIC AGRICULTURE PRE-LAW (SOCIAL SCIENCE) PRE-PHARMACY SOCIAL SCIENCE PRE-VETERINARIAN MEDICAL TECHNOLOGY ENGINEERING ELECTRONICS MINING TECHNOLOGY AUTO MECHANICS NURSING (AD) FORESTRY MATHEMATICS COMPUTER SCIENCE BUSINESS CLERICAL CLUSTER PRE-LAW (BUSINESS) FINE ARTS PSYCHOLOGY PETROLEUM TECHNOLOGY MANAGEMENT 35 �MILLER, MYRON L. MILLER, RAYMOND HENRY MILLER, SALLY LOU MILLINER, CARMA LOUISE MILLS, BRETT RYAN MILNE, SUSANNE MOIRA MILNER, APRIL JOY MILNER, KEVIN EDWARD MISKIMINS, JR., MELVIN J. MITCHELL, CINDY MARIE MITCHELL, PATRICIA C. MOENKHAUS, SUZANNE MARIE MOLINA, JACKIE JEAN MOORE, DOUGLAS LEE MOORE, GAIL HOWARD MOORE, MICHAEL OSCAR MOORE, SUSAN ILLENE MOORE, VERNON LEE MOREHOUSE, TERESA C. MORGAN, RORY MARVIN MORRIS, CARY DUANE MORRIS, CINDY GAY MORRIS, KEVIN SHAUN MORRIS, LEIGH RENEE MORRIS, MICHAEL STEPHEN MORSE, JEAN SUZANNE MORSE, KAYE LYNNE MORVEE, JANETTE LORIE MOSS, NANCY A. MOWRY, ROBYN SUE MOYER MARILYN MUHLBRADT, KELLY ANN MULLEN, DENNIS MICHAEL MULLEN, MICKEY MIKE MURDOCK, DORIS FAYE MURPHY, GARY SCOTT MYERS, JACK SUMNER MYERS, MATTHEW STUART NASH, PAMELA KAY NEEFF, LAZETTA ANN NEELY, JAMES MICHAEL NELSON, BYRON LEE NELSON, MARK ALAN NELSON, MONICA ANNE NELSON, STANLEY RAY NEMETZ, CAROL MICHELLE NEST A, KATHLEEN MARY NESTA, SUZANNE CAROL NETHERTON, JANE ELLEN NEUBAUER, VIRGINIA MAE NEUBAUER, YVONNE LOUISE NEUERBURG, VALERI KAY 36 SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN MUSIC ENGINEERING SECRETARIAL SCIENCE ELEMENTARY EDUCATION LANGUAGE & LITERATURE GEOLOGY NURSING (AD) WELDING PETROLEUM TECHNOLOGY NURSING (AD) PRE-AD NURSING ENGINEERING BUSINESS ADMINISTRATION PSYCHOLOGY LAW ENFORCEMENT ACCOUNTING DRAFTING COMMERCIAL ART OFFICE ADMINISTRATION COMMERCIAL ART MINING TECHNOLOGY TRUCK DRIVER TRAINING FOREIGN LANGUAGE COMMERCIAL ART LIBERAL ARTS NURSING (AD) ACCOUNTING (CAREER) ELEMENTARY EDUCATION COMPUTER SCIENCE ELEMENTARY EDUCATION ACCOUNTING ACCOUNTING BIOLOGICAL SCIENCE MANAGEMENT LAW ENFORCEMENT BUSINESS ADMINISTRATION DRAFTING LANGUAGE & LITERATURE PRE-RAD TECHNOLOGY PRE-MEDICINE MUSIC MINING TECHNOLOGY SPEECH & DRAMA ACCOUNTING FINE ARTS BUSINESS MEDICAL TECHNOLOGY NURSING (AD) NURSING (AD) ELEMENTARY EDUCATION NURSING (AD) RETAIL MERCHANDISING �NEUMAN, WILLIAM AUGUST NEUMILLER, MELODY GWEN NEUMILLER, MIRA JEAN NEWELL, SONJA SUE NEWMAN, CONNIE JO NGUYEN, TIN MINH NICHOLS, MARK JAY NICHOLS, RAY BENARD NIELSON, DALE WAYNE NIELSON, GAYLE LYNNE NILES, ROBERT LEE NISELY, GREGORY STEVEN NOLAND, KIMBERLY KAY NORDAHL, KEVIN GUY NORMAN, STANLEY DANIEL NORTH, CRAIG EUGENE NORWOOD, TOMMY WILLIAM NYE, BRENDA LOUISE OBRIEN, MARGARET MAY OCONNER, JEANNIE SUE ODASZ, DANIEL J. OEHLMAN, JEANNE ELIZABETH OHEARN, RICHARD GARY OKAMIKA, JOSE LUIS OLDHAM, DWAYNE C. OLIVER, THOMAS KENT OLSON, EDWARD G. OMARA, RANDALL BRUCE ONEAL, MOLLY LYNN ORTEGA, DAVID ANTHONY OUELLETTE, GEORGANNE M. OVERFIELD, CHARLES GENE OWSLEY, JANET ELIZABETH PAANANEN, JOHNNY WILLIAM PACE, ELMER WAYNE PAGE, CHARLOTTE ANN PALATO, JONELLE LEA PALMER, PAMELA JEAN PALMQUIST, GREGORY DEAN PANYATHIP, ANANH PAPE, JANE ANN PARKS, WILLIAM PAUL PARMELY, KIRK BYRON PATE, CURTIS M. PATTERSON, LYNN A. PATTERSON, MICHAEL S. PAULI, BELINDA GAIL PAWLOWSKI, NANCY MARIE PAYTON, ROBERT RANDOL PEARSON, JAMIE LEE PENNINGTON, JOHN STANLEY PENNINGTON, SUSAN P. FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN I NURSING (AD) LIFE SCIENCE COMPUTER SCIENCE DRAFTING MANAGEMENT ENGINEERING TRUCK DRIVER TRAINING WELDING ACCOUNTING LIFE SCIENCE SOCIAL SCIENCE ELECTRONICS ACCOUNTING (CAREER) AGRICULTURE BUSINESS ADMINISTRATION BUSINESS ADMINISTRATION GEOLOGY NURSING (PRACTICAL) UNDECIDED FORESTRY DRAFTING MUSIC DRAFTING DRAFTING PRE-VETERINARIAN TRUCK DRIVER TRAINING PETROLEUM TECHNOLOGY ANIMAL SCIENCE TECH. NURSING (PRE-PROF) ELECTRONICS SOCIOLOGY CONSTRUCTION TECHNOLOGY NURSING (AD) ENGINEERING DIESEL POWER BUSINESS ADMINISTRATION PRE-AD NURSING BUSINESS BUSINESS HEAVY EQUIPMENT MECH. FINE ARTS LANGUAGE & LITERATURE FINE ARTS ANIMAL SCIENCE TECH. SOCIOLOGY MUSIC DRAFTING RETAIL MERCHANDISING ENGINEERING AUTO MECHANICS DRAFTING ELEMENTARY EDUCATION 37 �PENOFF, LYNNE CHRISTINE PERDUE, DAVID ALAN PERLEY, CONSTANCE JEAN PERRY, CYNTHIA ANN PERRY, PATSY LEE PETERS, VENDA MATHEA PETERSON, BRIAN RONALD PETERSON, CYNTHIA REENE PETTY, VIVIAN DIANNE PFAFF, RICHARD GEORGE PFIEFER, LESLIE ANN PHINNEY, DEBRA LOUISE PHIPPS, LAURIE ANN PICKARD, MARILYN ANN PICKERING, FRED RUSSELL PIERSON, MELODY ANN PILCH, THOMAS JAMES PILCHER, ARIA JEAN PINCE, DANIEL JAY PINGETZER, RICHARD PINNEY, KARL KAY PIPER, CARMEN SUSETTE PITMON, DAREL RAY PITT, KENNETH ALEX PLATT, BRIAN EARL PLEMMONS, MARILEE PLUM, DAWN IRENE POLINOSKI, LYNNE M. PORTA, CHERYL ANNE PORTER, SONNY JONES POTEET, SUSAN JEAN POTTER, DEBBY LOUISE POTTER, DONALD CHARLES POTTER, PATRICIA ELLEN POWERS, VICKI JO PRAEUNER, KATHALEEN JOANN PRATT, CHARLES WAYNE PRENNER, ROBERT ARTHER PRESTON, CHARLOTTE GAY PRETE, ANDREW JOHN PRICE, MICHAEL BRADLEY PRICE, SHELLEY CHARISE PRICE, STEPHEN JEFFREY PRINGLE, DANIEL PHILLIP PROVENCE, DEBRA ANN PUTMAN, RUTH CLAIRE PYEATT, AMY FAYE QUILLEN, SHAWNA RANEA QUINN, III, JOHN FRANCIS RABOURN, CRAIG STEVEN RADASCH, WENDY KATHERINE RAINBOLT, CONNIE EDITH 38 FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN BUSINESS ADMINISTRATION BUSINESS ADMINISTRATION NURSING (PRACTICAL) ELEMENTARY EDUCATION BUSINESS EDUCATION CLERICAL CLUSTER AGRICULTURE ELEMENTARY EDUCATION DATA PROCESSING MINING TECHNOLOGY NURSING (AD) COMPUTER SCIENCE ELEMENTARY EDUCATION BUSINESS ADMINISTRATION WILDLIFE MANAGEMENT PRE-RAD TECHNOLOGY BUSINESS BUSINESS ADMINISTRATION ELECTRONICS AGRICULTURE MUSIC CLERICAL CLUSTER LAW ENFORCEMENT HEAVY EQUIPMENT OPERATION PHYSICAL EDUCATION ANIMAL SCIENCE TECH. SECRETARIAL SCIENCE BUSINESS ADMINISTRATION BUSINESS ENGINEERING BUSINESS ADMINISTRATION SECRETARIAL SCIENCE PSYCHOLOGY ELEMENTARY EDUCATION SPEECH & DRAMA ACCOUNTING ACCOUNTING (CAREER) LIBERAL ARTS GEOLOGY ENGINEERING BUSINESS ADMINISTRATION DATA PROCESSING MANAGEMENT CHEMICAL TECHNOLOGY PRE-LAW (BUSINESS) MANAGEMENT PRE-LAW (SOCIAL SCIENCE) BIOLOGICAL SCIENCE ENGINEERING HEAVY EQUIPMENT MECHANICS ART COMMERCIAL ART �RAMARUI, JEANETTE RANDALL, BRENDA GAE RANDEL, LESLIE RANKIN, CURTIS OLIN RAY, SHEILA SUZANNE REAVIS, JAY CLIFFORD REBO, SHARON DENISE RECHELLUUL, WILHELM RECORD, STEVEN QUINN REDDING, RICHARD SCOTT REEB, ANNE ELIZABETH REEB, STEVEN DOUGLAS REED, ALICE DARLENE REED, JAMES STANLEY REED, JEFF JAMES REED, RANDALL OLIVER REEVES, TERESSA LEE REID, KERRI JEAN REIGER, MARY ANN REIMERS, JEFFERY LYNNE REINERTSON, ERIC VINCENT REINHOLTZ, DARCY ANN RENNER, DEBBIE KAY REYNOLDS, ANDREA LEE REYNOLDS, JESSIE MARIE RHODES, BRENDA DAWN RIBORDY, DELORES RIEDEL, ANNE ELIZABETH RIFE, JR., RAMON KENT RIPLEY, THOMAS JEROME RIPPERGER, CATHRYN ANNE RITTERHOUSE, JEFFREY C. RIZZI, MARK LOUIS ROBBINS, STEPHEN L. ROBERTSON, CAROLE ELAINE ROBERTSON, RITA ELLEN ROBINSON, LINDA MARIE ROBINSON, SCOTT HOMER ROBINSON, SHERRY ANNNE ROBISON, LISA MAE ROBISON, MARY BELLE ROCHELLE, THOMAS MICHAEL RODGERS, TAMARA LEIGH RODGERS, TIMOTHY JOHN RODRIGUEZ, EDICIA MARIE RODRIGUEZ, NANCY FAYE ROGERS, MARLA SUE ROHDE, LARRY LEE ROHRER, KEVIN DEAN ROMERO, JESSE WILLIAM ROMERO, LORI ANN ROSBERG, BRENDA KAY FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN BUSINESS ADMINISTRATION SOCIAL SCIENCE SOCIOLOGY MINING TECHNOLOGY ELEMENTARY EDUCATION MINING TECHOLOGY LIFE SCIENCE PRE-LAW (BUSINESS) PRE-LAW (BUSINESS) PRE-LAW (SOCIAL SCIENCE) ELEMENTARY EDUCATION BUSINESS ADMINISTRATION NURSING (AD) LAW ENFORCEMENT AUTO MECHANICS BUSINESS OFFICE ADMINISTRATION NURSING (AD) ENGINEERING BUSINESS ADMINISTRATION NURSING (PRE-PROF) BUSINESS COMPUTER SCIENCE MUSIC SPEECH & DRAMA SECRETARIAL SCIENCE COMMERCIAL ART NURSING'(AD) ENGINEERING DRAFTING POLITICAL SCIENCE BUSINESS PHYSICAL SCIENCE LANGUAGE & LITERATURE SECRETARIAL SCIENCE ACCOUNTING BUSINESS ADMINISTRATION WELDING NURSING (AD) COMMERCIAL ART DRAFTING PHYSICAL SCIENCE ACCOUNTING WELDING PETROLEUM TECHNOLOGY AUTO MECHANICS SOCIAL SCIENCE ENGINEERING WILDLIFE MANAGEMENT GEOLOGY BUSINESS SOCIAL SCIENCE �ROSENLIEB, DONNA JO ROTH, PAMELA SUE ROUSSEAU, GREG E. ROWLAND, PATRICK MICHAEL ROYCE, JO LYNNE RUBIS, SUSAN KAY RUCKLE, MARY ELLEN RUDKIN, RONALD EARL RUFENACHT, DOUGLAS LYNN RUFF, THOMAS WAYNE RUSSELL, JOHN IRA RUSSELL, MEREDITH RAE RUSSELL, SEMANTHA LEE RYAN, MATHEW FRANCIS SALAZAR, LISA GRACE SALVESON, JOE LYNN SAMPLE, TERESA LYNN SAN MIGUEL, JOE SAN MIGUEL, VICKE LEE SANBORN, DIANE LOUISE SANDERS, ROGER LAWRENCE SANDERS, TERI EVELYN SANDERS, TIMOTHY M. SANFORD, ELIZABETH CLAIRE SANFORD, KATHY LYNN SANNES, PAUL MARTIN SANTISTEVAN, CARLA ANN SANTOS, RICHARD JOSEPH SARETTE, MARK JAMES SAUL, GREG DEAN SCHAAR, MELODY MARTHA-M. SCHERR, JAMES MATHEW SCHILLER, TWYLA CERELLE SCHILLING, WILLIAM SCOTT SCHILT, MICHAEL LOUIS SCHILZ, DEBORAH DIANNE SCHMIDT, ANDREW ALAN SCHMIDT, CATHY ANN SCHMIDT, KATHE ERNA SCHMITT, MAUREEN PATRICIA SCHNEIDER, BRADLEY DEAN SCHOLTZ, ROBERT ANTHONY SCHROEDER, CLOETTA JANE SCHROEDER, DAVID WILLIAM SCHROEDER, DEAN DALE SCHUETZ, DEBRA ANN SCHULENBERG, JENNIFER KAY SCHULTE, MONICA JEAN SCHUMAN, LESLI GAY SCHUPPAN, TAMMY RAE SCOTT, KARLA ANN SCOTT, KRISTI KAYLENE 40 FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN RADIOLOGIC TECHNOLOGY BUSINESS PHYSICAL SCIENCE SPEECH & DRAMA ELEMENTARY EDUCATION MANAGEMENT BUSINESS BIOLOGICAL SCIENCE ENGINEERING MINING TECHNOLOGY PRE-LAW (SOCIAL SCIENCE) SOCIAL SCIENCE ELECTRONICS DRAFTING CLERICAL CLUSTER ENGINEERING JOURNALISM BIOLOGICAL SCIENCE PRE-VETERINARIAN BUSINESS ADMINISTRATION ENGINEERING ART WELDING ENGLISH OFFICE ADMINISTRATION ENGINEERING BUSINESS BUSINESS ENGINEERING MINING TECHNOLOGY BUSINESS ELECTRONICS SECRETARIAL SCIENCE WILDLIFE MANAGEMENT MINING TECHNOLOGY’ RETAIL MERCHANDISING TRUCK DRIVER TRAINING RADIOLOGIC TECHNOLOGY MUSIC NURSING (AD) BUSINESS ADMINISTRATION ELECTRONICS SECRETARIAL SCIENCE JOURNALISM MINING TECHNOLOGY CONSTRUCTION TECHNOLOGY NURSING (AD) NURSING (PRE-PROF) MEDICAL TECHNOLOGY BUSINESS ADMINISTRATION SOCIOLOGY DATA PROCESSING �SCUTT, NANCY MARION SEARS, JEFFREY WARREN SEAY, MIKE DAVID SEESE, DAVID SCOTT SEID, JANE MARIE SEYBOLD, JULIE BETH SHAFSKY, JOANN MARIE SHEATS, CHRISTIE ANN SHERRILL, PEGGY LOUISE SHERVIN, KANDY KAYREEN SHERWOOD, CLIFFORD BRIAN SHIRZADI-GHALASHAHI, SHAH SHOCKLEY, KIMMIE LEANN SHOOP, ROSANNE SHOOP, SCOTT LANE SHORT, JANNA LEE SHORT, JERRY DALE SHOWALTER, CATHERINE SUE SHRIVER, JAMES EDWARD SHROYER, DONALD RODNEY SIBREL, RICHARD DEAN SIGEA, JAMES GLENN SILVERTHORN, LYNN M. RIMKINS, KERRY KEITH SIMPSON, DEBRA JEAN SIMPSON, KAREN SUE SINCLAIR, GERALD VAN SINN, SUSAN SINON, BRIAN JAMES SIXBERRY, DIANE LOUISE SKRETTEBERG, ERNIE M. SLAGLE, JR., FRED DEAN SLASTENOW, LUDMILLA EUGENE SMITH, BONNIE LYNN SMITH, BRENDA KAY SMITH, CHRIS MICHAEL SMITH, EARL L. SMITH, ERIC ALLAN SMITH, HEATHER RUANNE SMITH, JAMES LEE SMITH, KIMBERLY ANN SMITH, LEAH JO SMITH, MARVEN EARL SMITH, MARY JANE SMITH, MICHAEL JOHN SMITH, MONTE KEVIN SMITH, ROY CHARLES SMITH, RUSSELL JAMES SMITH, WAYNE NEAL SMITH, JR., ERLAND ALLEN SMOUSE, DOUGLAS EDWARD SNELL, DEBBIE ANN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN BIOLOGICAL SCIENCE ANIMAL SCIENCE TECH. ACCOUNTING CONSTRUCTION TECHNOLOGY RADIOLOGIC TECHNOLOGY MUSIC JOURNALISM MUSIC PRE-RAD TECHNOLOGY SECRETARIAL SCIENCE SOCIAL SCIENCE ENGINEERING SECRETARIAL SCIENCE BUSINESS ADMINISTRATION LANGUAGE & LITERATURE NURSING (AD) ENGINEERING SECRETARIAL SCIENCE GEOLOGY DRAFTING BUSINESS DRAFTING NURSING (AD) JOURNALISM MUSIC SECRETARIAL SCIENCE BUSINESS ADMINISTRATION DATA PROCESSING ENGINEERING ANIMAL SCIENCE TECH. PSYCHOLOGY PETROLEUM TECHNOLOGY PRE-LAW (BUSINESS) COMPUTER SCIENCE BUSINESS ADMINISTRATION ACCOUNTING (CAREER) AUTO MECHANICS HEAVY EQUIPMENT MECHANICS NURSING (AD) ENGINEERING SECRETARIAL SCIENCE LIFE SCIENCE DRAFTING COMPUTER SCIENCE NURSING (AD) BUSINESS BUSINESS ADMINISTRATION PRE-VETERINARIAN COMPUTER SCIENCE MINING TECHNOLOGY ENGINEERING OFFICE ADMINISTRATION * 41 �SNELL, YVETTE M. SNYDER, JODY LOREEN SONNEMAN, SHEILA RAE SOUTHWICK, JOEL KENT SPATZ, CRAIG CLIFFORD SPEARS, GARY EDWARD SPACHT, WILLIAM GLEN SPENCER, SCOTT ELIOT SPRINGFIELD, JOSEPH P. STAFFILENO, MICHAEL F. STAGEMEYER, BILL DALE STANLEY, DOUGLAS ALAN STARKEY, EMORY EDWARD STARRETT, BARBARA K. STAUCH, CARLA RAY STEARNS, CAROLYN ANN STEEPE, JAMES ALAN STEGE, MARK EDWIN STEGE, MATT BRADLEY STEPHENSON, MARGO EARLENE STEPP, MICHAEL GENE STERNBERG, RANDALL WAYNE STEVENS, CYNTHIA MARIE STEWART, LEO JAMES STEWART, MARTIN JOHN STEWART, SUSAN ELIZABETH STEWART, WILLIAM JACKSON STIEM, THERESA MARIE STINCHCOMB, LORI ANN STOCK, LEWIS LEONARD STOFFLET, FRANKLIN WAYNE STOLNS, ARTHUR DUANE STONE, JEANNE MARIE STONE, MICHAEL KEITH STONER, MICHAEL VERNON STONER, THOMAS DEAN STOTTS, JAMES DAVID STRADER, KAREN J. STRAIGH, TARA LYNNE STRATMANN, BRENDA STREETER, SPRING MELODY STRICKER, GALE LOUISE STRUCK, DANIEL D. SUNRHODES, CAROL JEAN SURANYI, JOHN BRADLEY SUTHERLAND, BRAD RAYMOND SWANK, SUSAN MARJORIE SWARTZENDRUBER, TERRY LEE SYLAR, MARGARET ANN TALBOT, DEBBI KAY TANNER, PETER ANDREW 42 SOPHOMORE FRESHMAM FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOCIOLOGY SECRETARIAL SCIENCE SOCIAL SCIENCE EORESTRY ENGINEERING MINING TECHNOLOGY HEAVY EQUIPMENT OPER. BUSINESS ADMINISTRATION LIEE SCIENCE ENGINEERING AUTO MECHANICS WELDING AGRI-BUSINESS NURSING (AD) ACCOUNTING LIEE SCIENCE CHEMICAL TECHNOLOGY ENGINEERING PRE-LAW (BUSINESS) ELEMENTARY EDUCATION MANAGEMENT AUTO MECHANICS ACCOUNTING (CAREER) AUTO MECHANICS BUSINESS ADMINISTRATION LANGUAGE & LITERATURE AGRI-BUSINESS PHYSICAL SCIENCE MANAGEMENT ELECTRONICS CHEMISTRY DIESEL POWER FOREIGN LANGUAGE MINING TECHNOLOGY PRE-MEDICINE DIESEL POWER WELDING DRAFTING SOCIOLOGY NURSING (AD) FINE ARTS ENGINEERING PHYSICAL SCIENCE NURSING (PRACTICAL) BUSINESS BUSINESS ADMINISTRATION DRAFTING RADIOLOGIC TECHNOLOGY NURSING (AD) LIBERAL ARTS WELDING �TATUM, KELLY RENEE TAYLOR, JOE ROSS TAYLOR, RUSSELL D. TAYLOR, TRINA KAY TAYLOR, VERNA JEWELL TEPLY, LINDA LOU TETREAULT, CAROLE MARIE TEUSCHER, ROBERT R. THEISEN, SHAUNA LEA THOLSON, DANIEL THEODORE THOMAS, JACKIE JANECE THOMAS, STEVEN JAMES THOMASON, JOHN BLAIR THOMPSON, BRIAN JAY THOMPSON, GARY MICHAEL THOMPSON, PEGGY JEAN THOREN, ALISSA ANN THORN, JOHN FRANK THORN, MICHAEL LEE THORNBURG, CRAIG LEE THURSTON, WOODROW SKEETER TICE, CHRISTOPHER MICHAEL TIERNAN, ROBBIN LEE TISSERAND, J. REED TITENSOR, SAMUEL ROBERTS TITMUS, RANDY DEAN TOAY, TANA JOANNE TONEY, DAVID EDWARD TONEY, MELODY LOUISE TORRENCE, PARKER JAY TOTH, FELICIA TERRY TOZER, GAIL MARHTA TRAUTMAN,III, RUSSELL E. TRAVIS, TED LEE TRBOVICH, GAIL M. TRESSLER, KIM ALLEN TRESSLER, LYLA CORINNE TRIPENY, JIM TIMOTHY TRUJILLO, ANNE LAURIE TRUJILLO, JR., VICTORIANO TSAI, CHUNG SHEN TUCKER, LAURIE JANE TURK, RAYMON ROBERT TURNER, GARY GENE UECKER, THOMAS MICHAEL UGLOW, LYNN ANN UHRICH, MARK CHRISTOPHER UJVARY, STEVEN LOUIS UKELE, DONALD WAYNE UNDERBRINK, DAVID L. UNDERWOOD, ROY FLOYD FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN BUSINESS BIOLOGICAL SCIENCE DIESEL POWER DRAFTING SOCIAL SCIENCE BUSINESS ADMINISTRATION PETROLEUM TECHNOLOGY HEAVY EQUIPMENT OPER. ELECTRONICS LAW ENFORCEMENT DATA PROCESSING TRUCK DRIVER TRAINING MUSIC MINING TECHNOLOGY DRAFTING TRUCK DRIVER TRAINING ACCOUNTING (CAREER) TRUCK DRIVER TRAINING TRUCK DRIVER TRAINING PETROLEUM TECHNOLOGY ANIMAL SCIENCE TECH. BUSINESS ADMINISTRATION NURSING (PRACTICAL) MINING TECHNOLOGY PETROLEUM TECHNOLOGY MINING TECHNOLOGY SECRETARIAL SCIENCE MINING TECHNOLOGY BUSINESS ADMINISTRATION LIBERAL ARTS LAW ENFORCEMENT RADIOLOGIC TECHNOLOGY PHYSICAL SCIENCE PRE-LAW (SOCIAL SCIENCE) NURSING (AD) MINING TECHNOLOGY DATA PROCESSING LANGUAGE & LITERATURE BUSINESS ADMINISTRATION COMPUTER SCIENCE ELECTRONICS LIBERAL ARTS AGRICULTURE RETAIL MERCHANDISING DIESEL POWER PRE-RAD TECHNOLOGY WILDLIFE MANAGEMENT PHYSICAL EDUCATION PHYSICAL SCIENCE BUSINESS ADMINISTRATION AGRI-BUSINESS �URIAN, PHILLIP ANDREW UTTER, KEVIN J. VAN HULLE, KATHY LOUISE VANBURGH, GABRIELLE JEAN VANMAREN, DIANE MARIE VANPATTEN, CHARLES BRUCE VANZANDT, JON ROBERT VARGA, VALERIE MARIA VASSOS, ILENE J. VERDON, ROBERT BLAKE VERNIUM, RALPH WENDELL VERRI, FIORELLO ANTHONY VETTEN, JOHN ROBERT VOGEL, CAROL JANE VONFLATERN, RICHARD JOHN WAGNER, SHARON KAY WAITE, MICAH LEONARD WALKER, KERRI ELAINE WALKER, LINDA DARLENE WALKER, NEAL EDWIN WALKER, TERESSA DAWN WALL, SAMUEL GORDON WALLACE, VICTORIA ROSE WALLEN, PAMELA JEAN WALSH, EDNA LOUISE WARINNER, MARY CATHERINE WARNER, CHARLES E. WARNER, KATHLEEN WARNER, MARLIES L. WARR, LAURALEA WASHAKIE, NANCY ANN WASHUT, LINDA LEE WATERMAN, AMY WATERS, TIMOTHY LEE WATSON, KENNETH HOWARD WAXLER, GARY JOE WAY, GREGORY GAIL WEBER, CHET ROBERT WEBER, RODNEY ALLAN WECKWERTH, BRETT DEE WEIBEL, MICHAEL CRAIG WEICHMAN, MARK FRANCIS WEIDEMAN, CALEEN K. WEISZ, MARY ANN WELSH, WILLIAM THOMAS WENZLER, WALTER FREDRICK WERTZ, CAROLYN ANN WEST, FEFFREY JAY WESTER, DANIEL ALAN WHARTON, MICHAEL SCOTT ■WHEATLEY, GEORGIA LYNN 44 FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE GEOLOGY MUSIC WELDING NURSING (PRE-PROE) ENGINEERING PRE-VETERINARIAN MUSIC ACCOUNTING (CAREER) NURSING (AD) NURSING (AD) RETAIL MERCHANDISING PETROLEUM TECHNOLOGY BUSINESS ADMINISTRATION SOCIAL SCIENCE ENGINEERING SECRETARIAL SCIENCE WELDING HISTORY LAW ENEORCEMENT FINE ARTS DATA PROCESSING DRAFTING LIFE SCIENCE NURSING (AD) PRE-MEDICINE MUSIC ELECTRONICS MUSIC GEOLOGY MUSIC NURSING (PRACTICAL) COMMERCIAL ART LIFE SCIENCE HOME ECONOMICS HEAVY EQUIPMENT OPER. PHYSICAL SCIENCE LAW ENFORCEMENT ENGINEERING AUTO MECHANICS TRUCK DRIVER TRAINING ENGINEERING GEOLOGY PHYSICAL EDUCATION BUSINESS ADMINISTRATION COMPUTER SCIENCE AUTO MECHANICS HOME ECONOMICS CHEMISTRY ENGINEERING SOCIOLOGY COMPUTER SCIENCE �WHIPPLE, JAMES BRYAN WHIPPLE, NETA JO WHITAKER, KATHY JEAN WHITE, CINDY LYNETTE WHITE, PEGGY LYNNE WHITEFOOT, MARI LYNNE WHITEHAT, SYLVAN OLIVER WHITING, DARLENE JOAN WHITLOCK, GENE ROBERT WIGGETT, DARWIN REGINALD WILKERSON, JENNIFER SUE WILKES, MARY FAYE WILKINS, JULIANN WILLENBRECHT, CAROL DAWN WILLIAMS, DONNA JO WILLIAMS, GAIL IRENE WILLIAMS, THERESIA K. WILLIAMSON, RUSSELL ALAN WILLYERD, MARTHA JANE WILMES,II, FLOYD DALE WILSON, BARBARA ALLAINE WILSON, DANETTE DAWN WILSON, RANDY GENE WILSON, SHERRI ELLA WIMBISH, JAMES FORREST WINSTED, RICHARD JOHN WINTERS, ANDREW ELMER WISE, RONALD HARRY WITTLER, KEITH P. WOLCOTT, DONALD STEPHEN WOLFARD, SALLY J. WOLFE, TINA RENEE WOLFGANG, CHERYL ANN WOOD, DORIS LORRAINE WOOD, GERALD DANIEL WOOD, LYNN MAE WOOD, SHAWNA LEA WOOD, SHIRLEY MARDELL WOODRUFF, KAREN WOODS, THOMAS FRANCIS WOODWARD, LYNETTE WORSHAM, PAMELA DIANE WORTHAM, ROY AARON WRIGHT, BEVERLY SIE WRIGHT, JENNIFER MARIE WRIGHT, SANDRA DELL WYATT, BRENDA LYNN YANKEE, WILLIAM HENRY YEAMAN, KEVIN FRED YORGASON, JEFFREY ARLAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN SOPHOMORE SOPHOMORE SOPHOMORE FRESHMAN SOPHOMORE FRESHMAN FRESHMAN FRESHMAN FRESHMAN FRESHMAN MANAGEMENT SPEECH & DRAMA COMMERCIAL ART SECRETARIAL SCIENCE ACCOUNTING (CAREER) ELEMENTARY EDUCATION HEAVY EQUIPMENT OPER. LIFE SCIENCE WELDING WILDLIFE MANAGEMENT ELEMENTARY EDUCATION ART ELEMENTARY EDUCATION PRE-RAD TECHNOLOGY ENGINEERING NURSING (PRE-PROF) NURSING (AD) ELECTRONICS SOCIAL SCIENCE PRE-MEDICINE MEDICAL TECHNOLOGY SECRETARIAL SCIENCE AUTO MECHANICS OFFICE ADMINISTRATION ENGINEERING WELDING MUSIC MINING TECHNOLOGY CONSTRUCTION TECHNOLOGY ENGINEERING BUSINESS ADMINISTRATION DRAFTING BUSINESS ADMINISTRATION DATA PROCESSING MUSIC LAW ENFORCEMENT SPEECH & DRAMA MUSIC SOCIOLOGY FINE ARTS NURSING (AD) SECRETARIAL SCIENCE PRE-DENTISTRY ACCOUNTING NURSING (AD) ACCOUNTING (CAREER) PSYCHOLOGY TRUCK DRIVER TRAINING MANAGEMENT PETROLEUM TECHNOLOGY 45 �YOUNG, DEBBIE ZAPATA, JOSE GORGONE ZIETZ, DEIRDRE JOSEPHINE ZITTING, JOHN ALLEN 46 FRESHMAN FRESHMAN FRESHMAN FRESHMAN PETROLEUM TECHNOLOGY PETROLEUM TECHNOLOGY NURSING (AD) BUSINESS � 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 1980 Thunderbird Annual 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. 1980 Description An account of the resource Digitized copy of the Administration and Faculty section for the 1980 Casper College Thunderbird annual yearbook. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Thunderbird_Annual Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 37.4 (5 files, 1 folder saved as a DIP) MB Publisher An entity responsible for making the resource available Walsworth Publishing Company 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. Text Any textual data included in the document Print yearbook 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 1980 Students 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. 1980 Subject The topic of the resource Casper College -- History.; Community colleges -- Wyoming -- History. Description An account of the resource Student section of the 1980 Casper College annual yearbook, the Thunderbird. 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 Thunderbird Annuals, CCA 2023.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 2023.01_1980_Students Format The file format, physical medium, or dimensions of the resource JPG Extent The size or duration of the resource. 30 pages https://caspercollege.cvlcollections.org/files/original/75e9c91be77113db29625e13aa963eb5.pdf 00ca5ab040b253da5868f577b2ce7bd7 PDF Text Text Casper College Social Science Seminar: March 1-2 �CASPER COLLEGE SOCIAL SCIENCE SEMINAR SEMINAR DIRECTOR—Dr. Bruce Tollefson Cover Designed by Matthew Tuss �THURSDAY MARCH 1 What was 1984? ... a warning about the future of human freedom in a world where political organization and technology can manufacture power. .. What Orwell had done was not to foresee the future but to see the implications of the present. — Walter Crunkile Preface to 1984 8:45 a.m. Seminar Welcome 9:00 to 10:15 PANEL Durham Hall ORWELL’S 1984 Moderator: Members: 10:30 a.m. Durham Hall Dr. Loftin, President Casper College DR. LEON MARTEL “1984: How Near? How Far? Mrs. Margaret Demorest Dr. Leon Martel Ms. Rosemary Burwell Ms. Linda Cantrell Ms. Carol Clark Ms. Suzan Hines Ms. Rhonda James Mr. Tim Miller Mr. Jeff Thompson Ms. Jennifer Wall �THURSDAY MARCH 1 Until they become conscious they will never rebel, and until after they have rebelled they cannot become conscious. — Georye Orwell Winsion’.s diary 1984 1:30 p.m. Durham Hall DR. LEE BROWN “A Euture Direction for Policing in America” 3:00 to 4:15 PANELS Durham Hall BIG BROTHER IS WATCHING YOU Moderator: Members: AD 198 8:00 p.m. Durham Hall Mr. E. E. “Skip” Gillum Dr. Lee Brown Mr. William Colby Dr. David Lykken Mr. Erank Snepp TAKING A BYTE OUT OF PRIVACY Moderator: Dr. John Meredith Members: Mr. David Burnham Mr. Dick McKay Dr. Allan Skillman Ms. Meg Weist MR. WILLIAM COLBY “The World of the 8O's: Intelligence Looks Ahead” 2 �FRIDAY MARCH 2 Newspeak was designed not to extend but to diminish the range of thought... The purpose of Newspeak was not only to provide a medium of expression for the world-view and mental habits proper to the devotees of Ingsoc, but to make all other modes of thought impossible. — George Orwell Principles of Newspeak Appendix to 1984 9:00 a.m. Durham Hall 10:30 to 11:45 MR. DAVID BURNHAM “The Rise of the Computer State” PANELS Durham Hall NEWSPEAK AND DOUBLETHINK Moderator: Ms. Arlene Larson Members: Mr. Richard High Mr. Bob Price Mr. Frank Schepis Mr. Frank Snepp AD 198 FREEDOM IS SLAVERY Moderator: Members: Dr. Lloyd Agte Mr. Charles Blatz Mr. David Cherry Dr. Pat Greiner Dr. John Meredith �FRIDAY MARCH 2 WAR IS PEACE FREEDOM IS SLA VERY IGNORANCE IS STRENGTH —George Orwell 1984 1:30 p.m. Durham Hall 3:00 to 4:15 Durham Hall MR. FRANK SNEPP “1984: Here and Now” CONCLUDING PANEL IS IT REALLY 1984? Moderator: Members: Mr. Jon Brady Remaining Guests KNOWLEDGE IS POWER —Francis Bacon Meditations Sacrae, 1597 �DR. LEE BROWN Houston Police Chief Lee P. Brown previously served as Atlanta’s Public Safety Commissioner and had responsibility for the city’s civil defense operations, fire and correctional services, as well as police operations. Chief Brown began his career as a patrolman with the San Jose, CA Police Department, after which he held the position of director of law enforcement programs at Portland, OR State University, where he was instrumental in establishing a program in criminal justice. He later became associate director of the Institute for Urban Affairs and Research at Howard University in Washington, D.C. Chief Brown holds masters and doctorate degrees in criminology from the University of California at Berkley, a masters’ degree in sociology from San Jose State U., and a bachelor’s degree in criminology from Fresno State University. �MR. DAVID BURNHAM Mr. David Burnham is presently a reporter for the Washington Bureau of The New York Times. As a reporter he has covered the performance of the police, courts and prosecutors, including the Serpico corruption series and the performance of the Federal agencies in handling such issues as communications, occupational disease, conflicts of interest and nuclear energy. His book. The Rise of the Computer State, is about the impact of computers and telecommunications on the American people. Mr. Burnham’s articles have been published in The Atlantic Monthly, The New York Times Magazine, The Nation, fVashingtonian, The Reader’s Digest, True Magazine and The Reporter. He earned a B.A. in American history from Harvard College. �MR. WILLIAM COLBY William E. Colby’s career spanned World War II, the Cold War, Viet Nam, Watergate, and the sensational revelations of the CIA’s role in them. As Director of the CIA from 1973 to 1976, he had the awesome responsibility of guiding American intelligence in order to estimate future events and interpret our evermore complex world. As Director of Central Intelligence, Colby emerged as a leading figure in American Foreign Policy. Mr. Colby sums up his defense of the Agency in these words: ‘it may have done some things in the past which were either mistaken or wrong, but it corrected them itself. The CIA today is the best intelligence service in the world. ... It is the envy of the foreign nations.” Mr. Colby received an undergraduate degree from Princeton and his law degree from Columbia. �DR. LEON MARTEL Leon Martel is a political scientist and a futurist, specializing in the forecasting of economic, political, social and resource issues. He is the author of LendLease, Loans and the Coming of the Cold War, and co-author (with Herman Kahn and William Brown) of The Next 200 Years. His current book, in process, is Managing Change: How to Prepare for the Future. Dr. Martel is also a captain in the United States Naval Reserve with extensive professional experience in the fields of political and military intelligence. Dr. Martel holds a B.A. from Dartmouth College, and an M.S., Ph.D., and Certificate of the Russian Institute from Columbia University. �MR. FRANK SNEPP Mr. Frank Snepp is a best-selling non-fiction author, at television and motion­ picture consultant, and a screen writer. He is a lecturer and broadcast commentator on international relations and national security affairs and related legal issues. As a former CIA analyst and operative he was responsible for White House-oriented analyses, briefings, speech writing, interrogations, and the management of espionage networks in hostile territory. Other positions included promotion writer and researcher for CBS news, and producer/writer for WRVR-FM, New York. Since September 1983, Mr. Snepp has been the Otis Chandler Distinguished Lecturer at the University of Southern California’s School of Journalism, with responsibility for courses on censorship and investigative journalism. On December 16, 1983 the Society of Professional Journalists, Sigma Delta Chi, presented him its national First Amendment Award “in recognition of strong and continuing efforts to preserve and strengthen freedom of the press and the First Amendment to the Constitution of the United States of America.” Other honors include special grants and awards from J. Roderick MacArthur Foundation and Hugh M. Hefner Foundation, and the CIA Medal of Merit. Mr. Snepp holds a B.A. from Columbia University’s Columbia College in literature, and a Master’s degree in International Affairs and a Certificate from the European Institute, Columbia University’s School of International Affairs in strategic issues. /N APPRECIATION The continued success of these seminars is due to the outstanding support of many groups and individuals. We would like to express our appreciation to the administration, faculty, students, and staff of Casper College whose constant backing makes the realization of these seminars possible. We would also like to thank the people from the community of Casper, and the state of Wyoming for your continuing interest, attendance, and participation. 9 �LIBU SEMINAR PARTICIPANTS LLOYD AGTE, instructor of English at Casper College. B. A., University of Idaho, M.A., Sul Ross University, Ph.D., Kent State University. CHARLES BLATZ, Associate Professor of Philosophy at the University of Wyoming. B.A., University of Cinncinati: M.A., Ph.D., University of Michigan. JON BRADY, instructor of political science at Casper College. B.A., M.A., University of Denver, J.D., University of Wyoming. ROSEMARY BURWELL, student. LINDA CANTRELL, student. DAVID CHERRY, instructor of political science at Casper College. B.A., Washington and Jefferson, M.S., Southern Illinois University. CAROL CLARK, student. BARBARA CREWS, instructor of education at Casper College. B.A., M.A., Louisiana Tech. MARGARET DEMOREST, instructor of English at Casper College. B.A., University of Montana, M.A., University of Wyoming. E. E. “Skip” GILLUM, instructor of Criminal Justice at Casper College. A.S., Casper College, B.A., Chadron State College, M.P.A,, University of Wyoming. PAT GREINER, Assistant Professor of English at the University of Wyoming-Casper. B.A., University of Delaware, M.A., Ph.D., Ohio State University. SUZAN HINES, student. RICHARD HIGH, Editor, Casper Star-Tribune. RHONDA JAMES, student. JANE KATHERMAN, instructor of history at Casper College. B.A., M.A., University of Missouri. ARLENE LARSON, instructor of English at Casper College. B.A., University of Northern Iowa, M.A.T., Colorado College. 10 �SEMINAR PARTICIPANTS DAVID LYKKEN, professor of psychiatry at the University of Minnesota. B.A., M.A., Ph.D., University of Minnesota. RICHARD M. McKAY, Manager, Wyoming Higher Education Computer Network. B.S., Western Illinois University. JOHN MEREDITH, instructor of anthropology at Casper College. B.A., University of Colorado, M.A., Harvard, Ph.D., University of Arizona. TIM MILLER, student. ROBERT MOENKHAUS, instructor of sociology at Casper College. B.A., Elmhurst College, M.A., University of Wyoming. LES OBERT, instructor of sociology and criminal justice at Casper College. A.A., Casper College, B.S., M.S., Brigham Young University. BOB PRICE, Vice President and General Manager of KTWO-Radio and Television. FRANK SCHEPIS, Director of Natrona County Library System. B.A., University of Dallas, M.L.S., North Texas State University. ROBERT SUEDES, instructor of economics at Casper College. B.A., Dakota Wesleyan University, M.B.A. University of Denver. ALLAN SKILLMAN, Dean of Faculty at Casper College. B.S., Montana State University, M.S., University of Utah, Ed.D., Montana State University. JEFF THOMPSON, student. BRUCE TOLLEFSON, Chairman, Social and Behavioral Sciences at Casper College. B.S., St. Cloud College, M.A., Ph.D., University of Wyoming. JENNIFER WALL, student. MEG WEIST, Computer User Consultant at Casper College. B.A., Valparaiso University, M.A., Portland State University. ROB WILKES, instructor of psychology at Casper College. B.S., M.S., Iowa State University. --------------------------------------------------- 11 ---------------------------------------------- — �� 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 Social Science Seminar Booklets Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> Date Created Date of creation of the resource. 1969-1995 Description An account of the resource Scans of booklets given during Casper College's Social Science Seminars.<br /><br />NOTE: Some booklets are duplicates with different cover art Type The nature or genre of the resource Image, 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. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College 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 Booklet 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 1984 Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> Date Created Date of creation of the resource. 1984 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. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar_18 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/62464b779aada8a746ac34a0663ed0e0.tif 1005534363c86cd2b137de10db518f14 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 1987 Casper College Alumni Reunion Records 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 record group contains meeting minutes, notes, programming, correspondence, photographs, and a few newspaper clippings used for the purpose of the 1987 Cas[er College Class Reunion. Materials were created or otherwise used by the Casper College Foundation and Alumni Association and the Colleg Relations Department. Researchers will find an address recalling the life and times of the 1935 graduating class titled, "A Different World, but in Many Ways the Best of Times," read by Agatha Bast Ledin. Also included is a "Meet the 1947-1948 Thunderbirds" program. There are 103 photographic prints. Individuals photographed include Dr. LeRoy Strausner and Bill Landen. Other photographs show the reunion celebration, class photographs, some classroom learning, and an early College Cafeteria crew. Materials date from approximately 1947 to 1987. Type The nature or genre of the resource Image; text Creator An entity primarily responsible for making the resource Casper College Foundation and Alumni Association; William "Bill" Landen; Donna Davis; Charles "Chuck" Morrison Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 03.e.2024.01_1987ClassReunion Extent The size or duration of the resource. 2.26 (74 files, 4 folders saved as a DIP) gigabytes Relation A related resource <a href="https://caspercollege.cvlcollections.org/collections/show/151">Casper College 1947 Thunderbird Annual</a>; <a href="https://caspercollege.cvlcollections.org/collections/show/152">1948 Thunderbird Annual Yearbook</a>; <a href="https://caspercollege.cvlcollections.org/collections/show/153">1949 Thunderbird Annual Yearbook</a> Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photographic print 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 1987 Casper College Alumni Association Ceremony Cooks Description An account of the resource Photograph of the 1987 Casper College Alumni Association Ceremony Cooks. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Casper College Is Part Of A related resource in which the described resource is physically or logically included. Casper College 1987 Class Reunion Records, CCA 03.e.2024.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA_03.e.2024.01_1987Reunion_Cooks Format The file format, physical medium, or dimensions of the resource TIF https://caspercollege.cvlcollections.org/files/original/35883d2880863529a8d17cf4964d7462.tif 1f4823050e4d4c4f783c05074458f100 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 1987 Casper College Alumni Reunion Records 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 record group contains meeting minutes, notes, programming, correspondence, photographs, and a few newspaper clippings used for the purpose of the 1987 Cas[er College Class Reunion. Materials were created or otherwise used by the Casper College Foundation and Alumni Association and the Colleg Relations Department. Researchers will find an address recalling the life and times of the 1935 graduating class titled, "A Different World, but in Many Ways the Best of Times," read by Agatha Bast Ledin. Also included is a "Meet the 1947-1948 Thunderbirds" program. There are 103 photographic prints. Individuals photographed include Dr. LeRoy Strausner and Bill Landen. Other photographs show the reunion celebration, class photographs, some classroom learning, and an early College Cafeteria crew. Materials date from approximately 1947 to 1987. Type The nature or genre of the resource Image; text Creator An entity primarily responsible for making the resource Casper College Foundation and Alumni Association; William "Bill" Landen; Donna Davis; Charles "Chuck" Morrison Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 03.e.2024.01_1987ClassReunion Extent The size or duration of the resource. 2.26 (74 files, 4 folders saved as a DIP) gigabytes Relation A related resource <a href="https://caspercollege.cvlcollections.org/collections/show/151">Casper College 1947 Thunderbird Annual</a>; <a href="https://caspercollege.cvlcollections.org/collections/show/152">1948 Thunderbird Annual Yearbook</a>; <a href="https://caspercollege.cvlcollections.org/collections/show/153">1949 Thunderbird Annual Yearbook</a> 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. Text Any textual data included in the document Printed text 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 1987 Casper College Reunion Celebration mailer 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. 1987 Subject The topic of the resource Casper College -- History. Description An account of the resource Mailer used by the Casper College Alumni Committee to reach graduates for the 1987 reunion of the 1947, 1948, and 1949 graduating classes. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Alumni Association 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 1987 Class Reunion Records, CCA 03.e.2024.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA_03.e.2024.01_1987Reunion_Mailer_01 Format The file format, physical medium, or dimensions of the resource TIF https://caspercollege.cvlcollections.org/files/original/7d1ffc80964b8e00dd9cfdf859982659.pdf 24fc90a98fb12e3ff3feeb03db2ff31d PDF Text Text CASPER \CMP£/t COUEEE WYOMING CukLUNBC �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Introduction Casper College is pleased to present the first issue of Challenge, a magazine to honor excellence. As a display medium for academic endeavor, Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms; exams, reports, essays, term papers. This first issue represents work submitted in response to the original call for papers for only one semester, fall 1986. We hope Challenge will become an annual publication, covering two semesters in each subsequent issue. Casper College Casper, Wyoming Spring, 1987 �Incidents in the Life of a Slave Girl By Nancy Torbert Course: American Literature Instructor: Carolyn Logan For this assignment each student chose a woman writer from the eighteenth or early nineteenth century, read the work, and wrote a paper that considered the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Literature? Should students of literature be as familiar with this writer as with writers usually anthologized? Do you recommend that we read this author? Why or why not? 5 �In view of these things, why are ye silent, ye free men and women of the north? Would that I had more ability! But my heart is so full, and my pen is so weak! There are noble men and women who plead for us, striving to help those who cannot help themselves. God Bless them! God give them strength and courage to go on! God bless those, everywhere who are laboring to advance the cause of humanity! Harriet Brent Jacobs (Linda Brent) Linda Brent should be included in the canon of American Literature because she is a skilled writer with excellent form and expression, because she deals with ideas of permanent and universal interest and because her writing represents an important, often quelled, chapter in our American heritage. Brent has a purpose and a cause for writing and she skillfully crafts and organizes her autobiography to create an effect, to accomplish her intent. She writes not to attract attention to herself or her suffering; “on the contrary, it would have been more pleasant to me to have been silent about my own history” (xiv). She writes instead to “arouse the women of the North to a realizing sense of the condition of two millions of women at the South, still in bondage, suffering what I suffered, and most of them far worse. I want to add my testimony to that of abler pens to convince the people of the Free States what Slavery really is” (xiv). One of the crafts Brent uses to create the desired effect is parallel structure, which gives emphasis and equality to each clause and thought. “Could you have seen that mother clinging to her child, when they fastened the irons upon his wrists; could you have heard her heart-rending groans, and seen her bloodshot eyes wander wildly from face to face, vainly pleading for mercy; could you have witnessed that scene as I saw it, you would exclaim. Slavery is damnable! (22). The repeated phrases “could you have seen,” “could you have heard,” “could you have witnessed,” implore the reader to look, to hear, to sentiently witness the horrors of slavery. Brent speaks of the inferiority of the black man and attempts to explain what makes him so. “It is the ignorance in which white men compel him to live; it is the torturing whip that lashes manhood out of him; it is the fierce bloodhounds of the south, and the scarcely less cruel human bloodhounds of the north.” (43) Incidents in the Life of a Slave Girl, by Linda Brent, is the autobiography of an incredible woman, an uneducated mulatto slave who sacrifices her principles, her values and seven years of her life in order to escape the poisonous fangs of slavery and secure freedom for her children. She is intelligent, she is strong, she is committed. “I had a women’s pride, and a mother’s love for my children. My master had power and law on his side; I had a determined will. There is might in each” (87). Linda Brent escapes, but not before spending seven years in a nine foot by seven foot by three foot attic, protected from the elements only by a thin layer of shingles. In winter she is cold; in summer the heat is unbearable; when it rains she is wet. The only air and light she receives come to her through a one inch hole, the only contact she has with her two children, who are unaware that she continues to exist. As she lies cramped and confined, she sews, she reads, she writes and she crawls on hands and knees for exercise. Her muscles ache and atrophy from lack of use, but the hope of freedom never dies. “The war of my life had begun; and though one of God’s most powerless creatures, I resolved never to be conquered” (17). Being an incredible woman with an incredible story is perhaps not criteria enough to be included in an anthology of American literature. Following a strict definition of literature proposed by Webster, the criteria includes excellence of form or expression and ideas of permanent or universal interest (304). To this I would add that an important function of American literature is to acquaint the reader with the heritage of America. Judged by this criteria. 6 �The repetition of phrases and the rhythm created by the parallel structure clarify and emphasize Brent’s thoughts and statements. Brent unifies her story and her writing with various metaphors which create controlling images. Her master, like many slaveowners, is a vile and viciou.s animal who preys on those who are defenseless and unprotected. “My master met me at every turn, reminding me that I belonged to him, and swearing by heaven and earth that he would compel me to submit to him. If I went out for a breath of fresh air, after a day of unwearied toil, his footsteps dogged me. If I knelt by my mother’s grave, his dark shadow fell on me even there.’’ (27) “No animal ever watched its prey more narrowly than he watched me’’ (37). Brent is forever hunted by the cunning master and is always attempting to elude the traps set for her. “1 knew my master’s offer was a snare, and that if 1 entered it, escape would be impossible’’ (86). Brent’s recurring pattern of snakes and snake imagery is a deliberate device, though not fictional, to arouse emotion. Just after her Initial escape, she hides in a thicket of bushes and is bitten by a poisonous reptile. “Suddenly a reptile of some kind seized my leg. I could not see what it was; I only knew it was something cold and slimy. In my fright, I struck a blow which loosened its hold, but I could not tell whether I had killed it’’ (100). In another of her attempts to escape, she is taken to a hiding place, a snakeinfested swamp. “As the light increased, I saw snake after snake crawling round us. As evening approached, the number of snakes increased so much that we were continually obliged to thrash them with sticks to keep them from crawling over us.’’ (115) “But even those large, venomous snakes were less dreadful to my imagination than the white men in that community called civilized” (116). Brent uses the effect created by this concrete snake image as a metaphor for slavery and slaveholders. “O, the serpent of Slavery has many and poisonous fangs!” (63). The treacherous vipers follow her even after her escape and are always coiled, ready to strike. She is cautious in her every step. “Hot weather brings out snakes and slaveholders, and I like one class of the venomous creatures as little as I do the other” (179). The blow Brent strikes at the reptile seizing her leg is synonymous with the blow she strikes against slavery in attempting to escape and arouse others. She is able to loosen its hold, but is unable to kill it. Brent’s most effective literary device in achieving her intent and arousing deep emotion is contrasts, which make both contrasted ideas clearer than either would have been if described by itself. In her appeals to the women of the North, she contrasts the lives of free women and slave women and often uses mother/child images. ‘O, you happy free women, contrast your New Year’s Day with that of the poor bond­ woman! With you it is a pleasant season, and the light of the day is blessed. Friendly wishes meet you everywhere, and gifts are showered upon you. Children bring their little offerings, and raise their lips for a caress. They are your own, and no hand but that of death can take them from you. But to the slave mother New Year’s day comes laden with with peculiar sorrows. She sits on her cold cabin floor, watching the children who may all be torn from her the next morning; and often does she wish that she and they might die before the day dawns. She may be an ignorant creature, degraded by the system that has brutalized her from childhood; but she has a mother’s instincts, and is capable of feeling a mother’s agonies.” (14) For the white woman, beauty is a blessing; for the black woman, beauty is a curse. “That which commands admiration in the white woman only hastens the degradation of the famale slave” (27). For the white female child, the path from �childhood to womanhood “was blooming with flowers, and overarched by a sunny sky’’ but for the black child, “the flowers and sunshine of love were not for her. She drank the cup of sin, and shame, and misery, whereof her persecuted race are compelled to drink’’ (29). Brent’s various artistic devices verify her skill as a writer. But perhaps more important are her ideas regarding her subject: the suppression and oppression of one group of human beings for the economic or egotistic advancement of another, a topic that is or should be of permanent and universal interest to all humane beings. Brent is concerned with the effects of slavery on her own people and on her white masters as well. She realizes and believes that the system is just as destructive to the white race as it is to the blacks. that it was “a great moral, social, and political blessing; a blessing to the master, and a blessing to the slave!’’ (125). Linda Brent deals with reality, with absolute truthfulness and her writing reflects an important, though hidden, quelled chapter in our American heritage Throughout our education we are taught to believe that this country was founded on the principles of freedom and equality, that all men are created equal. Slaves were beaten and left to die standing in pools of their own blood; slaves were pressed in cotton gins and left for the rats to feed upon (49); slaves were hung by their feet, a fire kindled over them from which was suspended a piece of fat pork. “As this cooked, the scalding drops of fat continually fell on the bare flesh” (46). Slave women were sexually harassed and beaten, bribed or starved into submission with “no shadow of law to protect them from insult, from violence or even from death” (26). Her children, usually fathered by her white master, were “as marketable as the pigs on the plantation” and passed “into the slavetrader’s hands as soon a.s possible and thus getting them out of their sight” (35). Children of white, free women, fathered by black men, were smothered, or sent where they are never seen by any who know their history (52). All of these atrocities were committed and permitted by law. Those who witnessed these atrocities were silent, neither condenming nor condoning, just silent. Freedom, equality, civilization—for whom? How better we might understand the present if we were given a clear, true picture of the past. Through literary devices, through form and expression of ideas, Brent succeeds in arousing fear, anger, contempt. She also succeeds in proving her skill as a writer, as a thinker, and as an historian. She, therefore, meets the criteria herein established for inclusion in the canon of American Literature. Testimony given, emotions aroused, she now pleads for help, not for herself, but for those still in bondage. She pleads for examination of a vile “I was twenty-one years in that cage of obscene birds. I can testify, from my own experience and observation, that slavery is a curse to the whites as well as to the blacks. It makes the white fathers cruel and sensual; the sons violent and licentious; it contaminates the daughters, and makes the wives wretched. Yet few slaveholders seem to be aware of the widespread moral ruin occasioned by this wicked system. Their talk is of blighted cotton crops—not of the blight on their children’s souls.’’ (53) Brent condemns the white slaveowners who “satisfy their consciences with the doctrine that God created the Africans to be slaves’’ (45). What are Africans, anyway? she asks. “Who can measure the amount of Anglo-Saxon blood coursing in the veins of American slaves?’’ (45) She also condemns those who beat, torture and murder their slaves yet drape themselves in the garb of religion each Sunday, then lay the clothing aside “till Sunday returned again’’ (50). Brent exposes even the politicians who witnessed the numerous cruelties and abominations of slavery yet stood before Congress and declared 8 �system destroying blacks and whites, north and south. “In view of these things, why are ye silent, ye free men and women of the north? Would that I had more ability! But my heart is so full, and my pen is so weak! There are noble men and women who help those who cannot help themselves. God Bless them! God give them strength and courage to go on! God bless those, everywhere who are laboring to advance the cause of humanity!” (29) Works Cited Jacobs, Harriet Brent (aka Linda Brent). Incidents in the Life of a Stave Girl. Childs, Lydia Marie, ed. New York: Harcourt Brace Jovanovich, 1973. Originally published in 1861. Webster’s New Idea! Dictionary. Massachusetts: G. & C. Merriam Company, 1978. 9 �Investigation of Kirchoff’s Current and Voltage Laws By Chris Stein Course: Electrical Concepts Instructor: Jim Best to mite atory exercise using the cathode ray tube in measurements; its objective was to make AC and mixed AC and DC measurements with the scope. Introduction: The Simpson 260 was used to make voltage and current measurements in two circuits. These values were compared with values calculated using Kirchoff’s voltage and current law. Steps used to make measurements: 1) function switch set to de. 2) range switch to high enough range 3) observe correct polarity 4) physically open circuit and place ammeter in series take care to watch meter for too large a current or wrong polarity 6) take care that no a.c component is present that will not show on the meter that could damage it 5) 10 �Procedure Data: Circuit Diagram 1: Color Code Measured Calculated Measured 'Voerr R I. 33.67mA 33.7mA 0% 1 47±5% 44.0 6.4% I2 33.67mA 33.7mA 0% 2 100±5% 100.0 0% I3 33.67mA 33.7mA 0% 3 15O±5% 150.0 0% I4 33.67mA 33.7mA 0% V, 1.5825V 1.6 V 1.1% V2 3.367V 3.3V 2.0% V3 5.0505V 5.0V 1.0% Vs lOV 9.9V 1.0% 11 ’/oerr �Circuit Diagram 2: CIRCUIT DIAGRAM 2 = Calculated Measured Voerr R I. 10.67mA 10.2mA 4.4% Ri 100±5% 100.0 0% b 10.67mA 10.2mA 4.4% R2 15O±5% 150.0 0% I3 7.333mA 7.0mA 4.5% R3 1000 ±5% 1010 1% I4 3.333mA 3.37mA 1.1% R4 2.2K±10% 2.17K 1.4% I5 7.333mA 7.0mA 4.5% 3.333mA 3.37mA 1.1% I7 10.67mA 10.2mA 4.4% Is 10.67mA 10.2mA 4.4% V, 1.067V l.OV 6.2% V2 1.6005V 1.5V 6.3% V, 7.3325V 7.2V 1.8% V4 7.3325V 7.2V 1.8% V5 lOV 9.9V 1.0% 12 Color Code Measured %err �KCL at nodes A & B Node A Calculated; I, + =7.333 + 3.333-10.67 = -0.004 Measured: I3 + I4-I2=7.0-+3.37-10.2=0.17 2.4%err Node B Calculated: Measured: 2.4%err Irlj-Is = 10.67-7.333-3.333 = .004 I7-I5-I6 = 10.2-7.0-3.37 =-0.17 KVL for 3 loops loop 1 Calculated: -lO+V.+Vj+Vj =-10+1.5825 + 3.367 + 5.0505=0.0 Measured: -9.9+V,+V2+V3=-9.9+1.6+5.5 + 5.0=0.0 loop 2 Calculated: Measured: loop 3 Calculated: Measured: -10+V, +¥, +V2=-10+1.067 + 7.3325 + 1.6005 =0.0 -9.9+V, +V,+V2=-9.9+1.0+7.2+1.5=-.2 V4-V3 = 7.3325-7.3325=0.0 ¥4-73=7.2-7.2=0.0 0% err undetermined error 0% err Information on VOM making current measurements The d.c. ammeter circuit consists of a d’Arsonual meter movement in parallel with a shunt resistor, as shown below. The purpose of the shunting resistor Rg is to control the amount of current that passes through the meter movement. The shunting resistor Rs and the meter movement form a current divider. Thus for a given d’Arsonual movement, the full scale reading of the ammeter is given by Rg. When we change the range switch on the VOM, it changes the shunt resistor to give us different current ranges, d Arsonual meter movements have specific ratings. The significance of these ratings is as follows: When the coil is carrying its rated current, the voltage drop across the coil is the rated coil voltage and the pointer is deflected full scale. The current and voltage ratings of the coil also specify the resistance of the coil, therefore indicating its effect on a circuit, i.e. a 50mV,/mA movement has a resistance of 50 ohms. Diagram below. 13 �AMMETER: d ARSCLT/AL MCNEMENT Al-IMETER TERMINALS Precautions for use of the VOM when making d.c. measurements: 1) Do not change the range setting of the range or function switches while the circuit under measurement is energized. 2) Never disconnect the test leads from the circuit under measurement while the circuit is energized. 3) Always turn the power off and discharge all the capacitors before the setting of the switches is changed, or the leads disconnected. 4) Never exceed the circuit-to-ground voltage of the instrument (1000 V max). 5) Always connect the instrument in series with the ground side of the circuit. 6) In all d.c. measurements, make certain the power to the circuit being tested has been turned off before connecting and disconnecting test leads or restoring circuit continuity. Reasons for errors in calculations and measurements 1) The calculations in the KVL and KCL data on pg. 3 contained errors due to rounding when the theoretical calculations were made. 2) All measurements contained errors due to resistor tolerance and disruption of the circuit by the VOM. 3) Any measurements made with a VOM contain operator approximation error. 14 �Suggestions for improvement of lab to minimize errors. 1) Use of a DMM instead of the VOM would give more accurate measurements and reduce operator approximations error. 2) Use of resistors of tighter tolerance (1% instead of 5 or 10%) would give values closer to theoretical. 3) Use of more significant figures would reduce rounding error. Conclusions: This experiment showed support for Kirchoff’s voltage and current laws, within experimental error, (pg. 3) Experimental errors were acknowledged and suggestions for correction were given on pg. 4. This experiment also gave us practical knowledge of the construction of circuits using actual resistors in a laboratory environment. Some groups, like ours, also used an experimenters board and learned how to construct working circuits on one. We all got more experience using the VOM that was introduced in Lab #1. The measurements should have been more accurate than the first time just because we are more experienced. I consider this experiment a success because it proved its objective and provided us with additional laboratory experience. § 15 �Math Exam Course: Theory of Arithmetic Instructor: Maryanne Marietta Directions I. 2. 3. 4. 5. 6. 7. 8. Example Choose a number; Double it: Add 4: Multiply by 5: Add 12: Multiply by 10: Subtract 320: Cross out the last two zeros! Compare the answer to the number in step 1. Why does the pattern work? From the Arithmetic Teacher, April 1985 16 29 58 62 310 322 3220 2900 29 �by Cindy Bartz The pattern works because, when you multiply the 4 added in step 3 by 5, you get 20. Then you add 12 to get 32 and multiply by 10 to get 320. Then in step 7 you subtract the 320, leaving 0. And in step 2 you double your number, and in step 4 you multiply it by 5. So you now have your number times 10. You multiply again by 10 in step 6, giving 100 times your number. Then in the final step you divide 100 times your number by 100, leaving your number plus 0. You are multiplying your number by 100 and adding 320; therefore, if you subtract 320 and divide by 100, you will get your number again. by John Bolender X 2x 2x + 4 5(2x + 4) = lOx + 20 7OX+2O + 12 = lOx + 32 10(10x + 32) = lOOx + 320 100x +320-320 = lOOx 100X - 0 By looking at the last step, we see that crossing out the last two zeros is the same as dividing by 100, so somewhere above we must have multiplied by 100. By doubling the number to start with, we get 2x. TVvo steps later we multiply by 5 and get lOx. In the next step we multiply by 10 and arrive at lOOx or our number multiplied by 100. The addition of 4 in the second step creates excess baggage which eventually adds 320 to our total. This is disposed of in the second to the last step by subtracting 320. 17 �Jamake Highwater By Amy Daley Course: Native American Literature Instructor: Jacqueline Valdez/John Meredith The assignment was to write a research paper on some facet of American Indian culture and/or literature, tying the culture to the literature as appropriate. Among the aisles and aisles of children’s books in the library, there are many stories written about Indians. The authors of the stories know their subject well. They have either worked on reservations, grown up near an Indian family or have done extensive research in the field of Native Americans. However, one author stands out above the rest. He is Jamake Highwater. He is an Indian Of Black feet/Cherokee heritage, Jamake Highwater was born in northern Montana in the year 1942. Like so many Indian families, his family was forced to move about constantly looking for work. When Jamake was nine years old, his father left his wife on the reservation and headed to Hollywood, taking Jamake with him. His father became a stuntman and Jamake remembers “spending the next few years just sitting under walnut trees in the San Fernando Valley” (Crichton 6). They made their home in the back of a pickup truck. Jamake claims that he was raised in a “very traditional” childhood (Crichton 7). During an interview, Highwater tells Sarah Crichton that where ever he and his father were, they always returned to the Blood Reservation in Canada or the Blackfeet Reservation in Montana for the “pow-wows, the sun-dances and all the other special events” (7). As a child, Highwater was aggressive with a lot 18 �of negative energy. He was very angry and hostile to non-Indians. He recalls, “the white kids would call us names, and for a long time I guess I took it. Then finally I became a real ringleader, and we’d beat the hell out of any kids who did that to us’’ (Crichton 7). This hostility was probably brought about by a mother who was “very anti-white and very racist” as Crichton puts it (7). Her bitterness grew from the fact that her parents, like so many Indians, starved to death during the Depression (Crichton 7). Crichton adds that “her rage became more severe when her eldest son was killed his second day in the Korean War” (7). By this time, alcoholism had destroyed his father. What saved Highwater from his sick father and the anger of his mother was that he had an outlet. He could write. A teacher on the reservation singled him out and, as Highwater remembers, brought him an old typewriter and demanded that he learn to use it (Crichton 7). He has been writing ever since. Jamake Highwater was forced to write his first two books about rock’n’roll music under the pen name of Jay Marks. The pen name was a product of the 5O’s and 6O’s when Highwater found that editors did not tike his name because it was too difficult to pronounce. They also rejected his pleas to write about Native America. Highwater was very frustrated, but he insists, “It’s very apparent an Indian wrote those books” (Crichton 8). He claims that this is due to his “Indian sensibility.” This is the same “Indian sensibility” that is so apparent in many works of Native American literature. In the interview he explains: It is a sensibility that includes not only a strong sense of heritage but also a purely Indian concept of reality and identity. To the Indian mentality, dead people walk and things go backward and forward in time, and these are absolutely real and vivid ideas to my head, our heads. And more than that, the Indian world is one of the few worlds where human identity is not a major issue In this society, you’re not permitted any kind of transformation. In ours, it is expected. We can even change gender if we want. (Crichton 8) The 7O’s and 8O’s have proven to be more receptive to Jamake Highwater. Editors are begging him for books, not rock’n’roll books, but books abour Native America. Anpao-An American Indian Odyssey was his first children’s book, written in 1977. It was a Newbery Honor Book, an award given to only the best in children’s literature. Scott Momaday, the Native American who probably opened the doors for other Indian writers, says, “It is a fine piece of work, truly reflective of the oral tradition and the rich heritage of Native American storytelling. Its publication ought to be considered an event of importance” (Jacket notes). The book is a collection of traditional tales from North America Indian tribes woven into one story that relates the adventures of one boy as he grows into manhood. Like Scott Momaday, Jamake Highwater has woven together the old tales with his own creativity. Anpao is Highwater’s own fictional character. The tales are from no single tribe; however, every narration comes directly from the Native American heritage. Some of the tales are very old and some of them are quite recent, referring to the experiences of the Indians since the white man invaded their country. He uses his character, Anpao, to smoothly connect all of the stories. Anpao is a brave young boy who falls in love with the beautiful Ko-ko-mik-e-is. She cannot marry him unless he has permission from the Sun. So his journey is a long one, to the house of the Sun to get his permission. Anpao journeys through boyhood and the same time through history. He also travels across the face of America, encountering the different geography and the different tribes. This is why the tales of Anpao are selected from a large body of oral history. Anpao is the son of the Sun and a human woman. The Sun is married to the Moon. The 19 �about the struggle between Amana, a mother who is trying to hold onto her culture, and Jemina, her daughter, who is trying to grow up in a white man’s world. This story is a continuation of Legend Days; therefore, we see the same style of writing. We are into the twentieth century in this book. Highwater examines how our country handled Indian resettlement. He also looks at those who could and those who could not cope with the changes of their societies. Of the three books in the cycle, this one is written in the most depressing tone. We must keep in mind that when we speak of Highwater’s books for children that we are talking about the junior high age and older, except for Moonsong Lullaby. I Wear the Morning Star is the third book of the cycle and also the latest of Highwater’s books for children. This story is centered around Sitko, who is the youngest grandchild of Amana. Growing up in the white man’s world, he struggles to fulfill his talents as an artist. He is very proud of his Indian heritage, which he has learned so much about through the ageless myths that Grandmother Amana has told him. It is in this book that we see many parallels between Sitko and the author himself. There is the very broad parallel of Sitko trying to make it as an artist in the white world and Highwater’s own struggle of making it as a writer in the white world. But, to be more specific, Highwater’s father was an alcoholic stuntman in Hollywood. Highwater also remembers the times that he spent in the San Fernando Valley. In the story, Sitko talks about his father: “He was a drunk ... When we moved to the San Fernando Valley, he got work doing stunts” (Highwater 25). Another parallel is that when Sitko’s mother moves in with a white man, the man makes Sitko change his name from Sitko Ghost Horse to Seymour Miller because “Sitko wasn’t a good name” (Highwater 69). In Jamake Highwater’s real life, he was forced to write under the pen name of Jay Marks ... a more “white” name Perhaps the most important parallel is the fact that in Highwater’s life story and in the theme centers on the union of the Sun, the Earth, and the Moon. Highwater does an excellent job with this use of words in the story. It is almost a poetic language that he has adopted for this book. Highwater’s intention of this book was for it to “become a personal journey for readers who wish to sail from one world to another” (246). Another sampling of Highwater’s talent is a book that was written for the younger child of preschool or primary age. Moonsong Lullaby, 1981, lets us see the poetic side of Jamake Highwater. This gentle poem centers around the theme that the Moon watches over the night. It is said, “the Moon sings to soothe the sleep of the Sun as she makes her path across the night sky” (Highwater Jacket). While the moon is traveling across the sky, she observes the activities of an Indian camp and the night life of the plants and animals. Photographs enhance the beauty of the words in this Indian lullaby. Legend Days is the first book of the Ghost Horse cycle, which traces the lives of three generations of a Northern Plains Indian family. In this story, eleven year old Amana is abandoned in the wilderness when the smallpox epidemic devastates her tribe. Grandfather Fox takes care of her and gives her two sacred gifts: the courage of a warrior and the prowess of a hunter. Gifts such as these were those that only men received, so she had to keep them hidden to survive. The two gifts do keep her alive as she watches her people disintegrate. In a review, Kate Flanagan points out that the book is layered with symbolism, the supernatural, spiritual richness and a portrayal of everyday life among the people of the Northern Plains (336). Holding the novel’s different layers together is the strong characterization of Amana—an inspiring heroine, full of courage, strength and life (Flanagan 336). It might also be noted at this time that the Moon is also a very important theme in this book as it is with all of Highwater’s children’s books. The second book of the Ghost Horse cycle is The Ceremony of Innocence. In this book we read 20 �fictional story, it is the teacher who encourages the boys to pursue their talents. Highwater’s teacher had supplied him with a typewriter and encouraged him to use it. In the story, Sitko’s teacher recognizes Sitko’s ability, invites him to join an Art Club, and encourages him to paint. In the writings of Jamake Highwater, there are many more similarities, themes, questions to investigate. To mention just a few: the titles of his books, the quotes in the front of each of his books, his “in memory of’s’’ in the front of his books, the unending symbolism and the unending themes. Jamake Highwater has made it in the white man’s world. Along with the children’s books. Highwater has written thirteen adult books, both fiction and non-fiction. He is a poet, a playwright and a journalist who has been published in countless magazines. As he says with a broad grin, “I’m like a kid in a candy store, I can’t say no’’ (Crichton 8)! He is a man who loves his work. The oral tradition has survived through his writing and he is happy: It’s marvelous, it’s super, I can finally write what I want to write about: Native America. Because, this is what I really know about; this is what I feel; this is what I’m at home with, this is what I’m best at. (Crichton 8) Works Cited Crichton, S. “PW Interviews Jamake Highwater.” Publisher's Weekly 6 November 1978, 6-8. Flanagan, Kate. Rev. of Legend Days, by Jamake Highwater, Horn Book 60 (1984): 336. Highwater, Jamake. Anpao, An American Indian Odyssey New York: Lippincott, 1977. ----- . I Wear The Morning Star. New York: Harper & Row, 1986. ----- . Legend Days. New York: Harper & Row, 1984. ---- -. Moonsong Lullaby. New York: Lathrop, Lee & Shepard, 1981. ---- -. The Ceremony of Innocence. New York: Harper & Row, 1985. Momaday, Scott. As quoted on jacket of Anpao, An American Indian Odyssey by Jamake Highwater. New York, 1977. 21 �In the Classroom By Paula Brown Course: Field Experience for Prospective Teachers Instructor: Charlene Davis After keeping a daily diary during your fifty hours of aiding and observing in a public school classroom, write a brief paper describing and evaluating your experience. That was the assignment for each student. “Nervous, scared, worried if I’ll do well or open my mouth and put my foot in. Excited, wondering if I’ll be able to remember names. The office is within view. Oh dear, the secretary is busy with a report of dogs on the playground. She says ‘Hi’ and asks another person to take me to Mrs. Baker’s room. The class has already entered and are all seated. Well, here goes my entrance. Relief: music is first on the list of things to do, so I have some time to visit with Mrs. Baker. She gives me a brief tour of the building and back to the classroom. I get to help mark names on reading books. Here they come, ready or not; there’s no turning back now.’’ While re-reading my first day’s impressions, I can laugh and ask myself why the nervousness. The weeks seem to have gone by so fast. I will really miss those 17 children whom I have come to know and care about, who come up to me and give me a hug, or hold my hand, or put their heads on my shoulder, or ask me how to spell a word, or would I please draw a picture for them just as I did for another. Now, instead of just a name on a reading book, each has a face and a personality. In these past weeks I have helped with phonics, math, reading, spelling, handwriting, bulletin boards; cut and pasted shingles; made broken windows, bats, ghosts, and black cats for the haunted house. I even had the opportunity to 22 �make “stone” soup. I was also given a day with the kindergarten, which, believe me, was an experience that will stay with me a long time. I believe that everyone should spend at least a few hours in a kindergarten class to gain a greater respect for the teacher who decides to teach that particular grade. I really appreciated the opportunity that I had to work with Mrs. Baker. As a teacher, she has shown me her patience with the students, her humor at the antics of some, her understanding of what a second grader is going through, and her concern when a child has a problem. The principal and faculty have made me feel at home and welcome. Grant school seems to be like one big family, with everyone concerned about the welfare of each other, as well as the children in their charge. As a practicum student, I feel that I get the best “feel” for teaching when there is co­ operation between the teacher and student. I feel that a student should not be used as an odd job person, or just to cut paper. I have thoroughly enjoyed being at Grant school and will truly miss everyone, especially the children. § 23 �Reply Letter By Robert Swanson Course: Beginning Information Processing Instructor: Lois Wright With the advent of computer technology, people who write personal and business letters have adopted new writing techniques. We are all acquainted with Publisher Clearing House’s well-known letters, “You may already be a winner, Mrs. Robinson.” As a practical application of a daily assignment, in the form letters below the student combined several files in a mailmerge procedure to create two unique letters. 24 �December 3, 1986 Mr. & Mrs. Curtis Saugstad Saugstad Farm RR # 1 Alcester, S.D. 57001 CASPER COLLEGE library rare BOOK ROOM Dear Curtis, Carolyn, & Cliff: 1 made it back to Wyoming OK on Sunday. It took me about 14 Hrs. to get here. The roads started getting bad after I left Gregory, S.D. They continued getting bad until I got out of Neb. and drove into Wyo. Then the roads started getting better. The roads were almost clear when I got to Douglas. I finally got home at four o’clock our time. I have already had comments about my haircut. I hope to use the money for getting some more underclothes and other things that I need. Thanks for eggs, money, bread, and haircut and all your encouragement and the good steak dinner on Saturday night that 1 enjoyed while I visited S.D. WITH LOVE IN CHRIST, ROBERT S. SWANSON December 3, 1986 Mr. & Mrs. Stanley Swanson Swanson Farm RR # 1 Alcester, S.D. 57001 Dear Dad and Hariette: I made it back to Wyoming OK on Sunday. It took me about 14 Hrs. to get here. The roads started getting bad after I left Gregory, S.D. They continued getting bad until I got out of Neb. and drove into Wyo. Then the roads started getting better. The roads were almost clear when I got to Douglas. I finally got home at four o’clock our time. I am wearing my jeans today in school as I am learning how to run this computer. Had a good time while staying at your house. Thank you, Hariette, for the meals and the coffee. Thanks for bluejeans and helping me with my car and all your encouragement and the Thankgiving dinner that I enjoyed while I visited S.D. WITH LOVE IN CHRIST, ROBERT S. SWANSON 25 �Lab Report By James J. Jones Course: Introduction to Digital Electronics (lab) Instructor: Joe Schaffner A technical report from an experiment in digital electronics. This report tests using transistor as a switch, an inverter, and problems associated with transistor switching. Objectives: 1. ) To operate the transistor as a switch. 2. ) To observe the inverting characteristics of a transistor. 3. ) To observe pulse parameter problems associated with transistor switching. Parts Required: 1-2N3904 NPN transistor 1-57 ohms resistor 1-5.6K ohms resistor 1-1N914 diode 1-4.7K ohms resistor 1-50 pfd disc capacitor Equipment Needed 1-dual trace oscilloscope 1-function generator 1-5V DC power supply 26 �•Vce 5vDC DISPLAY DISPLAY A •5v •2v lOv Vt IKhz ov 4V?t llGiz w -2m -5v '2m 4v 10 V % lOOlCiz ov 100 Khz ov -2v -5v After connecting the above circuit we inject a lOV P to P, IKHz squarewave at the input from the function generator, and + 5VDC for our VCC to the collector of our transistor from the 5VDC power supply. We use channel “B” of our oscilloscope to monitor the input signal. We connect channel “A” probe to the output, which is taken from the collector of our transistor. We then inject a lOV P to P lOOKHz square wave into our circuit. We then note that the output waveform is less than half of the amplitude of our input waveform and 180° out of phase. Upon insertion of the 50 pfd disc capacitor into the circuit, we note a drastic change 27 �in both our input and output wave forms. This outcome, we believe, was due to the size of the capacitor. TR (output rise time) = l msec TF (output fall time)=2 msec measured without the capacitor in the circuit TS (delay swithching) = not mentioned Conclusions: 1. ) We saw that the output waveform from our transistor was the inverse of our input waveform. We proved this by placing the positive peaks of both waveforms on the same reference line and the result was a continuous line across the oscilloscope display. The same holds true for the negative peaks of the waveforms. 2. ) The capacitor was intended to smooth the output waveform. However since we used a .OOlmf in place of a 50 pf capacitor, we encountered a sharp negative spike on our output waveform and the positive peaks of our input waveform were rounded at the leading edge. Therefore we could not get an accurate reading of our rise and fall time with the capacitor in the circuit. 28 �Women Writers: A Search for Identity Through Common Experience By Donna Nickerson Course: Modern Women Writers Instructor: Dr. Ilelon Raines As part of a take home exam, each student wrote one essay to discuss a common theme as it is handled by various writers, pulling together a minimum of three writers. The search for a common identity and common experience with other women writers appears, from the abundance of material written about, to, and on the subject of women as writers, to be an important theme to those women who attempt to use language to convey human experience to the world at large. Amy Lowell, writing about the poets Sapho, Browning and Dickinson, refers to them as sisters “of a strange, isolated little family” in her poem. “The Sisters” (1301). The feeling of isolation appears to be a common experience of women writers. Adrienne Rich discusses at length, in “When We Dead Awaken: Writing as Re-Vision,” the difficulties of being a writer who is also female. Rich, a self-defined feminist, gives voice to the isolation women writers experience in a profession controlled by males. Rich tells of how she wrote for men, for male approval, shaping her writing style around models of male approval. 29 �instincts,” that she would have become crazed (Room 1382). The obstacles Woolf recognized for sixteenth century women writers she failed to fully identify with herself publicly. By treating the obstacle of male-dominated society as primarily a problem of the past, Woolf abdicated to the male literary world a portion of her power and truth. Rich recognizes this softening of Woolf’s words (Re­ vision 2047). Alice Walker, in “In Search of Our Mother’s Gardens,” also addresses the effects of “contrary instincts,” Woolf’s term for the opposing forces of socialization and creativity (Room 1382), on black women. Walker asserts that the oppression of slavery on black women prevented their writing; that had the “contrary instincts” of this oppression not existed perhaps “crazy” black women would “have been Poets, Novelists, Essayists and Short Story Writers” (Mother’s Gardens 2376). Walker believes that the urge to create in such an oppressive atmosphere led not to great black women writers, but to a spirituality often labeled as “crazy.” Woolfe, were she alive today, would probably concur. She writes “.. .that any woman born with a great gift in the sixteenth century would certainly have gone crazed, shot herself, or ended her days in some lonely cottage outside the village, half witch, half wizard, feared and mocked at” (Room 1382). Rich and Walker look at women’s creativity and struggle to write from slightly different perspectives. Rich approaches the difficulties of women writers from a decidedly feminist viewpoint. Walker specifically looks at the constraints imposed on black women. Even so, both use Woolf’s writing as a catalyst to pursue these two different threads of thought. And, even as these perspectives are different, they are also alike; they are about women creating art in a world dominated by white male power. Rich, Walker and Woolf appeal to women to write, to give women a true voice. Each understands that this act takes courage. shaping her writing style around models of male writing (2409). Having few women role models to turn to for affirmation of her ability and experiences in her earlier years of writing, she kept her women subjects at a comfortable distance, refusing to closely identify with them (2050). In “When We Dead Awaken,” Rich makes several references to Virginia Woolf and it is obvious that she identifies with her and what Woolf terms “contrary instincts.” Rich recognizes Woolf’s carefully phrased anger and powerlessness in the face of the many “obstacles” women writers face in creating their art (2048). Woolf, in “A Room of Our Own” and “Professions for Women,” discusses the difficulties women writers have faced. When Woolf ask.s “What is a woman?” she clearly is seeking to uncover a common identity with other women (Professions 1386). She might as easily have asked “What is a woman who writes?” for this is the question by which she seems to have been troubled. Further into “Professions for Women,” she explains the difficulty women have of speaking the truth about how they feel because of “what men will say” (1387). What we might view, as does Rich, as Woolf’s timidity in confronting male-dominated society was, in Woolf’s day, not without reason. Woolf had few role models and no “women’s movement” to support her. Even so, she recognized and appreciated the women “who have been before me, making the path smooth and regulating my steps” (Profession 1384). By Woolf’s time, writing had gained acceptance as a profession suitable for women. Women writers, however, had not gained the power necessary to fully and truthfully speak. Women’s socialization and the male definition of woman suppressed women’s truth through the written word. Woolf writes that had Shakespeare had a sister, “her gift for poetry would have been so thwarted and hindered by other people, so tortured and pulled asunder by her contrary 30 �Rich, the most obviously political of these writers, appeals to women writers to “re-name” their experiences because to continue appeasing men by mimicking their style and language will only serve to constrain and frustrate women’s creativity (Re-Vision 2052). She writes, “Re­ vision—the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical direction—is for women more than a chapter in cultural history: It is an act of survival” (Re-Vision 2045). Rich places this task on women in general, but particularly on women writers. No doubt there will be more written about the difficulties of being a woman and a writer. Certainly future women writers will look back at these writings of Lowell, Woolf, Rich, and Walker in an effort to find a common identity through common experience. Works Cited Lowell, Amy. “The Sisters.” The Norton Anthology of Literature by Women. Ed, Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1300-04. Rich, Adrienne. “When We Dead Awaken: Writing as Re-Vision.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 2044-56. Walker, Alice. “In Search of Our Mothers’ Gardens.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 2374-82. Woolf, Virginia. “Shakespeare’s Sister.” from A Room of One's Own. The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1376-83. ----- . “Professions for Women.” The Norton Anthology of Literature by Women. Ed. Sandra M. Gilbert and Susan Gubar. New York, NY: W.W. Norton, 1985. 1383-88. § 31 �Exam By Sharon L. Spawn Course: Principles of Economics I Instructor: Robert Suedes Question: Explain neo-classical theory with reference to a. all components b. the reasoning by which its advocates claim equilibrium is possible. Neo-classical theory—or the over monetarization investment theory or the Austrian theory 1) Problem: Standard of Living 2) Assumption on human behavior: 1. 2. 3. people are greedy act in self interest acquisitive (same as classical theory) 3) Proposition: Limit government and set a reserve requirement of nearly 100%. 4) Basic economic relationship: Standard of living is determined by the level of employment. 5) Economic theory: 1. six assumptions 2. I)D[ -I- SSl (Demand for labor -I- supply of labor) 32 �Agg. SS + Agg. DD (Aggregate supply + Aggregate demand) (1-3 same as classical theory) 4. Price Levels a. Qm = P (Quantity of money determines level of price) b. Gresham’s Law: Bad or paper money drives out good money c. Fischer’s Quantity theory of money: small bills circulate or turn over faster than large bills. d. Fractional reserve banking or the monetarization of debt allows for an even more rapid turnover of money than Fischer’s theory. When a bank is required to keep only a fraction of its money on hand, it can lend the rest over and over and over again. The same money is multiplied many times. It ceases to be real. It is “near money” or “book money.” This artificial stimulation and its reversal leads to the business cycle. e. Business Cycle Definition: A 7\ (change) in production, employment and income over a period of years. 3. Expansion: Period of prosperity, a race to produce more, employment up, business expands by borrowing money, production up, income up, profit up, DD is greater than SS. Upper turning point: Huge inventories become a surplus of goods, prices go down to be 33 �competitive, repayment of debt uses all capital, SS is greater than DD, profits go down, production is down. Contraction: Employment down! Prices down!!. Business stops production, money is scarce. Bankruptcies soar. Insolvent debtors are wiped out. The survivors are left to rebuild, reborrow. Trough; The surplus is eventually sold off and DD again is greater than supply. The production will be stepped up through new borrowed funds. Measurement: Agg SS - Agg DD number of years Timing: Different aspects of the economy react in different time frames—all happen at the same time Causes; External: f \ in weather, war, sunspots, etc. Internal: Conclusion: Solution: in population Since the main cause of the cycles is the monetarization of debt, and one’s ability to borrow to purchase more units of capital with money that is artificially stretched beyond its worth, if a reserve requirement was set up of nearly 100%, it would limit the government’s printing too much paper money. Limit the amount of lending to the difference of voluntary saving and hoarding. Put into effect the 100% reserve requirement. § 34 �Video Sync Stabilizer By Mike Wyckoff Course: Reseach Problems in Electronics Instructor: Miles Hecker Using the data and information acquired from his research and the results from his experiments, the student was to write a formal technical report, following the form established by the instructor. Summary A twentyfive-inch color console was purchased which had no adjustment for vertical or horizontal hold. Video movies would jump and were unstable. Directions for a Video Sync Stabilizer were found in an article. The problem was a weak and distorted vertical sync pulse. A video sync stabilizer circuit was constructed to correct this problem. A printed circuit board was used to help control noise in the circuit. One coil had to be fabricated to replace a 7-12uH coil on backorder. The power supply was built on the main board and regulates at 12 volts. Detection and regeneration of the vertical sync pulse was accomplished by a zener, comparator, and two NPN transistors along with the biasing network. An RF modulator was included and combines the video and audio portions from the VCR. Alignment was done with a volt-meter. The cost of the project was approximately forty dollars. Introduction Not long ago the video age invaded the Wyckoff family, as well as millions of others. The advantage of showing full length motion pictures at home appealed to many families. The initial cost was somewhat extensive when you consider the cost of the video recorder (VCR); however, the convenience far outweighs the cost. Video tapes must be acquired either by buying or 35 �construct the project. Other sources were used to clarify how the circuit works and what it does for the internal circuits of the television receiver. renting. In our case we purchased an RCA VHS machine which had been used by a local video club as a rental. The television (TV) connected to the video recorder was an older Sears portable. The family enjoyed watching various movies for a period of about ten months before the television developed a bad picture tube. Due to our obsession with television, it was immediately replaced with a new twentyfive-inch color console. The television purchased differed from the older one: we no longer had to adjust the vertical or horizontal hold. Technology has developed to the point where these two adjustments are made by internal circuitry. The new technology created a problem and the problem was now apparent to all who viewed the movies played on our new TV. The picture would jump rather erratically and was generally unstable. This happened to many movies, but not all. The problem was a nuisance and rendered some movies virtually unwatchable. Several manufacturing companies advertised “add-ons” for the owners of video recorders, such as video enhancers and video stabilizers. We were happy with the color and image of the movies we played; however, the unstable picture was very annoying. The average cost of the stabilizer would be around fifty dollars and was rather unimportant since many movies we liked were unstable enough we could not enjoy them. The idea of building a stabilizer from scratch was challenging. The research for the needed data was started. An article in Radio Electronics explained how to build a Video Sync Stabilizer to correct the unstable video by reinserting the needed pulses some televisions need to lock on to the picture. The following paper explains the construction of the Sync Stabilizer that is now a permanent part of my video equipment. Background In a video signal there are pulses which remain the same even as the picture changes. These pulses are known as the sync and blanking pulses. When viewing them on an oscilloscope, a person can see a short negative pulse, known as vertical blanking-interval pulses, on either end of the picture information. The pulse that causes the primary problems with our system is the vertical­ sync pulse, which is contained within the vertical­ blanking interval and is partially distorted by the copy guard procedures of the video movie companies. Bernard Grob explains why sync pulses are so important in Basic Television Principles and Servicing: It is important to remember that sync is part of the signal and, therefore, that the receiver must have enough signal to provide a good picture for good synchronization. When the signal is weak, the sync is weak also. Then noise voltages can easily interrupt the synchronization. In addition, hum in the receiver can easily affect weak sync, especially for triggering the vertical oscillator. (Bernard Grob 353) Layout There are several ways to layout the design of the project such as printed circuit board (pcb), wire punch or wire wrap. Due to the frequencies we are dealing with and the need for a very quiet circuit, the printed circuit board is the only viable method to use. As soon as the decision was made to use the printed circuit board, the plot was made The ideal way to plot the traces would be to have used Smart Work, a computer program that is capable of designing a printed circuit board overlay. I have been exposed to the program; however, the version I used fell short of performing the task the way I envisioned the circuit. The final overlay Discussion First of all a copy of the article was obtained. Radio Electronics, January 1982, “Video Sync Stabilizer” by Gene Roseth. This article contained all of the needed information to 36 �was created by pen and paper. That overlay was taken to a local business for transfer into transparency. The transparency was then used in the fabrication lab to produce the printed circuit board. (Appendix E) Comparator The next circuit contained in the project is to correct the distorted vertical sync pulse. The three main components of this circuit are two bipolar NPN transistors and a CA339 IC, a quad comparator. The zener diode D8 clamps the video containing the sync pulses to a plus five volts. Both of the bipolar transistors are biased to amplify and buffer the signal from the rest of the circuit. The comparator and bipolar transistors are given the same signal at the same time. The comparator is biased so that every time a sync pulse is received at pin five a pulse is generated from pin two. Since the circuit must know which sync pulse is showing up at the comparator R5, R6, and C2 are used as an integrator. With these components, only the vertical sync causes an output at pin 1 of the comparator. The third part of the comparator is used as a one shot multivibrator. Mr. Roseth has engineered it to have a time constant of 180uS, to match the vertical-sync pulse interval. The remaining section of the comparator is used to invert the regenerated pulse from the multivibrator. The inverted pulse is then mixed with the signal, from D6, forming a video signal with the corrected vertical-sync pulses. This video signal will be strong enough to insure the internal circuits of the television can have a signal strong enough for lock-on. (Appendix C) Procurement The next step was to procure the components. (The parts list is included within appendix D.) Problems started to arise when the local electronics suppliers informed me that the coils required would have to be ordered. After seven weeks one coil arrived; the other one had been permanently backordered. Consulting with several of the instructors at Casper College soon led to fabrication of a coil to match the value of the missing part. A form with a ferrite core was obtained from Radio Shack and a supply of twentytwo gauge magnetic wire was borrowed from Mr. Ted Cross. The task of creating the coil was greatly simplified by the use of an inductance meter. Within half an hour a coil was manufactured that would adjust from 7.2uH to 12.3uH. The coil it replaced was a Miller 23AIO5RPC that adjusted from 7 to 12uH. The finished product was bathed in epoxy to hold the coil together and soldered to the board. Circuit Description and Operation Power Supply The first circuit contained within the stabilizer is the power supply. The schematic for the power supply can be seen in appendix A. It consists of a step down transformer that steps the line voltage down to twelve volts. The incoming AC is then converted to DC by using a full bridge rectifier. The filtering circuit consists of one 470uF capacitor. A twelve-volt regulator is used to further regulate the output to the rest of the circuit. The output of the regulator is connected to a couple of capacitors to help keep noise out of the rest of the circuit. Because we placed the power supply on the same printed circuit board as the rest of the circuit, the project is easier to handle and takes a minimum amount of space. RF Modulator The final stage of the project was an RF modulator. As the name denotes, this section combines the video portion and the audio portion from the VCR and sends it to the television via channel three or four. This section could have been deleted from the project since the VCR contains an RF modulator. The RF Modulator was built to allow connection of the Sync Stabilizer to the front terminals of any VCR, which bypasses the RF section inside the recorder. The audio portion of the signal is fed into an OP amp, and the corrected video is fed into an LM1889, a television video modulator integrated 37 �circuit. A pin out is contained in appendix F. The modulator is connected to its bias circuitry and two tank circuits, one to supply a carrier frequency and the other to supply an FM audio sub-carrier. The tank circuit that tunes in the carrier consists of LI and CIO. Consulting the RCA SK Series Solid State Replacement Guide on the modulator showed that the tank connected to pin 6 and 7 serves as the channel tank, whose Adjustment allows us to select either channel three or channel four. The remaining tank is made up of L2, C7 and is connected to pin 15, the input for the sound tank of the modulator. Mr. Roseth states in his article that this tank is tuned to generate a subcarrier 4.5MHz above the video carrier. (47) The audio signal that is fed into the OP amp is amplified and sent along to a bipolar transistor. The emitter of the transistor is not used in the circuit. The base-collector junction serves as a variable capacitor in parallel with the sound tank. The output of the modulator is pin 10. Before the output reaches the jack a filter is used to filter out the lower sideband of the TV signal to insure no interference from a nearby channel. Resistor R31 is sized to match the output impedance. The original circuit is matched for seventyfive ohms; however, it may be changed to accept three hundred ohm cable by changing R31 to a three hundred ohm resistor. (Appendix B) the IC’s and that the zener diode was regulating at five volts. Mr. Roseth spelled out the alignment procedure very well in his article, and stated that it could be done with either a voltmeter or an oscilloscope Once the voltage levels were checked and pin 2 of 1C3 read seven volts, the VGR was turned on and the alignment procedures were followed according to the article Resistor R7 was adjusted until pin one of ICl read ten volts, meaning the vertical sync pulse was on its way to be mixed with the original video signal. Potentiometer R14 is used to adjust the amplitude of the signal. The adjustment was made by trial and error, and ended up being about one half a turn. The channel tank of the modulator was then adjusted to where a picture appeared on channel three of the television. The biasing pot, R25, was then adjusted until the picture was as clear as possible. Adjusting the coil in the sound tank brought the sound in. Conclusion The original project produced a stable picture when tested for the instructor; however, it was very poor quality. When the project was taken home and connected to the video system the results were quite different. A check of the coax used in the test situation revealed that connections were less than acceptable and the coax was discarded. The video sync stabilizer proved to be a worthwhile project. It is a valued part of the family entertainment center, and a conversation piece, since it was homemade. The entire project cost about forty dollars to build. Although frustrating at times, the work involved in building it proved to be quite educational. Alignment The job remaining was to connect the project to the video recorder and television. Power was applied to the sync stabilizer, prior to connection with the TV and recorder, and a quick check was made to insure that proper voltage was reaching Work Cited Grob, Bernard. Basic Television Principles and Servicing. McGraw-Hill, Inc., 1975. Roseth, Gene. “Video Sync Stabilizer” Radio Electronics, January 1982, 45 et passim. 38 �APPENDIX A 12 VOLT POWER SUPP �APPENDIX C DETECTION AND REGENERATION �APPENDIX D PARTS LIST R1 .R11------ 1 MEG OHMS R2.R15.R30------ i K OHMS R3.R5.R3.R13.Rlb.R2<j,R32------ IO K OHMS R4------ 12 K OHMS R6.R21------ 33 K OHMS R7. R14------ 2S H OHMS TRIMMER POT R9----- ,0 meg ohms RIO------ I.S MEG ohms R12.R19------ 100 K OHMS R17,R27.R2S------ 220 OHMS R1S.R2y.R31------ 75 OHMS R22.R23------ 15 K OHMS R24------- 2.2 K OHMS R25--------I K TRIMMER POT. R26--------100 OHMS CAPACITORS Cl-47uF 1 tv electrolvtic C2------ . 022uF tnv I ar C3.C10------ 75pF dioped silver mica C4 , C1 1------ . 001 uF c e r am i c C5------220uF 35v e1ec t ro1vt i c CS.CIS------ luF 25v tantalum C7----- lOOpf ceramic C3----- OluF mvlar Cy------ 22pF ceramic C1 2 , C1 3 , C1 S------ . 1 uF mv 1 a r Cl 4------ 470uF 25v electrolytic SEMICONDUCTORS IC1------ CA33y QUAD COMPARATOR IC2----- 741 OP AMP ICS----- LMlSSy VIDEO MODULATOR IC4------ 7312 TUELVE-VOLT REGULATOR <31------ 2N3yO4 <32------ 2N221 SA <33------MPSA05 DI ,D3,DF.,D7------ INyl 4 D4,D5------ 1N34A DS------ 1N751A 5.1 2ENER ER 1—BRIDGE RECTIFIER 1 A . SOV T1------ 12.GV, 300MA RS 273-1386 L1------ .071 -.0S2uH T.W. MILLER 4SA77SMPC L2 7-12uH J.W. MILLER 23A105RPC Fl 1/4AMP SAG PIGTAIL FUSE �APPENDIX D PARTS LIST Rl .R1 1------ 1 HE'3 OHMS R2.R1S.R30------ I K QHHS R3.P5.RS.R13.R11.R20.R32 IO K OHMS R4------ 12 K OHMS R6,R21------ 33 K OHMS R7. R14------ 25 f OHMS TRIMMER POT R9------10 MEG OHMS RIO------ 1 .5 MEG OHMS R1 2 . R1 9 I 0<? K OHMS R17.R27.R2S------ 220 OHMS RlS.R29.R31 75 OHMS R22.R23------ 15 K OHMS R24------- 2.2 K OHMS R25------- 1 K TRIMMER POT, R26------- 100 OHMS CAPACITORS Cl-47uF 1 Sv electrolvtic C2------ . 022uF rnV1 a r CS.CIO------ 75pF dioped silver mica C4 , C1 1------ . (j(? 1 uF c e r am i c C-S------ 220uF 35v elec trcd vt i c Ct., Cl 5------ luF 25v tantalum C7------ lOOpf ceramic CS------ .OluF mvlar C3-------22pF ceramic Cl 2,Cl 3,CIS------ luF mvlar C14------ 470uF 25v electrolytic SEMICONDUCTORS ICl------ CA339 OUAD COMPARATOR IC2----- 741 OP AMP ICS----- LM1S3? VIDEO MODULATOR IC4------ 7S12 TUELVE-VOLT REGULATOR QI------2N3904 Q2------ 2N221 9A 03 MPS AO.5 01 ,D3,D6,D7------ 1N91 4 D4,D5------ 1N34A DS------ 1N751A 5.1 ZENER BRI—BRIDGE RECTIFIER 1 A.50V T1 12.GV, 300MA RS 273-I3S6 LI .071-.0S2uH .J.U. MILLER 4SA778MPC L2------ 7-1 2uH .J . W . MILLER 23A1 05RPC Fl------ 1/4AMP SAG PIGTAIL FUSE �3 �i'lppendix F" L M11::> ■; ■ - J V i d e o 111 r;i ij i j 1 a t n r ™ 1” 1 r U111 -3 1 d i r!""V in put 2 chroma bias :3 cF’i B tank .... ‘l, ::h A tank..™::™., • 17 chroma osc out 16 chroma supply 15 B--V input i:::irir:l chroma lag 5 sound tank f-?F supply 13 c F"i r 0 m a s u b c a r r i e r 7 B 3 12 vidoo input 11 ch A output 10 cl"i F3 output � 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 1987 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. 1987 Description An account of the resource 1987 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_1987 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/f0c3d0a29ab24863318e275d8c8ca99d.pdf 44dcf3d035b2844d0e67283848b12e3b PDF Text Text CASPER xcmg cWIbe WYOMING CHkLUNEE �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �Challenge Ill Published at Casper Community College Casper, Wyoming 82601 February, 1988 Copyright by Casper Community College MRfi �Challenge: 1988 Table of Contents Sung Dynasty: T>’u Chou, Sgraffito and Me Reviews Rebecca Claar............................... 5 Debbie English...............................................................................................8 The Challenge of the Future Paul Schukman................................................................. 13 Sarah Grimke’s Letters Lab Report Christine K. Forkner............................................... 10 Timothy E. Gardner............................................................................. 17 Cindy Norman...................................................................22 Sales Promotion Plan Las Marismas de Espalla We Are All Genuises Kerri Smith...................................................................26 Crystal Havely ............. ......................................... 28 Computer Generated Bode Diagrams Children and Tfelevision Chris Stein......................... 32 Elizabeth A. Gardner..................................................... 37 Children’s Books Relating to the Vietnam War Reincarnation Through Motivation Cathy Heaton Sondelski ... .40 Janet L. DeVries........................................... 42 Determination of Charge to Mass Ratio for an Electron Cover design executed by Eric Valdez Diagrams executed by Gregg Scott Doug Leonard Bill Weber.............. 47 �Introduction Casper College is pleased to present the second issue of Challenge, a magazine to honor excellence. As a display medium for academic endeavor. Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response to the call for papers for two semesters, spring 1987 and fall 1987. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1988 �Sung Dynasty: Tz’u Chou, Sgraffito and Me By Rebecca Claar Course: Ceramics I Instructor: Lynn Munns Students wrote a course paper on some aspect of pottery making. second look. I copied both and filed the copies in my notebook, ready for class. Monday came. I showed the “homework” to Mr. Munns and told him I hadn’t decided which to make. His response, “Make them both!” (Later, when discussing this with a former ceramics student, I was told, “A typical Munns response!”) My decision having been made, I began to scale-up the dimensions of the pictures to facilitate duplicating the forms of the original pots. Neither picture was accompanied by size information, so I tried to envision how large 1 He said, “Find a picture of a sgraffito pot that really excites you and bring a copy of the picture to class next Monday.” The “he” being my ceramics instructor, Mr. Munns, and the situation being an assignment to duplicate a sgraffito pot—my introduction to the sgraffito technique and the Sung Dynasty’s significance in the history of ceramics. Relying on the index of each book to direct me to sgraffito pots, I quickly scanned many books with few finds. I finally found two Chinese, Sung Dynasty, Tz’u Chou Ware pots which didn’t necessarily excite me, but they did command a 5 �metalwork. The form of “the sexy one” could have been of T’ang influence since the foot and the neck are so contrasting to the size and shape of the body. My second pot is very typical pure T’zu Chou ware with its simple flowing form very similar to the Gallipot Vase, an example in a collection in Tokyo. In contrast to my pots, the original pots were wheel-thrown, a very brief process compared to coiling, but one which required and still requires much control and skill. (At this time, 1 am struggling with the goal of throwing a 3 "d x 7 Ti cylinder!) Many of the Tz’u Chou pots were quite large, approximately 16", and are documentation of the Tz’u Chou “virtuosity in wheel technique,” according to Rhodes. The clay was usually gray or buff in color and the slip (engobe) while or light colored. The glazes used were transparent. Again unlike my pots, a piece of Tz’u Chou ware was the result of an organized production system, not of an individual. One person, usually an apprentice, would prepare the clay, another the glazes, another would throw the pot, still another would do the decorative work and, very likely, the firing was done in a communal kiln where thousands of pieces could be fired at once My glaze and clays have been prepared for me and someone else will be supervising the firing, but I have formed the pots, dressed them and will be decorating them. Few pieces of Ti’u Chou ware are marked and those which are, are signed as work of a family: “made by the Chang family,” “made by the Ho family.” (You can be sure that when my pots are completed, anyone who looks at the bottom of one will know when, by whom and that it is a replica of a Sung Dynasty Tz’u Chou pot!) As 1 have already mentioned, Tz’u Chou ware was the everyday ware of the Sung Dynasty, having its beginning in the early part of the Northern Sung Dynasty. Its name is synonomous with that of the area in North China where it was first produced, Tk’u Chou. Being primarily the common peoples’ ware would like the finished pieces to be. 1 decided to make one 20" high and the other one, 16" high. Since we were handforming and had not started wheel-throwing, my projects were to be coil pots—my first experience with coiling being when I began the larger, “more shapely,” of the two pots. As this pot developed, I began to refer to it as ‘‘the sexy one.” And, as both pots grew, so grew my excitement with the transformation from a lump of clay to something with shape—a product of my hands, a part of me! At every stage, I have met with both excitement and frustration; repeatedly I found that the diameter was greater than planned, and trimming the neck proved to be a challenge. After clearing the hurdles, I have to concede that both pots are going to be ‘‘beuuutifulU”! At this stage I am eager to tackle the sgraffito technique. As my association with both pots has become more than a duplication process, 1 have wondered many things about the original pots: simply how, why, when and where they were made. And, since 1 am currently studying ancient art history and have become aware that much of the ancient art was not intended primarily as decoration, I am wondering the possible symbolism of the ornamentation used on the pots which I am replicating. So, again to the library, and another search, this time for answers to my questions about the making of sgraffito wares: how, why, when, where and with what deeper meaning. First, I found that sgraffito, also spelled sgraffiota by one source, is defined as a decorating technique in which an exterior coating of slip applied to a raw clay pot is subsequently scratched through, revealing the color of the clay or body beneath. This technique was “new” in the early part of the Northern Sung era, and was employed on a large portion of the Tk’u Chou wares, usually in floral and leaf designs (symbolic of great virility and dignity), but also with Chinese sayings. The early sgraffito wares displayed T’ang influence, in form and in design suggestive of incised 6 �that it was, T^’u Chou ware did not enjoy the benefits of imperial patronage, which was extended to the other ceramics and to art in general. However, there is a Sung Dynasty Tk’u Chou vase in the Cleveland Museum of Art which today is regarded “as one of the two or three greatest Tz’u Chou vases in the world,” according to Lee. This vase is decorated by a combination of incising and inlay, displaying a definite influence of Chinese metalwork. The T^’u Chou ware was basically slip decorated stoneware, simple in form, earthy and monochromatic colors, until the later period of Sung Ik’u Chou tradition, when colored enamels began to be used. The pieces with sgraffito decoration had a sculptural appearance, those with inlay were suggestive of incised metal work, and the ones with painted slip displayed the freedom of the use of the brush, suggesting swift yet controlled flowing strokes. The Sung Dynasty (960-1223 A.D.) was, according to Rhodes, “a time of mellow fulfillment in Chinese art ... the artists of this time brought to perfection many of the qualities in the art of the previous eras.” Emperors built pottery factories and encouraged new designs and glazes. They also used large quantities of wares, and these types became very popular. It’s ironic that one of the “unpopular” wares according to imperial standards, Ik’u Chou ware, has had more influence on contemporary American and English studio pottery than any other. The Sung Dynasty is no more, but Tz’u Chou, eight centuries later is one of the few places which has continuously produced pottery in China. So, the pots which 1 have studied and am now duplicating were made 800 to KXX) years ago, in Tk’u Chou, Northern China, by very skillful artists and craftsmen, organized in an assembly line system, where no one person produced a complete piece of pottery. These pieces were decorated with the sgraffito technique, originating during the Sung Dynasty (a high point era in the history of ceramics) and show definite influence of the metalwork being done at the time. Both pots were functional and beautiful as well as symbolic of virility and dignity. And both pots (and Mr. Munns) are responsible for my interesting encounter with the Sung Dynasty and Tk’u Chou ware. Works Cited Casson, Michael. The Cn^fl of the Potter. 1st U.S. Edition. Woodbury, New York: Barron’s Educational Series, Inc, 1979. Fitzgerald, Charles Patrick. The Horizon History of China. New York: American Heritage Publishing Company, c 1969. Gardner, Louise Art Through the Ages. Sth Edition. Orlando, Florida: Harcourt Brace Jovanovich, Inc., 1986. Lee, Sherman E. A History of Far Eastern Art. New York, Harry N. Abrams, Inc Rhodes, Daniel. Stoneware & Pottery. 1st Edition. Radnor, Pennsylvania: Chilton Book Company, 1974. 7 �Reviews By Debbie English Course: Theory of Arithmetic I Instructor: Mickie Ahlquist The students were to review two magazine articles per month, one from The Arithmetic Teacher and one from The Mathematics Teacher. 8 �“What Lies behind Measurement,” Harrison, William R. Arithmetic Teacher, Mar, 1987:19-21. “Guessing Geometric Shapes,” Bledsoe, Gloria J. Mathematics Teacher, Mar, 1987:178-180. This article states that students have a superficial understanding of measurement because the schools do not teach the basic measurement concepts. The author discussed how to approach this subject for conceptual understanding. To teach this unit it is first important to discuss just what measurement is and to delve into the history of how things were measured by using body parts as the unit of measure. The author then had the children use their feet to measure things. This led to a discussion on how set standards are important to help everyone understand the unit of measure. The class made a ruler and marked it into units. The end point was not made zero; instead it was started with various other numbers. The children then measured the length of objects. They measured them from the left and also the right end of the ruler. When I started reading this article I thought, “No problem. Everybody knows how to measure the length of things,” but as I read the article 1 agreed with the author that it is much more than laying something on a ruler and reading the number. I plan to try this out with my children. This article discussed a game that involves guessing geometric shapes. This activity could be a very helpful review activity for a secondary mathematics course in which the geometric shapes were studied. The game itself used a bingo-like card with twenty-eight geometric shapes drawn on it and identified. Each student is given a card with a shape on it. The game is played in groups of two or three students. The students ask questions that can be answered by a yes or no. Using the answer, the drawings that were eliminated are covered by markers. The questions are asked about the properties of the shape. The game length is determined by the quality of the questions. The questioning takes place in turn until all but one figure is covered. Then the direct question can be asked about what the figure is. This game looked quite interesting; what caught my eye was the example of the card with all the geometric shapes on it with their names. 1 hardly know any of them. I thought this game could be modified or even made into any number of completely different games. 9 �The Challenge of the Future By Christine K, Forkner Course: Introduction to Philosophy Instructor: Dr. Robert K. Carlson Choose a topic related to the readings this semester and formulate a question about your topic that you will attempt to answer in your essay. E>o not write a research paper; instead use the works you have read to help you formulate the answer. even the religious organizations. Clearly, this moral decadence must be addressed and corrected if civilization is to survive. This will require drastic changes in our educational system, our family structure, our social outlook, our view of technology, and certainly our basic spiritual values. Have we truly reached the point of total and inescapable moral exhaustion? Will Herberg states that “the moral crisis of our time cannot be identified merely with the widespread violation of accepted moral standards’’ This alone does not constitute spiritual exhaustion. Norms have always been violated and moral standards have evolved and changed. True During the past decade, a great controversy has arisen over the state of the American educational system. When one in five American students is graduating functionally illiterate, Americans should be extremely concerned. Even worse are the statistics describing drug use, violence and the complete lack of moral standards among the youth. The United States is not alone. These problems exist in almost every industrialized nation. This lends credence to Alexander Solzhenitsyn’s claim that the West has reached the point of spiritual exhaustion. Unfortunately, this exhaustion is not confined to the educational system. It affects every aspect of our lives: the media, the government, the judicial system, and 10 �spiritual exhaustion is not a violation of accepted norms or a testing of moral standards but a complete lack of standards and spiritual values. It is characterized by hedonistic ideas, materialistic values, irresponsibility so often demonstrated by our chosen leaders and the media and worst of all, acceptance of these ideas and attributes by the masses. In today’s society, citizens have ben granted the material wealth necessary to pursue a new form of happiness. The “Protestant Ethic’’ has been abandoned to be replaced by a “self-indulgent quest for fun.’’ How often do we hear the rallying cry, “if it feels good, do it?’’ This phrase says much about our life-style and points the way for our pursuit of material wealth and physical pleasure. The obsession of having a “good time’’ has permeated the minds of men, leaving little room for spiritual or intellectual pursuits. The value of knowledge is now defined solely in monetary terms. Colleges and universities are filled with those whose sole purpose is learning enough to obtain a lucrative career. Under these conditions, morality loses all importance. Cheating becomes a way to get ahead and violence becomes a viable alternative. These circumstances explain the lack of civil courage displayed by both the political leaders and the general populace. When ideas have no intrinsic value and moral values cease to be relevant, few are willing to risk anything to defend them. Clearly, unless this situation is remedied, the current moral abyss will continue to grow. Following World War II, Western nations became obsessed with the concept of individual freedom and civil rights. Unfortunately, as Alexander Solzhenitsyn states, “the defense of individual rights has reached such extremes as to make society as a whole defenseless against certain individuals!’ Society has become a victim of moral decadence. The result has been “the misuse of liberty for moral violence against young people,’’ pornography, and drug use. Criminals are often protected by our legal system at the expense of the victims. Under these conditions, true justice and temperance, as defined by Socrates, cease to exist. There is a direct correlation between the current crisis and a theory advanced by Pratagoras in Ancient Greece. Both fail to recognize the faults inherent in mankind. Protagoras’ doctrine is known as Anthropocentricity. It is defined by Solzhenitsyn as “the proclaimed and enforced autonomy of man from any higher force above him.’’ The ancient philosophers, notably Socrates, Aristotle and Plato, easily recognized the inherent dangers of this doctrine and used their influence to assure its obscurity. During the Renaissance, however, it became the basis of both governmental and social policy. The concept of absolute morality became a recessive belief dominated by moral relativism. Absolute truth and justice were abandoned, and materialism became the prevailing philosophy. Clearly, Anthropocentricity is the major cause of our spiritual decline. Both our materialistic ideals and our abuse of individual liberty are a direct result of its popularity. For, as Alexander Solzhenitsyn explained, “this new way of thinking, which had imposed on us its guidance, did not see any higher task than the attainment of happiness on Earth. It based modern Western civilization on the dangerous trend to worship men and his material needs.’’ Human beings ignore their spiritual needs. Situationalism becomes the philosophy of the day. Everything can become acceptable if the circumstances can explain it; any action can be rationalized or moralized. Under this theory even the grossest abomination can become morally acceptable. This theory is both destructive and invalid. Will Herberg noted that, “if relativism began the process, it was the triumph of technology that carried it to a disastrous conclusion.’’ Our limited control over nature has given us a sense of power we have never before known, a sense of control over our destiny. The knowledge of truth is no longer an important goal in the West. The new goal is the acquisition of pure power. This has led to the creation of weapons with the 11 �our young, and doing it by example. Certainly this can be done to some degree by exposing them to the great literary and philosophical classics, but we must also provide acceptable standards and limits for their actions and establish an emphasis on academic excellence. The family must again become the focal point and the support system. They must be involved in the educational system and stop allowing our schools to be a place to pass the time. Parents must actively participate in encouraging moral development. A belief in a spiritual being greater than man is essential. Alexander Solzhenitsyn best describes the challenge we must face when he states, “the world has not come to its end, it has approached a major turn in its history equal in importance to the turn from the Middle Ages to the Renaissance. It will exact from us a spiritual upsurge, we shall have to rise to a new height of vision, to a new level of life where our physical nature will not be cursed as in the Middle Ages, but even more importantly, our spiritual being will not be trampled upon us in the Modern Era.” power to destroy us all. Even worse, leaders have learned to wield their powers and use these grotesque weapons for thier own selfish purposes. Tferrorists run rampant and harm innocent people simply to prove they can and proudly claim responsibility. Something must be done to end this spiritual decline and it must be done soon! In a conversation with Euthedemus, Socrates once said that “men who do not know, but are deceived in their own powers, are in the same predicament whether they face human beings or human enterprises. They do not know what they are doing or what they are dealing with. They make every sort of mistake, losing what is good and falling into evil.” This is precisely our predicament. We have failed to embark on a program of self-examination and therefore continue to perpetuate a very dangerous philosophy. Until we do so, the atrocities we have learned to accept in the West will continue. We must recognize the limits on our technology and that ultimate truth is beyond our influence. This will require drastic changes in both our educational system and our family structure. We must realize the necessity of teaching morals to 12 �Sarah Grimke’s Letters By Paul Schukman Course: American Literature Instructor: Carolyn Logan After reading one of the suggested authors, write a paper that considers the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Literature? Should students of literature be as familiar with this writer as with writers usually anthologized? Do you recommend that we read this writer?. Christian culture, this subjugation was justified and codified by the concept of original sin as recorded in the Book of Genesis. This dogma is based on the premise that Eve, having succumbed to temptation, lured Adam to do the same. This in turn supposedly prompted God to place Eve in a position of subservience to Adam. Ms. Grimke brings up several salient points which expose the fallacy of this assertion. First of all, if we accept the Biblical account of creation, Adam and Eve were both made in God’s image, and, therefore, equal. Grimke claims that neither was intended to dominate the other. The Book of Genesis (3:16) states, “and thy desire shall be to thy husband, and he shall rule over Sarah Grimke, in Letters on the Equality of the Sexes and the Condition of iVomen, describes the social, economic, political, and intellectual status of women in 1834. This work is a compilation of letters she wrote to Mary S. Parker, President of the Boston Female Anti-Slavery Society. The letters objectively and concisely describe the discriminatory attitudes and practices of that era, and Grimke did so without either anger or malice. The historical and sociological information they provide make them of interest to the contemporary reader. Grimke’s first letter deals with the theological dogma which resulted in the subjugation of women. She points out that, in the Judeo13 �department in social, domestic, and religious life with dignity (34). She points out that this contrasted with the opportunities males were afforded at that time for furthering their knowledge and cultivating their minds. As she states. And whilst he (her husband) goes abroad and enjoys the means of improvement afforded by collision of intellect with cultivated minds, his wife is condemned to draw nearly all her instruction from books, if she has time to peruse them; and, if not, from her meditations whilst engaged in those domestic duties, which are necessary for the comfort of her lord and master (23). One cannot help but wonder how many Marie Curies, Ayn Rands or Amelia Earharts were denied the opportunity to contribute to the welfare and improvement of our species because of discrimination in the area of education. In this work, Ms. Grimke is also concerned with the manner in which men demeaned women. In her words, 1 believe it will be found that men, in the exercise of their dominion over woman, have almost invariably done one of two things. They have either made slaves of the creatures whom God designed to be their companions and their coadjutors in every moral and intellectual improvement, or they have dressed them like dolls, and used them as toys to amuse their hours of recreation (27). Grimke also notes the economic disparity between the sexes. She writes of “the disproportionate value set on the time and labor of men and women,” and she cites specific examples of disparity of wages in such professions as tailoring and teaching (50). This situation, as she points out, was condoned by the laws of our nation. She then comments on those laws. That the laws which have generally been adopted in the United States, for the government of women, have been framed thee.” This statement appears to change the equality of their relationship, and places Adam in a position of dominance. However, Ms. Grimke exposes a potential misunderstanding. She explains that the Hebrew, like the French, word for “shall” and for “will” is the same, and Genesis was translated from Hebrew. If we substitute “will” for “shall” in the passage, it becomes, in Ms. Grimke’s words, a simple prophecy. She states, Our translators having been accustomed to exercise lordship over their wives, and seeing only through the medium of a perverted judgment, very naturally, though I think not very learnedly, or very kindly, translated it shall instead of w/7/, and thus converted a prediction to Eve into a command to Adam; for observe, it is addressed to the woman and not to the man (7). Grimke hints that what we might learn from the incident in the Garden of Eden is that Eve actually possessed the superior intellect. As she observes I shall not repel the charge (that women have a lower intellectual capacity than men) by any counter assertions, although, as was before hinted, Adam’s ready acquiescence with his wife’s proposal does not savor much of that superiority in strength of mind (9-10). Another letter explains that the attitudes toward women which evolved from the concept of original sin continued to haunt females through the years and affected every facet of women’s lives. One of the most damaging attitudes was that formal educaton was unnecessary for women. In describing this situation, Grimke condemned ... the disadvantages under which women labor even in this country for want of an education, which would call into exercise the powers of her mind, and fortify her soul with those great moral principles by which she would be qualified to fill every 14 �almost entirely for the exclusive benefit of men, and with a design to oppress women, by depriving them of all control over their property, is loo manifest to be denied (81). We cannot dispute Grimke’s contention. It is historically documented that our laws in 1834 treated women as either second class citizens or as non-entities subject to domination by husbands or fathers. A distinquishing aspect of Grimke’s letters is that she remains objective and optimistic. Although she castigates men for the subjugation of women, she does not entirely exonerate her own sex. Regarding the double domination of black female slaves, she indicates that the free white women who accepted this condition effectively condoned it. She states, And although not personally involved in the guilt, she loses that value for innocence, in her own as well as the other sex, which is one of the stronget safeguards to virtue (54). Nor does she appear to be uncaring or dispassionate toward men. Instead, she explains how placing women in the position of equality which they deserve would be to men’s advantage. Many women are now supported, in idleness and extravagance, by the industry of their husbands, fathers or brothers ... and appear to think that their sole business is to spend the hard bought earnings of their male friends (54-55). Grimke quite logically claims that women, working for fair and equitable wages, would increase the sense of dignity and self-esteem of both sexes. She is optimistic that discrimination and subjugation will end through mutual understanding, and appears to feel that this new condition is imminent, as we see in the following passage. I rejoice, because I am persuaded that the rights of women, like the rights of slaves, need only to be examined to be understood and asserted, even by some of those who are now endeavoring to smother the irrepressible desire for mental and spiritual freedom which glows in the breast of many, who hardly dare to speak their sentiments (15). Grimke contends that examining discrimination would lead to understanding, the end of discrimination, and that this would eventually add to the dignity of the entire human race. She believes this could be accomplished without either sacrifice or by conferring special privilege. Grimke herself states that she did not expect special consideration. But I ask no favors for my sex. I surrender not our claim to equality. All I ask for our brethren is, that they will take their feet from off our necks, and permit us to stand upright on that ground which God designed us to occupy (10). Letters to Ms. Parker are a very effective manner in which to present this information. Being letters, they are casual, informative, not overly didactic, and the reader immediately develops a rapport with Ms. Grimke. Ms. Grimke’s diction is occasionally archaic by current standards. Note the use of terms such as “whilst.” Her syntax is often formal, frequently lofty, as well it might be when discussing such an important subject. Nevertheless, her letters are quite readable. The most striking element of her style is her irony, which results in some sharp jabs at men. One such comment questions Adams’s superiority in strength of mind, while in another she equates husband with lord and master. Of course the irony is that the letters assert throughout that no one has a worldly lord and master. This sort of irony lends enough humor to a serious matter to enhance its readability. 1 am pleased to have the opportunity to read Ms. Grimke’s work. Her insights, irony, documentation, and humanitarian nature are all remarkable. Perspectives of this nature should not have to be ferreted out by the serious scholar, but should be boldly presented to even the most 15 �casual students of history, literature, and humanities. In order to offer students a complete education, at least some of these letters should be presented in even high school literature and history texts. This work most certainly has a place in our anthologies. Works Cited Grimke, Sarah. Letters On The Equality of the Sexes and the Condition of Woman. Boston: Source Book Press, 1970. 16 �Lab Report By Timothy E. Gardner Course: Introduction to Digital Electronics Instructor: Joe A. Schaffner This was a technical report for a decoder-driver. Parts and Materials List 1—74LS08 Quad 2-input AND gate 1—74LS04 Hex inverter 1—74LS47 4-input 7-segment decoder/driver 1—7-segment SEA 3110 RE Common Anode Light Emitting Diode 17 �Objectives: To construct and evaluate a two-line to four-line decoder using the above diagrammed ICs. Then using a decoder/driver and 7-segment LED to construct a number counter and observe their operation. Procedures: ) 1. Using the 74LS04 Hex inverter and the 74LS08 AND gate and constructing the circuit shown below, we will proceed with a truth table and observe the output indications. These show four distinct lights, representing 0, I, 2 & 3 respectively as shown in the truth table below. 18 �■J )— | )—:©; d )— .I* O— A A B Yo Y, Y2 Y3 O O 1 O 0 0 O 1 O 1 0 0 1 O O O 1 0 1 1 o O 0 I 19 �2.) Use the 7-segment LED and the 74LS47 Decoder/Driver illustrated above to construct the circuit shown below. The outputs of the 74LS47 will go through 330-OHM resistors which act as current limiting devices and help prolong the life of the LED. Pins 3, 4 & 5 of the 74LS47 will not be used in this exercise. Operate the inputs for binary numbers 0000 through 1001, which represents the decimal numbers 0-9. The truth table shows the binary numbers and their decimal number output. 20 �A B c D Y O O o o O O O o 1 I o O 1 o 2 o O 1 1 3 o 1 o o 4 o 1 o 1 5 o 1 1 o 6 o I 1 1 7 1 o o o 8 1 o o 1 9 Conclusions: This lab provided us with the opportunity to construct decoder circuits, thereby gaining an understanding of how they operate and how they operate in normal applications. In the first circuit a binary decoder was constructed using the 74LS04 Hex inverter IC and the 74LS08 AND gate IC. Applying the inputs according to the truth table we observed how the decoder converted binary numbers to decimal numbers with the LEDs representing the decimal numbers 0-3. Next, using the segment LED and the 74LS47 Decoder/Driver we observed how the decoder/driver converts the binary number inputs and converts them to decimal numbers and drives the LED to display the equivalent decimal number. 21 �Sales Promotion Plan By Cindy Norman Course: Advertising Instructor: Gary M. Donnelly Students were to complete an advertising campaign or sales promotion plan as part of the requirements for the course. The projects were later turned in for DECA competition; this plan won first place at the Slate level and fourth place at the national level. The project also had visuals as part of the presentation. presently located in the new building), have offered to assist in the promotion. The participant will be responsible for 1. Providing a new name for the building representative of its location, heritage, and depicting an updated image of professionalism. 2. Redesigning an existing flyer. 3. Target a market consisting of a. Accountants b. Attorneys c. Geologists d. Insurance 4. Prepare advertising for appropriate media. 5. Work within a $5,000.00 budget. Posidon Statement The participant is an employee of Wyoming Management Company located in Casper, Wyoming. The company invests in commercial real estate and has recently acquired an office building located at 100 North Center in Casper. The judges will be assuming the role of manager for the Wyoming Management Company. ’ Objectives The participant has been requested to prepare a 30 day sales promotion plan that will achieve 75% occupancy of the newly acquired office building by August 1, 1987. Executive Secretarial Services and Josef’s Restaurant (two businesses 22 �Promotion Plan C It is recommended outdoor banners be placed on the north, south, and west sides of the building to attract attention of passing motorists. The east side does not present a clear view from Second Street due to several high rises opposite the street from Casper Business Center. The north side is visible from 1-25, the west from the business loop, and the south is visible from Outer Drive. I. Name A. Casper Business Center is suggested as a possible name consideration. It is short and concise, easy to recall, immediately presents the building’s location, nature of business, and denotes activity. II. Image A. Since the building has a history of elegance and sophistication, it is recommended this legacy continue. The building’s decor supports this image and can be incorporated into the advertising media and promotional plan. Selecting a typeface reflecting elegance should be used for all copy in newspaper ads, flyers, letterheads, and business cards. Radio spots should reflect a sophisticated style to correspond with the printed media. Standardization of these areas will help the public produce an association of this style to the Casper Business Center. IV. Promotion A. Using the past to promote the present, Casper Business Center can immediately relay a positive association with the professional community of Casper which participated in regular open house presentations during the “boom” days. By following tradition and holding an open house reminiscent of the better days, Casper Business Center can attract a large majority of the market segment that will be able to view for themselves the professional elegance, convenience, and warm atmosphere it offers. The open house is recommended for the fourth Friday in July, from 4:00 p.m.-7:00 p.m., using the following traditional methods: 1. Send engraved invitations. 2. Participate in a radio live remote. 3. Have the affair catered. 4. Offer special rates: 6 month lease @ 56 price if signed before August 1. Offer door prizes: 6 month free lease, free or discounted secretarial services, free or discounted dinner packages at Josef’s. III. Media A. There are five radio stations in Casper. Of these, KTWO is recommended due to their more sophisticated programming, their coverage of major business and financial programs, and their average listening audience consists of the mature, adult professional. KTWO offers a Saturation Plan package that provides the best overall coverage for the dollar. B. The Wyoming Management Company has an existing contract set up with the local newspaper, the Casper Star-TVibune. On the basis of its access to the majority of the business segment in the community and outlying areas, this media would be sufficient to meet the needs of the company as the sole source of newspaper coverage. Use of out-of-state newspaper media would not provide an acceptable return on the dollar. B. It is recommended a press release be issued the first Sunday in July in the local newspaper annouuncing the new management, name, and operational objectives. This should be followed by ads placed consecutively each Wednesday and Sunday of the month. Ads announcing 23 �B. Design new flyer C Get manager’s approval on work D. Assemble lobby presentation E. Prepare and issue press releases F. Select and order invitations G. Contact outdoor sign company Josef’s A. Obtain temporary liquor permit for open house B. Arrange for serving help for open house C Prepare food for open house D. Submit list of door prizes Executive Secretarial Services A. Prepare and send invitations for open house B. Prepare certificates for door prizes the open house should be placed the Wednesday, Thursday, and Friday of the open house in correspondence to the radio spots. C It is recommended a display showing the various businesses of professional importance to the target market and their proximity to the Casper Business Center set up in the lobby of the building during the 30 day period. A display showing the two main Boor plans, building parking, Josef’s, and Executive Secretarial Services will also be established. July 1 July 5 July 8 July 12 July 13 July 15 July 19 July 22 July 23 July 24 July 26 July 29 Schedule of Events Begin KTWO Radio Saturation Plan B. Set up displays in lobby. Newspaper release of new mangement, name, objectives. Newspaper ad #1 - 2 x 3 Newspaper ad #1 - 14 page Invitations sent. Newspaper ad #2 - 2 x 3 Newspaper release of Open House. Newspaper ad #3 - 14 page Newspaper ad ^3 - 14 page Newspaper ad #3 - 14 page Open House Newspaper ad #3 - Vi page Newspaper ad #1 - i4 page Newspaper ad #2 - 2 x 3 Budget Radio-KTWO Radio $ 450.00 Live remote 1,194.00 Saturation Plan B Outdoor Advertising-Palmer Outdoor Signs 3 Banners (4' x 6 9 $ 225.60 Newspaper-Casper Star Tribune Owners had an existing contract set up with the newspaper, so this was not to be included in budget 0.00 costs S Printing-Oil City Printers Invitations Typesetting Flyers Open House Food Beverage Help Decorations Naps/cups Postage Supplies Photographs Film/processing Total Responsibility Sheet Manager A. Approve all work (ads, design, copy) B. Interface with Josef’s and Executive Secretarial Services concerning promotion. Participant A. Select typeface for printed media, prepare copy for radio spots, select background music for radio 24 $ 125.00 21.58 98.86 $ 400.00 200.00 90.00 80.00 30.00 110.00 52.00 $ 160.00 $3,237.04 �Statement of Benefits to Establishment 1. Will create a new image depicting IK',,-. > professional elegance and convenience. 4. Will provide complete and comprehensive coverage of media use and stay under budget limitations. 2. Will make the professional community aware of a new facility offering professional luxury. 5. Will provide opportunity for building a positive rapport with existing businesses in the building and with the local professional community. ' 3. Will help achieve and measure proximity of 75^0+ occupancy by August 1. 25 �Las Marismas de Espana By Kerri Smith Course: Spanish Composition and Conversation II Instructor: Lynda Durham Students submitted a three page, type written paper on any aspect of Spain. Las Marismas (The Tidelands) de Espalia esla^ cerca de Sevilla y El Rocio y estaal principio del Rfo Guadalquivir. Esta aproximadamente cuarenta millas del norte al sur, y treinta y cinco millas del este al oeste. Trescientos mil acres de Las Marismas es de marismas y el resto es de tierra piano, sin agua. Las Marismas es el lugar donde pjppietarios crecen los toros bravos. La region de Las Marismas es famosa por los toros de Concha y Sierra. Los tor^ bravos de color gris fueron traidos por el Rio Guadalquivir por los Romanos hace mas de dos mil ^os. Las Marismas es el corazon del campo del sur y es muy diferente e interesante en cada temporada. Empezamos con el invierno. En el invierno, el Rio Guadalquivir nunca es totalmente congelado, pero en lugares hay bastante hielo para llevar pajaros pequelios, no animales. Es muy lluvioso, y el agua cubre la tierra en muchos lugares. El cielo es el color de gris durante tormentas, pero el resto del tiempo es de un azul royal. Las Marismas es producto del oceana Hay muchas tempeslades en el enero. El invierno en Las Marismas es un descanso para los pajaros, los animales, las plantas, y la genie. La Primavera de Las Marismas es cuando la lluvia no es tan frecuente, y la hierba crece donde el agua estaba. Con la hierba, vienen mas pajaros e insectos y la tierra parece m^s vivo. Es un 26 �perfecta del otc^o en Las Marismas. Ahora muchos de los pharos vuelan a lugares de nYas calor. Las Marismas de Esp^a es posiblemente el lugar mejor que Esp^a tiene para los naturalistas. Es una region buena para los ecologistas porque de sus animales y cada temporada diferente y bella. Pero h^ problemas. Las Marismas necesita proteccion contra las personas que quieten usarlo para el agua en las marismas. Si las personas est^ permitidas usar tiempo de recobro. El verano en Las Marismas es un esplendor. Es muy caliente con temperaturas en los cienlos. Hay rfos pequdffos, pero es todo del agua del invierno. Es un poco lH.ste porque patos y otros pharos de agua est^n en busca de agua pero muchos de ellos mueren porque no hay Iagos suficientes. Ahora en el verano no parece como una marisma. Los Caballeros mueven sus vac^ para vivir en la tierra de hierba. Cerca del Rio Guadalquivir, plantadores de arroz trabajan con mosquitos y temperaturas malas y horas duras. Como arroz, los melones crecen muy bien en el clima de Las Marismas en el verano. En el otcmo, cuando no hay lenweraturas calientes, es mas f^cil trabajar. Ta^i^, la Iluvia empieza otra vez, pero no muchisimo como en el invierno. La pintura de Goya de la vindimia, que est/en el Prado en Madrid, es una imitacion automoviles y maquinas en Las Marismas, Las Marismas posiblemente desapareciera. N^esita ser protegido contra una situacion como wta. Si Las Marismas desapareciera, muchos^e los animales, las plantas, y los pajaros morirlan. Fue dicho que Las Marismas muriera en 1985, pero yo no sZsi ocurrio o no. 27 �We Are All Genuises By Crystal Havely Course: Forensics Competition Instructor: Gale Alexander/Gretchen Wheeler This speech was written for forensics competition in Informative Speaking; it won one first, one third, and one fourth place award during (he 1986-87 forensics season. You’ve all heard the expression: “Birds of a feather flock together” but what does that actually mean? Does it mean: a) All songbirds stick together. b) If you see a group of birds they will probably be the same color. c) People tend to congregate with others like themselves. d) Birds without feathers are not accepted by birds with feathers. Obviously the answer is C, people tend to congregate with others like themselves. That was pretty easy now wasn’t it? Well, let’s try another question; this may be a bit more difficult: “If Sally’s daughter is my son’s mother what relationship am I to Sally if I am a male?” ... This is a little tougher, isn’t it? He would be Sally’s son-in-law. Let’s try one more; this one is a classic: Which of the following best completes the series above. (a) 28 (b) (c) (d) �knowledge about your own goals, motivations, limitations and your overall self-concept. Gardner utilizes pro basketball star Larry Bird to illustrate his theory of intelligence. Bird has a sixth sense as to where to throw a basketball. He has to know where his teammates are, judge where they are likely to go, and use analysis, inference and problem solving in deciding which play to make next. Gardner states, “In these decisions a multitude of intelligences are involved. Even in the bodily movements alone there appears to be a reasoning process.’’ This example illustrates very pragmatic skills and abilities which we can all utilize in our everyday lives. Intelligence is viewed in pragmatic terms also in a second theory. Yale psychologist Robert Sternberg views intelligence as resembling common sense. In his book Beyond IQ, Sternberg breaks intelligence into three parts. The first is componential. This includes the actual mental mechanisms which allow us to reason. These components form the foundation of our intellectual capabilities. With this foundation we then move to the second part of intelligence, which he terms as experiential. This simply refers to our application of our knowledge and skills to our experiences. In doing this we establish a data bank of our personal experiences, which we refer to when faced with a perplexing situation. To complete the theory we have the third factor of intelligence, contextual. This focuses on our relationship to our environment. This relationship, Sternberg believes, is very dependent upon tacit knowledge, tacit knowledge being the knowledge which we are never formally taught. He thinks that by possessing this tacit knowledge we are better able to adapt to or change our environment to meet our specific needs. Sternberg’s triarchic theory can be summarized as intelligence being the ability to take the components or mental mechanisms (#1), apply them to your experience (#2), to better select or shape your environment to meet your specific needs (#3). The answer is B. What we’ve all experienced is the taking of a somewhat shortened IQ test. I’m sure you all did better than I did when I first took it; after all you probably all have more money than 1 do and you are all certainly taller than 1 am, since 1 am only five feet tall. After all, it has been scientifically proven that people who are wealthy and tall tend to score higher on intelligence tests, as do people who are near-sighted, left-handed and asthmatic. Well, I guess as far as intelligence goes, I’m just out of luck—since I’m poor, short, right-handed, far-sighted and in fairly good health. Do you believe what the experts say? Do these characteristics have anything to do with intelligence? Or should 1 first ask what exactly is intelligence? This question has been asked by man ever since he first realized he could think. This curiosity about our intellect continues primarily because it is the only factor which separates us from the world’s other creatures. Today, let’s explore this phenomena of our intellect by discussing 4 different theories of intelligence: 1. Gardner’s 7 Factory theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process. The first theory by Harvard psychologist Howard Gardner defines intelligence as consisting of at least seven broad categories of mental capabilities, probably stemming from different areas of the brain. The first three are quite common: 1. verbal 2. mathematical 3. spatial The next two are more commonly thought of as talents rather than intelligences: 4. musical ability 5. bodily skills Sixth (6) adroitness in dealing with others, or how well you interact and communicate with others and seventh (7) self-knowledge, which includes 29 �think of to do with a brick, one single brick.” Well, let’s think about it for a moment. My first idea is that I could throw it in self-defense, you could use it as a door stop, ... a foot-warmer, by placing it in your fire place, wrapping it in a blanket and putting it at the foot of your bed. You could eat it ..., if it was a brick of cheese that is, and has anyone ever told you that you were just one brick short of a load? Well, not to worry, here you have it! Although this test does seem a bit absurd, it illustrates a very important idea that intelligence increases as we grow older. Dr. Horn has found that older people could think of more and better ideas than younger people, simply because they’ve been around longer and have experienced more. It is also significant to note that this theory directly contradicts Binet’s IQ theory and test which indicate a decrease of intelligence of as much as three to four points per decade after the age of twenty. With the discussion of these four theories you can see that intelligence is a complex idea dealing with a lot more than featherless birds, Sally’s sonin-law or dots in a box. Despite our personal characteristics, whether we are rich or poor, short or tall, intelligence is a characteristic which we all share and a very, very powerful tool. Intelligence is a concept that constantly challenges our minds and it will probably continue to intrigue mankind for the eternity to come. Today, hopefully, I have provided some insight to this phenomena we call our intellect by discussing four basic theories of intelligence. 1. Gardner’s 7 Factor Theory 2. Sternberg’s Common Sense Approach 3. Baron’s Theory of Rational Thinking 4. Horn’s Incremental Process With this, let’s test your IQ just one last time. The question really is simple; “Intelligence is: a) accumulated experience b) pragmatic skills and abilities c) a life-long incremental process d) all of the above. To illustrate his theory Sternberg has developed more practical intelligence tests. Some of the tests pose typical quandaries in business, politics and science, while others test a person’s sensitivity to non-verbal language cues. Unlike Gardner and Sternberg’s theories, basically that intelligence is inborn, a theory by University of Pennsylvania psychologist John Baron suggests that intelligence is a formal, learned process of rational thinking. In his book Rationality and Intelligence he outlines the following seven guidelines' to teach people to think more intelligently. 1. Ask yourself if you are avoiding thinking. 2. Actively seek evidence on both sides of an issue. 3. Never be certain that an idea or plan can’t be improved. 4. Ask yourself why you want something to be true or false. 5. Know the origins of your beliefs and the reasons for your decisions. 6. Never regard a belief or decision as final. 7. Don’t be afraid to have been wrong. Baron believes that these suggestions can help anyone He states, “Teaching people to think rationally will make them more intelligent and in ways that really matter.’’ All of these theories emphasize very useful skills and abilities which we continue to accumulate throughout our lives; and this fourth theory directly addresses this idea of increasing intelligence. Psychologist John Horn from the University of Denver defines intelligence as being an incremental process comprised of two factors. The first factor is crystalized intelligence, or simply the sum of a person’s knowledge and experiences which they’ve accumulated in their life. The second factor is long-term storage and retrieval, or the ability to remember things from long ago and apply them to present situations. Dr. Horn administers a very interesting test to illustrate his incremental intelligence theory. He asks people, “How many different things can you 30 �Works Cited Baron, John. Rationality and Intelligence. New York: Cambridge University Press, 1985. Gardner, Howard. Frames of Mind' The Theory of Multiple Intelligences. New York: Basic Books, 1983. Grosswirth, Marvin and Abbie Salny and the members of Mensa. “Are You a Genius?” Reader’s Digest January, 1986. McKean, K. “Intelligence: New Ways to Measure the Wisdom of Man.” Discover October, 1985. Sternberg, Robert J. Beyond IQ. New York: Cambridge University Press, 1985. Sternberg, Robert J. “Human intelligence: the model is the message” Science 6 December 1985. ■Rotter, R. J. “Three Heads are Better than One” Psychology Today August, 1986. 31 �Computer Generated Bode Diagrams By Chris Stein Course: Engineering Circuits and Systems Instructor: Jim Best The report is on a short laboratory assignment for the course Purpose—To investigate the Bode diagrams of a circuit using Microcap. Introduction—Bode diagrams are graphical representations of how the amplitude and phase angle vary with frequency. These diagrams are most easily found using a digital computer to plot the graphs, but rough sketches can be made by hand. Although the Bode diagrams made by hand are straight line approximations, the intelligent use of the computer can be greatly facilitated by first making some preliminary sketches by hand. 32 �Circuit to be analyzed: V2 = 0 (Vl-0)/100000 + sVl/4000000 = 0 = (V3-0)/500000 + sV3/50000000 Vl(40 + S)/4000000 = V3 {100 + S)/50000000 V3/VI = (S + 40)(50000000)/(S + 100)(4000000) H(S) = 125(S + 40)/(S + 100) = 125(1 + S/40)(40)/(l + S/100)(100) H(S) = 5(1 + S/40)/(l + S/100) zero: w = 40 rad/s = 6.37 Hz pole: w = 100 rad/s = 15.9 Hz H(jw) = 20 log(5) + 20 log(l + jw/40) - 20 log(l + jw/100) On the graph: hand plotted amplitude line = —*—*—*computer plotted amplitude line = -----------hand plotted phase angle line = / / / ■ computer plotted phase angle line = □ □ □ 33 �CIRCUIT FOR BODE PLOT ANALVSIS 34 �' FREQUENCY : IBe.BeeBeDtBl HZ DEGREES PHASE flNGLE:-180.227 GAIN SLOPE : 195,64342E-05 DB/OCT 21.938 DB GAIN GROUP DELAY: 382.92868D-08 SEC PEAR GAIN : 21.938DB/F: 100,000000+01 35 �Conclusion—The Bode diagrams plotted by hand and by computer were similar, but the hand plotted graphs give only a rough idea of the actual break points that the computer generates. The phase angle plots start at -180 degrees instead of zero because of the inverting effect of the op-amp. There were no reasons for large errors in this lab because all of the components used in the computer simulation were set to at least ±5*70 tolerance. The hand calculated data was found using Laplace transforms, as shown in the first section. The only place that an error could occur is during the translation of the zero and pole into hertz, where calculator rounding did occur. For these reasons, errors were negligible in this lab. 1 cannot think of anything that would improve this lab because it was straight forward in its objectives and procedures. § 36 �Children and Television By Elizabeth A. Gardner Course: Child Development Instructor: June Winkel The assignment was to “select a topic, related to children, which interests you; research it and develop a term paper with bibliography!’ teaching them? One of the major problems with children’s spending all this time watching television is that it is such a passive way to spend their time. They are not actively doing anything. And young children, especially preschoolers, learn by doing. In a survey published in the 1972 Surgeon General’s Report on Television and Social Behavior, mothers of first graders were asked “Suppose there wasn’t any TV—what do you think your child would do with the time now spent watching TV?’’ Not unexpectedly, ninety percent of the mothers answered that their child would be playing in some form or another if he were not watching television. Play is all important In this country today, over 98^o of American families own at least one television set. Our preschool children watch an average of three to four hours of television every day; some watch as much as five or six hours. Our elementary school children watch an average of three to five hours a day. The lower income and less educated families tend to watch the most television. This means that by the time a‘child graduates from high school he or she may have spent more than 15,000 hours watching television. That same child will have spent only 11,000 hours in a classroom. Obviously, television is a major part in the lives of children in the United States. What effect does this have on our children? What is television 37 �to a child’s development. Children need to experiment with concrete materials that they can manipulate. They need to explore their world with all their senses—sight, hearing, taste, smell, and touch. They need to use their imagination and have opportunities to be creative. How much time will they have to do all these things so crucial to their development if they are spending hours every day watching television? There have been studies done with elementary age children on the difference between those who are light viewers (one hour or less per day) and those who are heavy viewers (four or more hours per day). Teachers found that heavy viewers, especially of fantasy violent shows, were less cooperative, less happy, less succesful in their relationships, less imaginative, and less enthusiastic about learning, regardless of their IQ scores. The heavy viewers have poorer reading skills. This is probably because the light viewers spent more time reading and reading takes practice. Children who spend more time reading are better readers. Heavy viewers also have fewer hobbies and other activities. Once again, children watching television are replacing, with passive viewing, time that could be spent (and probably would be spent) in active learning. What are some things children are getting out of the time they spend watching television? Unfortunately, most television shows contain a great deal of violence. Children watching Saturday morning cartoons have the least chance of escaping violence or of avoiding the heaviest saturation of violence on all television. The reason there is so much violence on television shows is that it sells products. Both broadcasters and advertisers know that children will watch a fast, action-packed cartoon in preference to other programs. Violence gets and holds their attention. What are the effects of watching this television violence? Children may become less sensitive to the pain and suffering of others. In order to handle viewing all violence and aggression, children have to desensitize themselves to it. This can carry over into real life. Watching violence on television may make them more likely to behave in aggressive or harmful ways toward others. A number of studies have been done showing that children who watch aggressive acts on television display increased physical and verbal aggression. Research also indicates that a child who already tends to be active and aggressive becomes even more agitated by watching cartoons, action-detective shows, and noisy game shows. Parents may believe that watching television will Quiet an active child, but the reverse is true. These children need to be encouraged to develop their imagination and find resources within themselves. They cannot do this in front of the television set. Another area of television that is teaching our children some things which we may not wish them to learn is advertising. Television programs have from 9‘/2 to 16 minutes of advertising per hour. The average child watches about 20,000 commercials a year. Young children do not understand that the purpose of advertising is to sell a product and they have trouble distinguishing between the commercials and the programs. Sometimes the commercials are even more interesting to them than the program. Ads are usually loud and fast paced with lots of color and action. Children do not view commercials the same way adults do. They can misinterpret information in advertising. They are unable to judge an ad or discount its extravagant claims. Children look to adults to find out what is good or bad, so they easily believe advertisements that are delivered by an adult. Often the advertisement has the quality of an order to a child, not a suggestion. What do commercials try to sell to children? A great deal of sugar coated cereals, snacks, candies, cookies and fast food. Is this what we want our children to be encouraged to eat? The majority of the rest of commercials shown during children’s programs are for toys. Few youngsters can understand that the exciting, fast-moving toys and games shown on television are not as exciting 38 �in real life. Also children (like many adults) are very susceptible to the subtle promise that television advertised toys bring friends and love. What can parents do to keep television from being a negative influence in their children’s lives? The following are a few suggestions. First of all, and it is the most obvious solution, you can turn the television off. Your child may think you are depriving him, but you will know better. Offer alternatives to television viewing, such as books, games, puzzles, art projects and the like. The earlier that you begin this with your child, the easier it will be. The less time that your child spends with television, the better he will be at finding his own “projects” to do and entertaining himself. You should definitely at least limit your child’s viewing. You can sit down with your child and a program schedule and discuss what she wants to watch. There are some good quality programs on television, if you are very selective. Educational channels are a good source for these. And there are no commercials, which is a big plus. With very careful planning, it is possible for television to add to your child’s education, instead of detracting from it. You should examine your own television viewing habits. See if you can set a good example for your child. It’s a good idea to watch television programs with your child. First of all, you can find out just what he is watching. You can also explain commercials and just what their purpose is. You can talk about the violence on a program—why it happened, how painful it is and how the conflict could be solved without violence, for example. If a program is too violent, you can make sure your child does not watch it again. And with any program, it is good to discuss what happened in it with your child afterwards. You can explain his questions, discuss any problems and bring up any points that you would like to make clear. We must remember that, for the large part, what is on television is not there for the good of our children, but for the good of the advertisers and the broadcasters. Children are important, and how they spend their time is critical to their development. Let us give our children all the opportunity we can to grow and flourish. Works Cited De Franco, Ellen B. TV, On/Off. Santa Monica, California: Goodyear Publishing Company, Inc., 1980. Goethals, Gregor T. The TV Ritual. Boston: Beacon Press, 1981. Greenfield. Patricia Marks. Mind and Media. Cambridge, Massachusetts: Harvard University Press, 1984. Hays, Kim, ed. TV, Science, and Kids. Reading, Massachusetts: Addison-Wesley Publishing Company, 1984. Kaye, Evelyn. The ACT Guide to Children’s Television. Boston: Beacon Press, 1979. Lee, Barbara and Rudman, Masha Kabakow. Mind Over Media. New York: Seaview Books, 1982. Singer, Dorothy G., Singer, Jerome L., and Zuckerman, Diana M. Teaching Televison. New York: The Dial Press, 1981. Winn, Marie. The Plug-In Drug. New York: The Viking Press, 1977. 39 �Children’s Books Relating to the Vietnam War By Cathy Heaton Sondelski Course: Literature for Children Instructor: Charlene Davis I realize this has affected my political and sociological views of the world, and also that persons directly involved in combat, or persons who lost a friend or relative in combat, would be equally if not more so affected. Our children are filling the elementary schools in America today, and their attitudes and views of our society are quite naturally affected and influenced by us, their parents. Teachers of this generation need to be armed and ready to deal with questions and wonderings and possibly hostile, or at least negative, feelings from these children. So, with this in mind, I began my search for relative children’s books. The public library in Casper offered basically I am not sure just what I really expected in searching for children’s books relating to the Vietnam War. In the very recent past I have read probably 30 adult books on the topic, ranging from the first-person experience in combat to the very dry (but informative) historical accounts of the struggles in Southeastern Asia. I know that I was wishing for such comprehensive coverage, but on a child’s level, as 1 feel it is important to address the topic of not only the war itself but also the emotional adjustments ongoing in the lives of veterans of that war. This is mainly because of my age—mid-thirties—and my involvement in the late sixties and early seventies in the various forms of protest against the war. 40 �what 1 would term good color books for the elementary level. All of these books make interesting reading for adults as well, since the experiences related and the information provided are all factual and presented in a straightforward manner. The titles by Gilson and Stanek are refugee books, with the Gilson work being a fictitional one and the Stanek book more of a documentary. For the more advanced readers in junior high and high school, the books centered largely on experience books rather than on color or refugee titles. The works by Butterworth and Parks are both true stories, with the Parks book being autobiographical. Cross-Fire by Graham is, among all the books I found, the only truly “poor” work, in my opinion. Although the story is appealing, it simply is not believable. The title by Dareff is purely a history book and admittedly dry, but makes excellent background reading and should be on every junior high and high school library list of required reading. Although most of the books I located were of reasonably high or very high quality for content and composition, I was somewhat disappointed in the smallness of the number of books available. I will be watching to see if, in the next few years, a larger number of titles relating to the Vietnam War appear in our public and school libraries. ten (10) books in the children’s department relating to the Vietnam war. Some of these were actual combat autobiographies on the junior high/high school level, and some were elementary-age read-alouds with more emphasis on the people and culture of the country of Vietnam. Whatever the age level, almost all the books were what I would call “dated” In that the copyrights were largely late 196O’s and early 1970’s. A few were printed in the 1980’s, which seems to leave a void of information on this topic for a number of years. Interestingly enough, this same situation occurs in the adult literature on the Vietnam War. I would surmise that this void coincides with a period of political unpopularity on the topic, just as I would imagine that, with the success of the movie, “Platoon,” there will be a sudden resurgence of material for all ages regarding the Vietnam War. On the elementary level, I located both what 1 calf “color” books, or those which provide a well-rounded look at the land, people, and culture of the country of Vietnam, and basic refugee/immigrant books, which give some background information on pre-war life in Vietnam, the experiences of being “boat people” or land refugees, and the refugees’/now immigrants’ adjustment to life in the United States. The titles, listed in the bibliography, by Nielsen, Nhuong, Lifton & Fox, and Clark are Works Cited Butterworth. W. E. Orders to Vietnam: A Novel of Helicopter Warfare. Boston: Little, Brown, and Company. 1968. Clark. Ann Nolan. To Stand Against the Wind. New York: Viking, 1978. Dareff, Hal. From Vietnam to Cambodia: A Background Book about the Struggle in Southeast Asia. New York: Parents’ Magazine Press, 1971. Gilson, Jamie. 111. John Wallner. Hello, My Name is Scrambled Eggs. New York: Lothrop, Lee and Shepard, 1985. Graham, Gail. 111. David Stone Marlin. Cross-Fire: A Vietnam Novel. New York: Pantheon, 1972. Lifton. Betty Jean, and Thomas C. Fox. Photography Thomas C. Rax. Children of Vietnam. New York: Atheneum, 1972. Nhuong, Huynh Quang. III. Vo-Dinh Mai.The Land I Lost: Adventures of a Boy in Vietnam. New York: Harper and Row, 1982. Nielsen, Jon, with Kay Nielsen. III. Jon Nielsen. Artist in Vietnam. New York: Julian Messner, 1969. Parks, David. Gl Diary. Photography same. New York: Harper and Row, 1968. Stanek, Muriel. Photography Wm. Franklin McMahon. We Came from Vietnam. Niles, Illinois: Albert Whitman and Company, 1985. § 41 �Reincarnation Through Motivation By Janet £. de Vries Course: Business Management Instructor: Liz Ott The student could choose any subject that tied into the material presented in the textbook or the classroom for a mini-term paper. source, but according to Steers and Porter (1979, p. 6), three common denominators seem to characterize discussions of motivation: (1) what energizes human behavior, (2) what directs or channels such behavior, and (3) how this behavior is maintained or sustained. According to Steers and Porter (1979), one of the most important lessons to be learned is that managers must take an active role in managing motivational processes at work. “Managing motivation is a conscious, intentional behavior; it is not something that just happens. Any organization desiring to improve attitudes or When asked if she believed in reincarnation, a personnel chief for a New York City Health Department replied: “Indeed yes. I witness a demonstration every day at five o’clock when dead employees come to life in time to go home” (LeBoeuf, 1985, p. 19) This story may bring a few chuckles, but deep down we know that it’s true. There is a problem in many American companies. Much of the problem centers around motivation. What is Motivation? Definitions of motivation vary from source to 42 �work behavior must therefore accept responsibility for active involvement and participation if such changes are to be successful.” (p. 562) Expanding upon the concept of working at motivating employees, Blanchard and Ihger (1985, p. 132) point out that few employees are working at their full potential or capability. Most people do the minimum—just enough to keep their jobs. The reason they found for this is “management doesn’t know how to motivate workers.” Management must learn how to motivate because this skill does not usually come naturally. Managers must become aware that their efforts can help an individual or a group increase their work rate and quality to a higher level, perhaps even to their capacity. Although many managers do not know how to motivate, part of the problem lies with the workers themselves because people cannot be motivated by external forces. ‘ ‘Motivation comes from within. ‘Motivating people’ actually means finding out how to tap into their inner commitment by providing the recognition they want.” (Blanchard and Thger, 1985, p. 133) Since each person has different inner needs, it may be impossible to motivate all of the individuals in a group using the same recognition or reward. (2) Working steadily and quietly. Activity does not always mean productivity. “()uiet” workers may actually be doing the bulk of the work. (3) Simplifying. Employees who can simplify procedures are worth their weight in gold. (4) Creativity. Out-of-the-ordinary suggestions can lead to cost-saving measures. (5) Risk taking. Encouraging employees to be responsible and then rewarding responsibility, rather than punishing mistakes, can lead to great possibilities, not just safe results. (6) Solving problems. Managers should cultivate a willingness to confront problems rather than hiding or sidestepping. Employees who confront problems learn in the process of attempting to solve them. Complaining about a problem without suggesting a solution oftentimes does little or no good. The ten rewards for good work suggested by LeBoeuf are money, recognition, time off, a piece of the action such as profit sharing or company stock, favorite work, advancement to a new job or an expanded and enriched job, freedom and autonomy, personal growth through new challenges or training and educational opportunities, fun, and prizes. “Money and recognition are the two most powerful rewards,” according to LeBoeuf. (1985, p. 102) The most commonly used motivational tool is money, but “research shows that most careerdriven employees rank job satisfaction—not money—as their primary work objective.” They are willing to foresake short-term gain for long­ term professional growth. (B7zr, 1987, p. 44) What to Reward LeBoeuf (1985, p. 23) claims that the “Greatest Management Principle in the World” is “The Things That Get Rewarded Get Done.” First managers must look at what is being rewarded, then determine what needs to be rewarded. Blanchard and Thger (1985, p. 133-135) suggest that the first step in “harnessing motivation” is to determine what should be rewarded. Things to be considered are (1) Long-range planning. Most organizations recognize work which is most visible and has the biggest short-term impact. Remember to recognize work that contributes to the company’s long-term growth and health. Motivating Forces Recognition drives motivation and productivity, according to Blanchard and Ihger (1985). But to increase motivation and productivity, companies must determine what they really want to reward and how to measure it, then provide recognition for those who achieve it. “Recognition is the key to shifting from an organizational structure that rewards the wrong things to one that taps into people’s inner 43 �I J I I way is to ask employees, as in the Dwight’s motivation.’* (p. 136) example. Now a conscious effort must be made Ten motivating factors which have been used by the Dwight’s manager to use the results to for more than 35 years to determine what improve attitudes and individual motivation. employees want: good working conditions, feeling “in” on things, tactful disciplining, full Work as a Motivator appreciation for work done, management loyalty Ford (1979) argues that money is not the most to workers, good wages, promotion and growth powerful motivator. If it were, why do so many with the company, sympathetic understanding of people do volunteer jobs? “Meaningful work can personal problems, job security, and interesting be a powerful motivator. Money is a necessary work. (Blanchard and Tager, 1985, p. 145-146) element for the accomplishment of many jobs, Blanchard and Thger’s survey results show that but, as a work motivator, is an engine rurtning managers want interesting work, full appreciation on one cylinder?’ (p. 67) for work done, promotion and growth within the LeBoeuf’s rewards for good work sound great organization, and feeling “in” on things. at first glance, but again, motivation is an According to managers surveyed, their employes individual matter. Managers must determine want good wages, job security, and good working what reward will motivate each employee, which conditions, but polling employees indicates that is not an easy thing to do. what they view as their strongest motivators are One problem which is not addressed by many many of the same things which the managers management and motivational studies is that want: full appreciation for work done, feeling during bad economic times, such as the current “in” on things, and sympathetic understanding situation in Wyoming, companies cannot afford of personal problems, (p. 146) to reward thier productive and motivated In a poll taken at Dwight’s Hotline Energy employees with perks that cost money. Reports in Casper, all of the employees picked Something which is often overlooked by full appreciation for work done as one of their companies and managers is that “work itself can top three motivating forces from Blanchard and be a motivator;’ (LaBoeuf, 1985, p. 102) Tkger’s list. Interesting work and promotion and Ford (1979, p. 53) proposes a model for job growth within the company followed in the motivation which is based on this principle: ranking (Mann, 1987, personal interview). The (1) Let the employees know what the Dwight’s office manager apparently knows his organizations’ objectives are, especially for their employees since he also picked the employees particular segment. highest responses as what he thought were most (2) Let them know how their segment is important to employees. performing with respect to purpose and Tactful discipline and sympathetic objectives. understanding of personal problems were not (3) Start them on some part of the segment, chosen by any of the Dwight’s employees as one a reasonable module. of their top three motivating forces. This may (4) Let them have maximum control over what reflect the current management of the office they do. Give them the power to act, and increase because these needs and motivating factors are the control or power as they learn and earn the already being adequately addressed. right. The other choices on the list received one to (5) Let them do as much of the job fulfilling three “votes” each, indicating that motivation the purpose of the business segment as they can; is an individual matter, reinforcing the previous expand the job as they expand their ability. statement that motivating people means finding (6) If helpful, organize self-contained work out how to tap into their inner commitment. One 44 �immediately after an action if it is going to have much impact. Six months after the fact does not have as much effect. The feedback must be specific—what the person did or what the results were. lulling the employee something to change can have a positive effect on behavior. The feedback must be for the benefit of the receiver, not the giver. For example, yelling at an employee when the manager is in a bad mood benefits the giver. It is important to emphasize the positive over the negative. A 4-to-l ratio is best. To insure that the feedback is registering, have the employee repeat it. (p. 140-141) No feedback or ‘‘neutral response” is worse than negative feedback. The result is reduced motivation and poor performance. ‘‘The only time neutral consequences fail to discourage good performance is in those rare cases when the job is truly self-actualizing—when the behavior itself is so satisfying that no outside recognition is necessary.” (Blanchard and Thger, 1985, p. 142) Since most jobs contain tasks that are not self­ actualizing for employees, it is ‘‘the manager’s job to provide the feedback that gives satisfaction. When a manager fails to provide any recognition for a task, the result may be the same as if the employees had been punished.” (Blanchard and Ihger, 1985, p. 142) Again, this must be a conscious action on the part of the manager. It doesn’t just happen. The importance of feedback cannot be overemphasized since it is directly related to full appreciation for work done, one of the top motivating factors mentioned previously. Feedback is a low-cost motivational technique for poor economic times as well as good times. Positive feedback can make all the difference in an employee’s attitude and motivation, no matter what the job is. Keep the praise specific, sincere and often. Don’t wait until review time. (Blanchard and Ihger, p. 155) Reincarnation of ‘‘dead” workers is definitely a difficult but important task. Managers have the responsibility to work at motivating employees, starting with deciding what needs to be done and. units, or mini-groups, of mutually supporting workers so that a final product or service emerges from the group. (7) Give employees lots of feedback as to how they are doing. (8) Give them access to staff support for information and expertise so that they can perform more effectively within their own segment. (9) Give them access to the boss for knowledge and support also. Ford’s model for job motivation outlines ways in which companies can structure jobs at a minimal cost in order to make them more meaningful and as a result help motivate their employees. By setting objectives and goals, and then reinforcing with frequent feedback, the work itself can become a motivator and fulfill some individuals’ inner needs. Because American workers tend to do what they are told and no more, Japanese plants in the United States ‘ ‘rotate workers through many jobs hoping that Americans will take on more responsibility. Workers respond favorably, saying it keeps them fresh.” (Copeland et al., 1987, p. 48) Although the job rotation concept may have the drawback of cost to train employees in several jobs, the long-term advantage of seeing a project or process from start to finish may help generate cost-saving and other creative ideas. A second advantage would be the ability to cover all jobs during vacation or extended sick leaves. The company would prevent the ‘‘I’m irreplaceable” attitude by instituting job rotation. Feedback as a Motivator Meaningful feedback can also be a powerful motivating device ‘‘The type of recognition that inspires or discourages high performance is the feedback you give on an ongoing basis—the pat on the back, the scolding, or even the lack of response that follows your people’s daily efforts.” (Bainchard and Ihger, 1985, p. 139) Blanchard and Thger (1985) stress that feedback, positive or negative, must be given 45 �therefore, what should be rewarded. Then decide what rewards or recognition the company can afford. Frequent, meaningful feedback reinforces that the company appreciates the work that is being done, a low-cost, motivating force which ranks high among workers and managers. Managers can institute job rotation, restructuring, enlargement and enrichment at a minimal cost in order to make jobs more meaningful and, therefore, more motivating. In general, employees feel that management does not know how to motivate. By instituting some of the above-mentioned suggestions, managers may be able to motivate their employees and help them work at their full potential. Works Cited Blanchard, M., and Tager, M. J. (1985). Working Managing for Health and High Performance. New York: Simon and Schuster. Copeland, J. B., Shapiro, D.. Williams. E. & Matsumoto, N. (1987). How to Win Over a Japanese Boss. Newsweek, 2 Feb. 1987: 4648.. Ford, R. N. (1979). Why Jobs Die A What to Do about Ik Job Redesign A Job Productivity. New York: AMACOM, 1979. Give Power to the People. Win. Day-Timers, Inc, Allentown, Penn., Feb. 1987. LeBoeuf, M. (1985). The Greatest Management Principle in the World. New York: Berkley Publishing Group. Mann, D. E. Personal interview. 3 April 1987. Steers, R. M., and Porter, L. W. (1979). Motivation and Work Behavior. 2nd ed. New York: McGraw-Hill. 46 �Determination of Charge to Mass Ratio for an Electron By Doug Leonard and Bill Weber Course: College Physics HI Instructor: John Schroer The students set out to determine experimentally the charge to mass ratio for an electron. magnetic force F = evB. The magnetic force is a centripetal force which causes the electron to move in a circular path and F = ma = mvVr. Combining these equations yields an expresson for the charge to mass ratio e/m = (2V)/(r’B0. If the accelerating potential, V, the magnetic field strength, B, and the radius, r, of the electron’s path can be measured the ratio e/m can be calculated. Purpose Determine the charge to mass ratio of an electron by measuring the path of a beam of monoenergetic electrons in a magnetic field of known strength. Theory Electrons accelerated through a potential difference V acquire a kinetic energy = l/2mv’ = eV (the classical expression for E^ is justified as long as E^/E <0.01). If these electrons enter a uniform magnetic field as depicted in figure 1, they will be subject to a Procedure The apparatus consists of a special tube mounted between two Helmholtz coils which give 47 �Figure 1 kinetic energy = l/2mv’ = eV (equation 1) m = mass of electron e = charge of electron V = velocity of electrons in beam V = potential through which electrons are accelerated magnetic force F = evB = mvVr (equation 2) B = magnetic field strength r = radius of the electron beam path Solving eq. 2 for v we obtain: v = reB/m Substituting for v in eq. 1 and solving for e/m yields: 48 e/m = (2V)/(r’B*) �Figure 2 49 �potential and current in the Helmholtz coils, we calculated values for magnetic field strength and for the ratio of charge-to-mass of the electron. These values are presented in tables 3 and 4. Values for e/m were averaged for each circular path and standard deviations and percent errors calculated. Standard deviation and percentage error values are also presented in tables 3 and 4. Our values for e/m were consistently higher than the accepted value and our percentage error was higher when the electrons were deflected into paths of smaller radius. The small values calculated for standard deviation indicate that our experimental technique was not at fault. In fact, our S.D. values were nearly 100 times smaller than our calculated values for e/m. Possible sources of error are discussed in the conclusion. a nearly uniform magnetic field near their center. This magnetic field is given by the equation: B = UoNJ/(125)'''’R when the distance between the coils is equal to the radius of the coils (refer to figure 2). This special tube generates a beam of electrons with a known kinetic energy by accelerating thermoelectrons (electrons given off by heating an element) through a known potential difference. The tube contains an inert gas, which allows us to see the path of the electrons as they ionize the gas. In addition, the inside surface of the tube is coated with a material which fluoresces when struck by electrons. The tube and the Helmholu coils were connected with voltage sources, ammeters, and a volt meter as shown in the circuit diagram, figure 3. Once the circuit was connected properly, the accelerating potential was set between 45 and 95 volts. The current in the Helmholtz coils was then adjusted to deflect the electron beam into a circular path of known radius. This was accomplished by using the rings of known dimension marked on the disk inside the tube (see figure 4). When the electron beam was deflected into a path of known radius, both the accelerating potential, V, and the current in the Helmholtz coils, I, were measured; these values were substituted into the above equations for magnetic field and the ratio equation e/m. This procedure was repeated with four to six different accelerating potentials for each path of known radius. Data was collected for three different circular paths. The data is summarized in tables 1 and 2. Two sets of data were collected because we felt that our first set of data was in error when we were informed that one of the ammeters we used may have been malfunctioning, thus the repeat. Upon closer inspection, we found that the first set of data, although not as accurate overall as the second, provided suitable values for the experiment and so is included in this report. Conclusions One source of error that might account for our values being consistently high is illustrated in figure 5. The fact that the electrons were acted on by the magnetic field even while they were being accelerated causes them to emerge at an angle. This results in our measuring a radius of path smaller than the actual path taken by the electrons in the tube. This smaller radius would cause us to calculate a larger e/m value. It could also be argued that this error is approximately constant in size and would represent a greater percentage error for paths of smaller radius. This would account for our higher percentage error while using the smaller rings. Another source of error might be the influence of the earth’s magnetic field. We attempted to offset this effect by orienting the field from the Helmholtz coils perpendicular to the earth’s magnetic field. The strength of the earth’s magnetic field is about O.lE-03 Tesla; this is approximately 3*Vo of the Helmholtz field strength. The effect of the earth’s magnetic field would have been minimal even if we had not made an attempt to offset it. Another source for error could be the fact that, when the electrons ionize the gas within the tube, collisions take place causing the electrons to lose some of Results Using the measured values for accelerating 50 �figure 3 O-JOO From Fbwer SuXCy r ----------------------------------ijilr----------------j2a 7ariabie ResiSJor---------------------------------- * ' 51 �Figure 4 Figure 5 52 �diameter. One could also remove the ionizing gas within the tube, but this would make the experiment much more difficult if not impossible to perform. In conclusion, we found that the design of the apparatus permitted us to calculate the ratio of charge to mass of an electron by making relatively simple measurements. Although the design of the experiemni limits the accuracy with which e/m can be measured, our results were consistent and reasonable given the nature of the experiment. their original kinetic energy. This would cause us to calculate a smaller value for B and larger value for e/m. Voltage and current measurements were sufficiently accurate; we believe they were not a source of error. One possible way of improving this experiment would be to limit the effect of the Helmholtz field on the electrons while they were being accelerated. One way of doing this would be to make the apparatus bigger; the percentage error would be reduced for electron paths of larger Table 1 Data Set 1 Outer ring r = 0.010m 1 (amps) V (volts) 62.1 2.27 2.39 68.2 2.52 75.0 2.64 83.3 91.2 2.78 Middle ring r = 0.0075m I (amps) ,V (volts) 59.0 2.93 3.05 66.1 72,4 3.20 79.4 3.36 3.54 87.3 Inner ring r = 0.0050m 1 (amps) V (volts) 3.80 47.5 4.24 60.5 4.68 69.3 65.2 4.50 Table 2 Data Set 2 Outer ring r = 0.10m V (volts) I (amps) 2.02 48.5 2.17 54.3 2.28 59.9 2.33 64.8 2.44 69.9 2.54 74.7 Middle ring r = 0.0075m I (amps) V (volts) 2.86 53.8 3.00 60.2 3.16 65.5 3.27 70.9 3.38 75.0 Helmholtz field constants B = 8UoNI/(125)'/^R B = (1.09E-03)I (Tesla/amp) Uo = permeability of free space = 4-«’E-07 (Tesla—meters/amp) N = number of turns per coil = 130 R - radius of the coils = 0.107 (meters) 53 Inner ring r = 0.0050m V (volts) I (amps) 3.98 49.5 52.9 4.10 4.39 61.5 64.6 4.43 �Table 3 Results Data Set 1 Outer ring r = 0.010m e/m (C/kg) B (Tesla) 2.48E-03 2.02E11 2.61E-03 2.00En 2.75E-03 1.98En 2.88E-03 2.01EI1 3.04E-03 1.97En Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 2.05E1I 3.20E-03 3.33E-03 2.12E11 2.10E11 3.50E-03 3.67E-03 2.10E11 2.07E11 3.87E-03 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.21E11 4.15E-O3 4.63E-03 2.26E1I 5.I1E-O3 2.12E11 2.15EII 4.92E-03 average e/m = 2.00E11 2.09E11 2.I9E11 S.D. = 2.07E09 2.78E09 6.25E09 13.6 18.8 24.4 % error - Table 4 Results Data Set 2 Outer ring r = 0.010m B (Tesla) e/m (C/kg) 2.20E-03 2.00E1I 2.37E-03 I.93E11 2.49E-03 1.93E11 2.54E-03 2.00EI1 I.98E11 2.66E-03 2.77E-03 1.95E1I Middle ring r = 0.0075m e/m (C/kg) B (Tesla) 3.12E-03 1.97En 3.27E-O3 2.00E11 3.44E-03 1.97EI1 3.56E-O3 1.99EI1 1.97E11 3.68E-O3 Inner ring r = 0.0050m B (Tesla) e/m (C/kg) 2.10E11 4.34E-O3 2.12E11 4.47E-03 2.14E11 4.79E-03 4.83E-03 2.22E11 average e/m = 1.97E11 1.98E11 2.15E11 S.D. = 3.27E09 1.41E09 5.26E09 11.9 12.5 22.2 ^0 error = Accepted value for e/m = 1.76EI1 54 �c Spring 1988 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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 1988 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. 1988 Description An account of the resource 1988 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 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_1988 Format The file format, physical medium, or dimensions of the resource PDF https://caspercollege.cvlcollections.org/files/original/6cfa969a780a37682fb8cad3fd2deee4.pdf b7de1258da44656e47ae37b6752e34a3 PDF Text Text CASPER \fAtZCT CtUEBE WYOMING Chulenee �CHALLENGE—In every academic discipline, to study, to think, to express clearly one’s knowledge and understanding in suitable written forms. �:yW» ' '• -"i <s Challenge liii Published at Casper Community College Casper, Wyoming 82601 February, 1989 Copyright by Casper Community College SPECIAL Collections CASPEP COl lEOK ■r.p.^y s.J ni 5:..'^?? �Challenge: 1989 « Table of Contents Helping Behavior as a Function of Gender of Subject and Confederate Karen iVare ....................................... 5 My Philosophy of Education Peggy King ............................... 10 Computerized Motor Control Tim Gardner ............................. 12 Speech in Tribute Tanna J. Trout....................................... 18 Fixed Against the Wind David Bovie.................................................................... 20 Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott Don Claunch ................................ 23 Problems Affecting the Homeless Know Thyself Daniel Meyers.......... ...................................... 32 Cherie Ktoefkorn ............................................................................ 35 Cover design executed by Eric Valdez �Introduction Casper College is pleased to present the third issue of Challengey a magazine to honor excellence. As a display medium for academic endeavor» Challenge solicits superior examples of student writing from all college disciplines; our purpose is to illustrate both the breadth and depth of course work on our campus. Instructors have selected representative writing from their courses, and, though we do not include pieces from writing classes, we encourage all forms: exams, reports, essays, term papers. This issue represents work submitted in response to the call for papers for two semesters, spring 1988 and fall 1988. Arlene Larson, editor Casper College Casper, Wyoming Spring, 1989 �Helping Behavior as a Function of Gender of Subject and Confederate By Karen Ware Course: Introduction to Behavioral Research Instructor: Robert Wilkes Students were provided with a brief introduction concerning altrustic behavior and gender. Collectively, the class developed a researchable hypothesis, formulated a research design suitable for testing the hypothesis and collected data. Each individual was then required to perform appropriate statistical analysis, develop conclusions and present the findings in American Psychological Association journal style. “no-help” time if he/she did not. Analysis showed no significant influences (F(3,18)=I.2O1, p .05) although Abstract The hypothesis that the gender of a person requesting help means and standard deviations indicated certain trends. and of the person being asked for help would influence helping Research has indicated that helping behaviour can be influenced by a number of factors. The effect of the appearance of the person requesting help has been widely studied: Emswiller, Deaux, and Willits (1971) found that subjects were more willing to lend a dime for a phone call to a behavior was investigated; A 2x2 factorial design was utilized. Time measurements of subjects’ response to request for help were taken. A confederate was seated in a college snack bar with a leg brace on his/her leg and crutches well in view, and asked a passerby if he/she would return his/her tray to the dishwasher. An experimenter timed the interaction. Subject was assigned a “help” time if he/she took the tray, and a 5 �The independent variables were determined to be the gender of the confederate and the gender of the subject. The dependent variable was determined to be the time it took the subject to respond. The experiment took place in the snack bar in the Student Center of Casper College. This was determined to be an appropriate area in which to conduct the experiment because there was a relatively constant flow of traffic at ail times, and patrons were usually not daily “regulars,” as they would be at the main campus cafeteria (it was believed that patrons who were “regulars” would witness data collection too often to avoid suspicion). The experimenter was seated at a small private table next to the back exit of the snack bar, pretending to be studying, in a position that facilitated observation and measurement of response times. The confederate was seated with his/her back to the experimenter, facing the main section of the snack bar, in the middle table of the “no-smoking” section near the exit. The confederate wore a leg brace and had crutches well in view to legitimize the request for help. A cafeteria tray with empty dishes was on the confederate’s table. Times for data collection were randomly assigned from 7:00-8:00 a.m., 9:00-11:00 a.m., and 2:00-5:00 p.m., corresponding to the working hours of the snack bar. The hours of 8:(X)-9:00 a.m. and 11:00 a.m.-l:00 p.m. were determined to be “high-traffic” limes and so were not used in the study to avoid suspicion of the patrons. A subject was determined to be any individual meeting established selection criteria, walking past the confederate, from the main snack bar area toward the door, appearing to be leaving. The subject had to have at least one hand free, be unknown to the confederate, and be alone The request for help was made as soon as the subject reached a point 10 feet from the confederate The request was as such: “Would you mind taking my tray back to the dishwasher for me, please?” Helping was defined as the act of the subject taking the tray as if to return it, and non-helping confederate whose appearance differed from the subject’s own. Wilson and Dovidio (1985) discovered that when asking for money for a phone call, an attractive female confederate dressed in a feminist manner received less help than an attractive confederate dressed in a traditional manner. However, unattractive feminists and traditionalists received the same amount of help. In an analysis of various experiments, Steblay (1987) found that location is also a factor in helping behavior: helping was more likely to occur in a nonurban than an urban environment. In addition, it has been found that a direct request for aid tends to increase the frequency of helping behavior, while an indirect request or no request at all tends to inhibit helping (Goldman, Broil, and Carrill, 1983; Wilson, 1980). Concerning gender as an influence on helping, Emswiller et al (1971) found that males received more help than females when asking for a dime, while Simon (1971) found that female confederates received more help than male confederates when pretending to have reached a wrong number in an attempt to call an auto repair shop, though the gender of the subject seemed to make no difference. This study incorporated a direct request for help to discover possible effects of the gender of the confederate and of the gender of the subject on helping behavior. It was believed that males would be more likely to help females than to help other males, but that females would not help either sex more often. Method Subjects Subjects consisted of patrons of a college snack bar; 14 males and 8 females participated. Subjects were not rewarded in any tangible manner and were treated in accordance with the “Ethical Principles of Psychologists” (American Psychological Association, 1981). Procedure This experiment utilized a 2x2 factorial design. 6 �was defined as the act of the subject walking 10 feet past the confederate without taking the tray. Timing by the experimenter was begun as soon as the request was made. Timing was stopped either when the subject took the tray as if to return it (helping behavior) or when the subject reached a point 10 feet past the confederate, toward the door (no-help behavior). (Since the confederate was equidistant from the starting and ending points for timing, it was thought that this would provide an accurate time index for those subjects who did not help.) Subjects who helped were stopped before they actually returned the tray and were debriefed. Subjects who did not help were followed by the experimenter and debriefed after their time was recorded. Procedures were accomplished as subtly as possible to avoid attracting the attention of the other patrons. Debriefing those subjects who helped consisted of (a) telling him/her that an experiment was being conducted on helping behavior and he/she had just performed as a subject, (b) asking him/her not to discuss the experiment with anyone, and (c) thanking him/her for participating. Debriefing those subjects who did not help was the same as for those who did help, but it was added that (a) the experiment was an attempt to develop a technique to get people to respond to a help request, (b) it was thought that a simple request is not enough to illicit help because there are too many other variables involved, and (c) the subject’s behavior was typical of the general public. (This was to avoid any psychological damage to the subject when he/she was “caught” not helping, and to insure th6 dignity and psychological well-being of the subject.) The non-helping subject was also asked if he/she heard the request for help, to allow the experimenter to judge if the data from this subject could be used. subject was recorded in a block according to his/her experimental condition: male confederate/male subject; male confederate/female subject; female confederate/male subject; female confederate/female subject (see Appendix A). An average time and standard deviation was calculated for each condition (see Ihble 1). Results The response time measurement for each with male confederates, with the quickest overall helping time for total female subjects. Scores were examined for statistical Table 1 Means and Standard Deviations for Helping Behavior SD Condition n M Male Confederate/ Male Subject 6 4.63 2.06 Male Confederate/ 2 2.55 0.495 Female Subject Female Confederate/ 3.54 1.54 Male Subject 8 Female Confederate/ 6 Female Subject 3.55 0.758 note: all time measured in seconds Additionally, means and standard deviations for total male confederates, total female confederates, total male subjects, and total female subjects were calculated (see Table 2). Inspection of Ibbles 1 and 2 indicate a slightly slower helping time for male subjects with male confederates, a slightly faster helping time for female subjects Table 2 Means and Standard Deviations for Helping Behavior n M Condition Male Confederate Total 8 4.11 3.54 Female Confederate Total 14 14 4.01 Male Subject Total Female Subject Total 8 3.30 note: all times measured in seconds 7 SD 1.99 1.22 3.30 0.81 �significance with an Analysis of Variance test (see Appendix B). Non-helping times (n = 3) were analyized with helping times (n = 19) due to actual response time constituting the dependent variable. Analysis revealed a statistically non­ significant difference [F(3,18)=1.201, p> .5; see Table 3]. demonstrating lack of support for the hypothesis. nonsignificant (see Thble 3). Previous studies have indicated that the gender of the confederate can increase amount of help given, but there is disagreement as to which gender receives more help, males or females (Emswiller, 1971; Simon, 1971). Results of this particular experiment, however, do not support the hypothesis. This indicates that the design of this experiment could be altered to improve internal and external validity. First, more subjects could be used to increase the number of scores. Only 22 subjects participated, and in the male confederate/female subject condition, only two time scores were achieved. A higher N may more readily indicate differences among groups. Also, since there were only three subjects who did not help at all, perhaps the manipulation was too strong. The presence of the crutches and leg brace may have elicited a sympathy response from subjects that may not normally occur, increasing the speed with which some reacted. However, without an easily identifyable reason for the confederate to ask a subject for help, subjects may have become suspicious. One definite problem with an experiment such as this is operationally defining the dependent variable. If helping was considered as taking the tray, and non-helping as passing by the confederate, this poses this problem of how to assign a time to a non-helper. One alternative is to arbitrarly assign a time (such as 10 seconds) for all non-helpers, but too large a value might produce a statistical significance that is not truly meaningful. Another alternative is to take the average amount of helping time and double it, assigning this value to the non-helpers, but again, this is fairly arbitrary and may pose analytical problems. Analyzing all time data together allowed inspection of length of time it took to help, but simply because the distance traveled for a “help” time was shorter than the distance traveled for a “no-help” time does not mean that “help” times will necessarily be faster—some non-helpers may walk much more quickly than Table 3 for Helping Behavior Source of Variation SS df MS F-index Treatment 8.17 3 2.72 1.20 Error 40.77 18 2.27 Total 48.94 21 *P < .05 Discussion Even though the findings of this experiment were not statistically significant, results showed some trends of the effect of gender on helping behavior, and thus were in support of the research finds of other researchers such as Emswiller et al. (1971) and Simon (1971). However, it was found that male subjects tended to help female confederates more quickly than they helped male confederates. Female subjects also seemed to help female confederates more quickly, though the difference is not as large as with male subjects (see Table 1). Additionally, the means for both the total male confederates and total male subjects were slower than for total female confederates or total female subjects (see Thble 2). It would seem that perhaps males are more uncomfortable helping other males than helping females, though females do not appear to have any tendency to shy away from helping their own gender. This may be a reflection of traditional roles of society, whereby males are more accustomed to aiding females and aren’t as accustomed to being asked for help by a male, while females traditionally have incorporated a more nurturing (possibly helping) role in society. Statistical analysis, however, proved 8 �helpers. Therefore, slower times do not necessarily mean less help. Though this experiment did not demonstrate statistical support for the hypothesis, mean scores indicate a tendency for gender to affect helping behavior. Design changes made to this experiment might provide statistically significant differences in accord with previous studies. Studies such as this one could be of value in the real world by indicating what kind of request is more likely to illicit helping behavior, and also, what kind of help one can expect in certain circumstances. Works Cited American Psychological Association. (1981). Ethical principles of psychologists (revised). American Psychologist. 36. 633-638 [From Publication Manual of the American Psychologist. (1988) Lancaster, PA Lancaster Press. Inc.) Emswiller, T., Deaux, K.. Willits, J. E. (1971). Similarity, sex, and requests for small favors. Journal of Applied Social Psychology, 1(3). 284-291 Goldman, M., Broil, R., Carrill, R. (1983). Request for help and prosocial behavior. Journal of Social Psychology, 119, 55-59 Simon, W. E. (1971) Helping behavior in the absence of eye contact as a function of sex of person asking for help and sex of person being asked by help. Psychological Reports 28, 609-610 Steblay, N. M. (1987). Helping behavior in rural and urban environments: A meu-analysis. Psychological Bulletin 102(3), 346-356 Wilson, D. (1980). Ambiguity and helping behavior. Journal of Social Psychology. 112, 155-156 Wilson, M., Dovidio, J. F. (1985) Effects of perceived attractiveness and feminist orientation on helping behavior. Journal of Social Psychology, 125(4), 415-420 9 �My Philosophy of Education By Peggy King Course: Foundations of Education Instructor: Charlene Davis The student was to write a short paper discussing her personal philosophy of education. She could choose to align herself with one of the four educational philosophies—F^rennialism, Essentialism, Progressivism, or Existentialism—or with any combination of these philosophies. I am having a great deal of trouble trying to define and label my philosophy of education. I do have some strong feelings about some aspects of education, however, so I will attempt to outline those and then see if they fit into one particular school of thought. It is easier for me to begin by saying what I do not believe in. I do not find much in the Existentialist school of thought that would be of great value to me in a school setting; it seems too abstract. Wouldn’t an existentialist outlook lead to a form of anarchy? I do not feel, as do the Progressivists, that young students are capable of judging what should or should not be in a curriculum. The planning, in my opinion, should be left up to the teacher. I am beginning to see that I lean towards a teacher-centered, or authoritarian view. 1 do not believe that any one religion should be taught in school. I feel strongly, however, that all children should be exposed to all of the world’s so-called “Great Religions’’ I think that this exposure would lead to greater tolerance of those who have different beliefs from our own. Many Americans are very intolerant of other religions and races; this is of great concern to me. I find the Perennialist view a bit too rigid and inflexible. I fear that it would be easy to place too much emphasis on the classics, to the exclusion of current subject matter that could 10 �also be valuable. I would definitely teach the classics in my classroom, but I would also emphasize current events, math, science, geography and foreign languages. The more ! write, the more 1 realize how strong my concern is for developing tolerance and an appreciation for other cultures in our children. I am absolutely appalled at how little today’s students know about geography. Closely related to that is the fact that very few Americans are fluent in any foreign language. Nearly all foreign school systems require their elementary students to learn a foreign language, usually English. Wouldn’t it be wonderful if an American president could speak Russian? If humans are to survive as a species, there needs to be much more tolerance, understanding and communication among the world’s peoples. Knowledge of a foreign language can also help one gain understanding of the English language, as many of our words come from other languages. 1 have often wished that I had taken Latin. Science and technology must be a part of any school’s curriculum. Mind boggling advances have been made in both areas and our society is becoming more technical every day. Children must be exposed to computers, as nearly all phases of our economy use them. I was not taught how to use a computer, so I am now somewhat fearful of them (“computer illiterate,’’ I believe it is called). Many children dislike science and there seems to be somewhat of an anti­ science attitude in America, which I find most unfortunate. So many wondrous things are happening right under our noses every day, but one cannot appreciate them without some scientific knowledge. I would require my students to become competent writers. Writing seems to be a lost art in our society. Children are often very poetic and they need to know how to transfer their thoughts to paper. Just having them keep a daily journal, as my current practicum teacher does, is a good start. I remember being required to write many essays and papers throughout my schooling and I am very thankful for that now (though I wasn’t at the time)! 1 would use a system of rewards for positive behavior. I have seen this done in my daughter’s classroom and in my practicum teacher’s classroom. It seems to be a very effective method of controlling the cassroom and of eliciting desired behavior from the children. I am not sure which of the education philosophies allows for such a system, however. 1 would also like to see a daily dose of physical education in my classroom. Brains function more efficiently when bodies are exercised. Important rules about how to function as a team and how to work in a group can be learned In physical education classes. Good conduct and sportsmanship are also very important side­ benefits. I was fortunate to attend schools that immersed me in everything from archery to soccer. It distresses me to see children sitting in front of television sets having both their bodies and their minds numbed. As a general rule, people feel better physically and mentally when they exercise regularly. Eureka! My powers of inductive reasoning tell me that an Essentialist is emerging from these ramblings. Being forced to write all of this down has been very helpful to me in clarifying my thoughts about curricula. In summary, I feel, as the Essentialists do, that the classics and the “3-R’s’’ are extremely important and should form the basis of a child’s education. In addition, we must not neglect foreign languages, science and physical education. I like the Essentialist idea of leaving room for currently useful topics in one’s curriculum. 1 believe that all of us should be versed in many areas so that we can all be useful citizens. It is extremely difficult to maintain a democracy when the public is poorly educated. Finally, 1 feel that intelligent choices and decisions come much more easily to those people who have had exposure to the subjects that I have discussed. 11 �Computerized Motor Control By Tim Gardner Course: Microprocessors IJI Instructor: David Arndt The assignment was to construct a digital to analog control circuit to drive a DC motor at variable speeds. The D/A converter circuit had to be driven through a parallel port of an 8-bit microprocessor system. The student also had to write a program that monitored a parallel port connected to a series of eight control switches. Each switch would drive the motor at a different speed. The program monitors the port connected to the switches, reads the input word, converts the input word to another binary word, and ships this word out through another port to the motor control circuit. The student had to analyze the program and explain how it worked. He also needed to explain how the motor control circuit worked and how the computer’s program manipulated the motor control circuit. Calling Program: MVI A,00 OUT 2F MVI A.FF OUT 2E These commands utilize Immediate (MVI A,00 & MVI A.FF) and Register Direct (OUT 2E & OUT 2F). MVI A,00 immediately loads the accumulator with the data 00. Utilizing I/O mapping, OUT 2F places the contents of the accumulator on the eight bit bi-directional data bus for transmission to the specified port. In this instance the specified port is the DDR B, which is located at address location 2F. The data 00, which is presently located in the accumulator, will configure the entire DDR B as an input. In the 8255 each bit can be configured as either an input or an output. For this particular experiment we want the entire eight bits of the DDR to be configured as an input to receive the inputs from the keypad as each key is pressed. MVI A,FF immediately loads the accumulator with the data FF. Once again utilizing I/O mapping, OUT 2E 12 �places the contents of the accumulator on the eight-bit bi-directional data bus for transmission to the specified port. The port specified in this case is the DDR A, which is located at address 2E. The data FF, which is currently in the accumulator, will configure each bit of the DDR A as an output. As in the DDR B each bit of the DDR can be configured as either an input or an output. They are all configured as an output in this case, although the upper bits D4-D7 will not be utilized in the performance of this program. Only the lower bits D0-D3 are utilized to control the motor in this exercise. Immediate addressing. MVI C,08 immediately loads the C register with the data 08. This register will be utilized as the counter for the key search routine where the program will search for the key that has been pressed up to a maximum of eight times. MVI D,00 immediately loads the D register with the data 00. This is done primarily to ensure that no erroneous data can possibly enter into the program. MVI E,00 immediately loads the E register with the data 00. The E register will be used in this program to vector the program to the appropriate location where the data for speed control of the motor is located. This is accomplished by placing the contents of the E register into the low byte address of the H&L pair which is loaded with the address of the data block which contains the data for controlling the speed of the motor. CALL 3100 JMP 300B These commands utilize combined (CALL 3100) and Immediate (JMP 300B) addressing. CALL 3100 stacks the program counter, reloads the program counter with the given address, jumps to that location and performs the subroutine located there, reloads the program counter with the original address and returns to the calling program. The subroutine which is called here is the motor control subroutine whereby the input data from the keypad, as indicated by the switch position, is input through Port B, analyzed and shipped out to the motor through Port A to control the speed of the motor. JMP 300B jumps to address location 300B each time the program is returned to the calling program from the subroutine. This is necessary for the system to evaluate each press of the keypad to send the appropriate data to the motor to control its speed. There is no subroutine called to return the microprocessor to an active mode; therefore the reset button must be pressed to reset the CPU when the various steps and readings are completed for this exercise. IN 2D JC 3200 STA 3012 DCR C INR E JNZ 310B RAR RET These commands constitute the loop whereby the keysearch program is performed. Addressing modes utilized are as follows: Register Direct (IN 2D, STA 3012), Register Implied (INR E, DCR C), Immediate, (JC 3200, JNZ 3I0B), and Register Indirect (RET). In 2D takes the data placed on the 8-bit bi-directional data bus by the specified port and moves it into the accumulator. The specified port in this case is Port B, which was configured in the calling program as an input. Whenever a key is struck on the keypad, the corresponding data will be input to Port B in the Binary form of the word. This is accomplished by the keypad whenever the keys are pressed, and finally to the Port B which is the input. This 5 V Vcc is seen by the port as a high level and the corresponding binary word is placed where it can be utilized to locate the appropriate message to send to the motor to slow it down or speed it up. STA 3012 stores the contents of the accumulator at address location 3012. This particular command is not utilized in Keysearch Subroutine: MVI C,08 MVI D,00 MVI E,00 The addressing mode utilized here is 13 �this program, but was inserted for the next program on security systems which will use the same keysearch program. INR E increments the contents of the E register by I. The E register is utilized here for the purpose of storing the number from 1-8 which has been pressed on the keypad. RAR rotates the contents of the accumulator right one position through the carry flag. The high order bit is set to the carry flag and the carry flag is set to the value shifted out of the low-order bit. This is done until the carry bit is at a high level at which time the carry flag will be set. As the RAR command is performed the contents of the E register is incremented by 1 each step of the rotation until the carry flag is set and the program jumps to the subroutine which will locate the appropriate data to send to the motor to control its speed. JC 3200 jumps to address location 3200 when the carry flag is set by the prior command. The subroutine located at this address performs the movement function that will send the appropriate motor control data to the motor. DCR C decrements the contents of the C register by 1. This register is used as the count for the keysearch and the decrementation is necessary to ensure that the proper count is made in the keysearch subroutine. JNZ 310B jumps to address location 310B and performs the subroutine until such time as the contents of the C register are zero, at which time the zero flag will be set and the program will continue with the next program command. RET returns the program to the calling program where it will hold with the motor running at the last programmed speed until such time as a new keypad is struck and the process is started all over again. This program is not returned to an active mode unless the reset button is hit. These commands constitute the subroutine whereby the data is picked up from the memory location to control the speed of the motor. Addressing modes used are as follows: Immediate (LXI H,4000), Register Direct (MOV L,E, OUT 2C), and Register Indirect (MOV A,M, RET). LXl H,40(X) immediately loads the H&L register pair with the address location 4000. This is the address location where the data to control the speed of the motor was stored prior to the initial input of the main program. MOV L,E moves the contents of the E register into the L register. The E register contents are the data for the count up in the previous subroutine. As the keysearch subroutine loops through the program to find the correct key that was pressed, the contents of the E register is incremented with each subroutine where the data from the E register is then moved into the L register. This register, being the lowbyte address location of the H&L pair, sets the low-byte address to whatever data is currently in the E register. This vectors the memory location to the proper address location in the 4000 block to pick up the appropriate data to speed up or slow down the motor. MOV A,M moves the data at the memory location indicated by the H&L pair into the accumulator where it is then stored. OUT 2C takes the data located in the accumulator and places it on the 8-bit bi­ directional data bus for shipment to the specified port. The port specified in this command is Port A, located at address location 2C. The DDR for this port was configured in the calling program as an output. The data located in the accumulator is the HEX data that will control the speed of the motor. This Hex number is converted to a binary count and shipped out Port A through S02, through the summing circuit and finally to the motor itself which will then either slow down or speed up according to the data which is output. This summing circuit will act as a voltage divider. In other words, the motor will run at full speed only when the data OF is picked up from the data block. A0-A3 are the only address lines being utilized for this program. As the data is Motor Control Subroutine: LXl H,4000 MOV L,E MOV A,M OUT 2C RET 14 �converted to the binary number and shipped, the corresponding data line will go high which will send the voltage across the resistor tied to that data line and combine with the other voltages coming across the summing circuit to control the speed of the motor. At OF all of the data lines will go high driving the motor at full speed. All other inputs will drive the motor at correspondingly slower speeds until key #1 is pressed, at which time the data picked up will be 00 and the motor will shut off. RET returns the microprocessor to the calling program where it will again wait for another key to be pressed and the program will start all over again. 4) Explain the purpose of the “look-up table.'' The look-up table is utilized to store the data that will control the speed of the motor. It is stored in the table as a Hex number and will be converted to the binary equivalent when it is called upon for shipment through the output port. Also, the look-up table is necessary as a reference point for the key that is pressed on the keypad. The keypad itself cannot control the speed of the motor because each key pressed only sends approximately 5 volts to the input at port B. This must be analyzed and interpreted to determine which control is desired, either a speed up or slow down. Questions 2) Analyze and explain the operation of the DC motor summing circuit. As the data is sent out through Port A to the summing circuit, the data lines A0-A3 will exert either a high or low input to the resistor on the data line to which it is connected. This gives a voltage drop across the resistor. The voltages will add together, hence the name summing circuit, at the inverting input to the op-amp. The non­ inverting input of the op-amp is connected to ground reference. The op-amp itself is connected in a differential configuration. It therefore will amplify the difference between the inverting and non-inverting inputs. The feedback resistor is utilized to feed a portion of the output back to the inverting input to help stabilize the amplification of the signal. The amplified signal is then applied to the motor to slow it down or speed it up. 3) Does the motor current change with respect to the output voltage of the op-amp? If so why? The chart shows us that as the output voltage of the op-amp increases so too does the motor current. This is because, as the input voltage to the motor increases, the input impedance of the motor increases and therefore there will be a corresponding increase in the current drawn by the motor. Conclusions This lab proved to be a very interesting lab to perform. We have seen how the microprocessor can be utilized in industrial applications for controlling the speed of motors. One of the problems encountered during this exercise was in getting the motor to run. We found that the current output of the op-amp was not enough to drive the motor. To correct this we placed a current amplifying transistor on the output of the op-amp to boost the current so the motor would run. This, however, presented another problem. We found that when the motor was run at full speed, or at low speeds for a longer period of time, the transistor would start to overheat. After trying a different combination of resistors to raise the input impedance to the motor, we finally decided on the original set-up with heat sinks connected to the transistor to prevent it from burning up. As a final step to the experiment, the following shows the input impedance of the motor at each successive step of the motor as the speed was increased. STEP I:=E/I=0/0=0 (motor off) STEP 2: = E/I = 1.67 V/440 mA = 3.8 ohms STEP 3: = E/I = 1.34 V/430 mA = 3.12 ohms STEP 4: = E/I = 2.45 V/470 mA = 5.21 ohms STEP 5: = E/I = 2.88 V/480 mA=6 ohms 15 �STEP 6: = E/I = 3.99 V/520 mA = 7.67 ohms STEP 7; = E/I=4.52 V/530 mA = 8.53 ohms STEP 8: = E/I=6.48 V/610 mA = 10.82 ohms (motor at full speed) correlation between the motor speed and the impedance of the motor. This is also the reason we had overheating of the transistor in the circuit. As the speed of the motor increased, the current drawn also increased, thereby causing an excessive draw on the transistor. That is why it was necessary to heat sink the transistor to prevent damaging it. As can be seen by the above data, as the motor voltage and current increases so too does the impedance of the motor. This shows a direct 16 �X T ca J* T itKaaaftT • ‘X'SB-Xl Msjm_____ . »u«woon ■«TB noaiNoo HOxcH •t»TJ sss MiTa �Speech in Tribute By Tanna 1 Trout Course: Public Speaking Instructor: Gale Alexander The assignment was to give a speech in tribute to an individual. The speech was delivered from an outline, but written in manuscript form for publication here. When she was 12 years old, she returned from school and approached the door of her parents’ business. This small department store had been a scene of success and affluence. When she entered, Hilde’s father told her that just a few minutes earlier soldiers had entered and taken possession of everything. Not only had her family lost its life work, but they could lose their lives as well. This is the beginning of the nightmare that my mother-in-law, Hilde, would have to endure. The place was Vienna, Austria, the year was 1938, the soldiers were Nazi S. S. Storm Troopers ... and she was a Jew. Efforts were immediately undertaken to get the necessary paperwork to flee to the United States. Time ran out as Austrian police came to get her father along with other Jewish men in her apartment building. Within hours her mother had booked passage to China, the only country open to enter without a visa. Hilde’s father managed to bribe his captors for a few days of freedom and they all fled in the night with four dollars apiece, leaving behind not only their personal possessions and heirlooms but also her grandparents, aunts, uncles and cousins. Arriving in Shanghi, China, one month later, Hilde found living conditions beyond belief. Raw sewage filled the streets with stench. Infected water and food were a constant threat. Rats 18 �Hilde came with her husband to Wyoming and began the difficult task of building her life during the post war years. She raised three children. But Hitler was not finished with Hilde’s family. Her mother’s deepening depression required Hilde to care for her each day while Hilde’s father worked. This continued for ten years until her mother’s death. Many years ago, I became her daughter-in-law and in that time, I have come to know a woman whose character is a model for all she meets. She Stans each day grateful to be alive, cherishing her loved ones. Hilde’s generosity extends far beyond the material gifts she so enjoys giving, to unselfish donations of time, energy and devotion to family and friends. She is a champion of freedom and hope. When I think of living for years in fear of every knock at the door, emotionally battered by often vicious captors, I feel most people would live out their lives in bitterness. But instead from a harsh, harsh beginning she brings to life a rare softness. When she holds her grandchild, it’s not just another grandmother holding her grandchild, its as if she is embracing the million and a half Jewish children who died at the hands of Nazi Germany not so long ago, not so far away. roamed everywhere. Lepers were commonplace. Dead Chinese babies lay in the gutters. Needing to survive, they began another business. Again utilizing the talents of the family, they began a very small factory producing uniforms. For the next two years Hilde helped the family piece their lives together. In 1941, the Army of Japan occupied Shanghi and again Hilde and her family were forced from their home. The business was seized and they were imprisoned in a ghetto with 20,000 other Jews. For the next three years she survived these conditions, one of which included a bombing in her ghetto when many friends were killed. Hilde and the other teenagers were forced by the Japanese to excavate the bodies of their friends from the rubble, a memory which haunts her to this day. In 1945, at the end of the war in the Pacific, she received information of the status of her family left behind in Europe seven years earlier. Her grandparents, aunts, uncles and all but two cousins had been murdered. It was in 1945 she met her future husband, a U. S. Army soldier, and moved to the United States. After a great deal of effort and two years time, she brought her parents to this country. 19 �Fixed Against the Wind By David Bovie Course: Ethics Instructor: Dr. Robert Carlson The student was to read an excerpt from The Prince, then assume a meeting five hundred years later with Oliverotto, a meeting in which Oliverotto defends his action. The student was to write an essay to convince Oliverotto that justice is the habit of giving someone his due (right); that he ought to practice justice willingly; and that justice will lead to happiness. The captain and crew of a ship afloat in the vast ocean need only wait for a storm to realize the importance of an anchor. The ship will be lost to the turbulent waves, or get smashed against the shore long before reaching its intended destination. So it is with human affairs. Without an anchor, humans become as lost as a schooner round the bend of Good Hope. Three aspects of this “anchorship” are necessary in regard to human values such as truth, justice, and happiness. First, values must be objective as opposed to subjective. An objective value is one that is unchanged by the way people think about it. Next, values ought to be absolute and not relative, meaning that something is true or just for its own sake. Nothing is comparatively true. Truth is not dependent but independent. The last quality of an anchored value is that it must be universal instead of particular. Everyone must be affected by it in the same way. Without all three qualities, the value becomes moveable, and men can make up their own rules of behavior. A good example of this is in Machiavelli’s book. The Prince. A minor character in the book named Oliverotto kills his uncle and all the leading citizens of the city of Fermo. He then siezes control of the city. In Plato’s book. The Republic, Thrasymachus defines justice as “the interest of the stronger.” Applying this definition, Oliverotto would have 20 �no difficulty justifying his act of barbarism. Socrates, later on in The Republic, gives a counter definition of justice. His definition states that justice is “the habit of giving someone his due or right.’’ If one can prove the superiority of this latter definition, then Oliverotto’s act should be universally condemned. In order to prove the truth of Socrates’ definition of justice, one must begin with the concept of the difference between real and apparent goods. A good is something which one desires. Real goods are those things which are essential to every man’s nature. Man’s nature is his essence, or that which makes up man. If one is kept from even one of these real goods all of his life, his nature will be unfulfilled or altered. Some of the real goods are health, wealth, pleasure, social interaction, and knowledge. Apparent goods are those things people want for their own sakes. It is through man’s understanding of what is essential to all other men that a sense of man’s natural debt to other men ensues. Adler said it best. “ ... only by the individual’s knowing what is really good for himself can he know what is really good for other men, too, and only through knowing this can he determine what an individual’s rights are—rights that ought to be secured by society and respected by other men.’’ Thus, there is a debt between men and between society and man. This is the basis for the natural rights of man, or Jefferson’s “unalienable rights.’’ When one man is denied these basic rights, bodies of men call that unjust. Justice, in an objective definition, rests on the notion of natural rights for man. Justice is the habit of giving someone his due or right. Oliverotto would not like the implication of this argument. Since the Socratic definition of justice is the true one, Oliverotto’s crime of murdering his uncle is violable. But Oliverotto does have a logical rejoiner. “Do all men pay their debts?’’ This implies that since most men do not pay all their debt to other men, why should one practice justice at all? The proposition to examine, then, is whether one ought to practice justice willingly. In order to understand the proposition, certain words must be defined. “Justice,” of course, is defined in the Socratic manner. “Ought” designates a complusion to act in a certain manner. Adler clarifies this further. “The word ‘ought’ expresses the notion of a duty or an obligation. We have a duty or an obligation to do what we ought to do.” “Willingly” allows no misunderstanding that the proposition, if true, would be carried out with no restraint of the will. This proposition is proven syllogistically. Most would grant that man ought to desire that which is really good for him. This is self evident. The words “really good” might be vague to some. This merely means that man should desire those things essential to his nature (health, wealth, pleasure, social interaction, and knowledge). The next portion of the syllogism is an evidential proposition. Justice is really good. This statement asserts that justice satisfies one or more of the real goods, and thus helps complete man’s nature. Man must interact with man. John Donne said it best. “No man is an island.” Social interaction is a real good. Man must also interact with man on an equal basis. Without such a basis between men, the other real goods cannot be secured and neither can man’s natural rights. Equality between men concedes the notion of giving what each man is due. Consequently, justice Is a real good. If one should desire what is really good, and justice is really good, then one ought to’ practice justice willingly. Oliverotto, then, should not only practice justice: he ought also to want to practice justice. This, however, may not be enough for the epicurean Oliverotto. He must know that leading a just life will lead to his happiness. To prove this, as usual, terms must first be defined. Happiness, as Adler puts it, is “a whole life enriched by the cumulative possession of all the real goods that every human being needs and by the satisfaction of those individual wants that result in obtaining apparent goods that are innocuous.” Justice has already been proven to 21 �be really good. To apply it to the definition of happiness, one can say that justice is necessary for the “cumulative possession of all the real goods.’’ In other words, leading a just life will lead to happiness. “The doctrine of Thrasymachus, where it is generally accepted, makes the existence of an orderly community entirely dependent upon the direct physical force at the disposal of the government,’’ wrote Bertrand Russell. He was right. Without objective, absolute, and universal values, no reason in the world exists why someone should not steal, lie, cheat, or kill. Therein lies the danger of a relative position. One maintains the relativity of truth, contends Allan Bloom, out of a desire to achieve a “higher good’’ of openness. Relativists believe that to remain flexible in their values leaves them open to other cultures, even when some traditions of these cultures are repugnant to anyone with any sense of morality. This is in agreement with their idea of democracy. Majorities aren’t right or wrong and don’t have to be. It is the process that is important. Most relativists, however, don’t see the ramifications of their position. Without the anchor of objective values, it is inevitable that a government become a tyranny. The famous line from a Bob Dylan song, “The answer is blowing in the wind’’ is false. It should say that the answer is fixed against the wind. 22 �Themes, Styles and Contrasts in Behind a Mask: The Unknown Thrillers of Louisa May Alcott By Don Claunch Course: American Literature I Instructor: Carolyn Logan The assignment was to read one of the authors in an assigned bibliography, then write a paper to consider the following questions: Should this writer—because of her ideas or her skill as a writer—be included in the canon of American Uterature? Should students of literature be as familiar with this writer as with writers usually anthologized, writers usually considered the mainstays of American writing? What dimension does this writer add to our study of American literature? Do you recommend that we read the author you chose? Why or why not? Selecting works for anthologies of American literature is not an easy task. Choosing material for an anthology must be, at least, very difficult simply because of the large number of works available for selection. Some works are nearly always included, and rightfully so. But should a student of American literature be exposed to only these standard works? I think not, and I believe that Behind a Mask: The Unknown Thrillers of Louisa May Alcott should be included in the regular collections of American literature. My careful examination of this collection has revealed themes relevant today, developed with Alcott’s unique style of character construction. Although not perfect in all aspects, the stories in Behind a Mask are an interesting contrast to the interpretive writings commonly found in American literature anthologies. Based on three factors—theme, style, and contrast to other works—Louisa May Alcott’s Behind a Mask 23 �should be anthologized with other works of American literature. Behind a Mask is a collection of four short novels, only recently discovered as having been written by Alcott. Published either anonymously or under the pseudonym A. M. Barnard, the four novelettes in the collection are “Behind a Mask, or a Women’s Power,’’ “Pauline’s Passion and Punishment,’’ “The Mysterious Key and What It Opened,’’ and “The Abbot’s Ghost, or Maurice Treherne’s Temptation.*’ Alcolt’s reason for writing without using her own name is unknown, and there is no reason given or evidence revealed in the stories. The first story in the collection, “Behind a Mask, or a Women’s Power’’ published in 1866 under the pseudonym A. M. Barnard, is a tale of a woman, Jean Muir, recently employed as a governess by the Coventrys, a wealthy English family. Jean Muir is not a governess but a professional actress set on revenge against the family which represents those things she despises. She accomplishes her revenge with her marriage to the patriarch of the old family. “Pauline’s Passion and Punishment,’’ published anonymously in 1863, is similar to “Behind a Mask’’ with a woman central character bent on revenge. The story is set in the exotic locations of Cuba where the central character Pauline is abandoned by her lover, who marries another woman. To accomplish her revenge against the lover, Pauline marries a young, wealthy, infatuated Cuban and uses her new husband as a weapon against her former lover. Pauline pursues her revenge to the destruction of both herself and her former lover. Published anonymously in 1867, “The Mysterious Key’’ is a story with a male central character named Paul. In the beginning of the tale, Paul is a lower-class employee of the wealthy English Trevlyn family. He eventually, through acts of heroism, comes into his own riches and social standing. The main idea of the plot is Paul’s attempt and eventual success in securing for his cousin Helen an inheritance which is rightfully hers. This inheritance happens to be the wealth of the Trevlyns, Paul’s former employer. The final selection in Behind a Mask is the novelette “The Abbot’s Ghost.’’ Published in 1867 under the pseudonym of A. M. Barnard, it is the story of a wealthy English family and their residence in an old English Abbey. The story’s plot concerns Jasper and Maurice Treherne and their love for Octavia, their cousin. Maurice Treherne is crippled, a result of an accident in which Maurice saved Jasper’s life. A mystery unfolds in this story as it becomes evident that Maurice is the rightful heir to the wealth and family estate, but the inheritance has been granted to Jasper, despite the fact that Jasper is alive because of Maurice’s heroism. The mystery is resolved in the end, and the inheritance properly given back to Maurice. An author incorporates themes into her work based on her own feelings, beliefs, biases, desires—essentially herself—and these recurring themes tell the reader a great deal about the author’s personal self. There are two major recurring themes in the four novelettes. Alcott placed strong recurring themes in her work, and it is evident that these themes reflect Alcott’s personal beliefs. But more than the fact that the themes meant a lot to Alcott, the themes in Behind a Mask are still relevant today. These themes, their relevance today and Alcott’s strong presentations of the themes have helped lead me to the conclusion that her work should be included in the regular collections of American literature. The strongest theme presented considers the inequality between female and male, an inequality not because of anatomical differences, but due to social differences imposed by the dominant males. Alcott’s theme indicates these differences need to be destroyed. Women deserve equality in all things, and the presense of inequalities results in a struggle between men and women. This theme is not presented in the beginning of “Behind a Mask,’’ but laid out piece by piece and Alcott builds upon it slowly to a 24 �challenge to the tournament so often held between man and woman—a tournament where the keen tongue is the lance, pride the shield, passion the fiery steed, and the hardest heart the winner of the prize which seldom fails to prove a brazen honor, ending in remorse (131). The theme in “Pauline’s Passion” does not deal with female-male inequality directly, but with the unfair treatment many women encounter from men, and a woman’s right to revenge. The result is a “tournament so often held between man and woman.” Strong words indicating a strong belief, a belief which Alcott must have held deeply. “Behind a Mask” and Pauline’s Passion” are very much alike in addressing the theme of the female-male inequality: each has a female central character; each woman is bent on revenge; each woman uses men as “puppets” in their attempts to achieve the goal; and each woman views the male wealth and social standing as a prize which fairly belongs to them. The third story in the collection to present this theme differs substantially. “The Mysterious Key” has a male central character, Paul, who knowingly is being used as a puppet. Paul is trying to secure an inheritance for his cousin Helen, an inheritance which is rightfully hers. This is not a story of revenge, but a story of a female’s rights, specifically the right to social standing, a title, a name. After achieving her rightful title and inheritance through the efforts of Paul, Helen and Paul have the following exchange: ... with a slight tremor in her voice (Helen) added, “Paul has done the work; he shall have the (inheritance). 1 only want my father’s name. Title and fortune are nothing to one like me. I coveted and claimed them that I might give them to you, Paul, my one friend, so tender and so true.” “I’ll have none of it,” he answered almost fiercely. “I have kept my promise and I am free You chose to claim your own, although I offered all I had to buy your silence It final climax. At the end of the first chapter Jean Muir reveals “I’ll not fail again if there is power in a woman’s wit and will’’ (11). The failure Jean Muir is talking about is a past failure to achieve what she believes is rightfully hers: money, social standing and equality with men. Instead of presenting her theme in the beginning of the story, Alcott explores the Coventry family affected by the mysterious power of Jean Muir. A short statement of the theme of this story is given in the final pages of the novelette as Jean Muir admits in a letter to her friend “the young Coventry is worth winning, but I prefer the title’’ (98). The title is held by old Sir John Coventry and this title is Muir’s goal. Further in the letter, she explains how she has won the prize of the title; she shows her joy: The enemy has surrendered! Give me joy, Hortense; I can be the wife of this proud monsieur, if I will. Think what an honor for the divorced wife of a disreputable actor ... for I only wait till the prize I desire is fairly mine ...” (101). The central idea of this quotation, “the prize I desire is fairly mine ...,” is another compact statement of the theme of “Behind a Mask”: equality is a prize which fairly belongs to women. “Behind a Mask” is a strong story: the heroine achieves her prize at the virtual destruction of an entire family; Alcott constructs her story by building on the theme piece by piece to the climax. In “Pauline’s Passion,” the theme “is an old story, but it shall have a new ending” (116). Not only is it an old story, but an old story relevant today, one hundred twenty years later. The theme is stated as a conflict between Pauline and her former lover Gilbert. Pauline begins her revenge against Gilbert by marrying Manuel; she presents herself and her young, wealthy husband to her former lover. Alcott then states the theme: ... the last generous feeling died in Pauline’s breast; for as she received the flowers, now changed from a love token to a battle gage ... (she) silently accepted his 25 �is yours by right—take it, and enjoy it if you can. I’ll have no reward for work like this.” He turned from her with a look that would have stricken her to the heart could she have seen it. She felt it ... exclaiming passionately, ‘‘Yes, I will keep it since I am to lose all else. I am tired of pity. Power is sweet, and I will use it ..” (206). Helen accepts the wealth, title and name she rightfully deserves and uses this newly acquired power to restore Lady TYevlyn and her daughter Lillian back to their state of wealth! This is an act of compassion that Alcott’s characters did not show in ‘‘Behind a Mask” and ‘‘Pauline’s Passion,” and 1 believe this is a continuation of the theme Alcott presents, with a twist: power gained should be used compassionately. An interesting parallel can be drawn between this story and its theme with the present day situation of children with divorced parents. Facts give the details of the numbers of children essentially abandoned by their fathers in today’s society. They share a similar fate with Helen: they have been abandoned by their fathers, do not share in their fathers’ wealth, and they do not share in any of their fathers’ heritages which are rightfully theirs. Although she was writing for an audience one hundred twenty years ago, Alcott’s themes are relevant today. The second recurring theme in Behind a Mask is closely related to the first and deals with the inequalities between the social classes and the struggles between the classes. In each of the four stories there is an explicit contrast between the social classes. In ‘‘Behind a Mask,” Jean Muir is a poor, homeless ‘‘divorced wife of a disreputable actor” (101) upon whom ‘‘Poverty seemed to have set its bond stamp” (6). In ‘‘Pauline’s Passion,” Pauline has neither title nor inheritance. Paul is hired as the 'Revlyn’s gardener in ‘‘The Mysterious Keyf’ In ‘‘The Abbot’s Ghost” there is no leading character of low social class, but there are striking contrasts between the wealthy TYehernes and their servant staff. The social classes are based on wealth: those who own land employ those who don’t. The wealthy land owner dominates the poorer laborer, and an illusion is created that the wealthy are a better and more perfect people. This theme examining the difference between the social classes is not as forcefully presented as the theme addressing the female-male conflict. But Alcott has some interesting and insightful things to say about the social class structure prevalent in her time. Although of a lower social class than the Coventrys, Jean Muir has the ability to convince them that she is not of lower social class, but their equal; and she is only in her present state due to some unfortunate circumstance. Muir is an actress, she can play any part, and the part she has chosen is one of high social standing. In a scene with Jean Muir and Gerald Coventry, the Coventry heir, Jean Muir, in the costume of a rich, upper-class woman, plays her part to perfection and the young Coventry begins treating her as an equal. Jean Muir reminds him: Ah, you forget! This dress, the borrowed splendor of these jewels ... all blind you to reality. For a moment I cease to be a servant, and for a moment you treat me as an equal ((55). Coventry treats Jean Muir as an equal because of the dress and jewels. She becomes an apparent member of the upper-class not because of some God given gift of nobility, some special talent or some law of nature, but because of a dress, some jewels and her ability to act like a member of the upper-class. Alcott says it is the ornaments of wealth that grant certain people higher social standing. Once wearing a certain dress and jewels, a ‘‘divorced wife of a disreputable actor” becomes a woman of high social standing. Alcott points out the absurdity of social classes. Does owning a nice wardrobe automatically make one woman better than another? I think not and neither did Louisa.May Alcott. Hired as a gardener for the lyevlyn estate, Paul also has the ability to make his employers see him as an upper-class member in ‘‘The Mysterious 26 �Key**: ... the boy gave an air to whatever he wore and looked like a gentlemen, even in his livery. The dark blue coat with silver buttons, his white-topped boots and bright spurs, spotless gloves, and lightly drawn belt were all in perfect order, all becoming, and in his handsome, dark face caused many a susceptible maid to blush and simper as they passed him (172). By dressing and acting the part, Paul convinces others to believe that he is a member of the upperclass. Louisa May Alcott uses the story and Paul to further point out the true differences between the social classes. In “Behind a Mask’’ and “The Mysterious Key,’’ the leading characters are in poverty, they work for upper-class land owners, they are able to convince their employers that they are upperclass members by dressing and acting “upperclass.” In both stories, the wealthy, upper-class families have become lazy, they think they are better than those of the lower-class, and they are conquered by the lower-class leading characters. Louisa May Alcott has taken these two stories and given us her ideas of the class differences: it is absurd; it has caused the upper-class to think they are better than the lower-class when wealth is the real determining factor of the classes; and the class differences (at least the attitudes of the upper-class towards the lower-class) need to be eliminated. This theme is applicable today, and these stories should be included in the anthologies of American literature. The themes Louisa May Alcott presents (with sometimes shocking force) are good reason for her works to be included in the anthologies of American literature. But what good would strong, relevant themes be if the author was unable to present those themes in convincing and readable manner? The satisfactory presentation of themes must be done artfully and convincingly; it must be done with a unique style. I believe that Louisa May Alcott’s works should be included in the regular collections of American literature because of her style in addition to her themes. Alcott uses the essentials of style specifically to create her characters. Her style of character development is the fundamental tool Alcott uses to create her tales. The character of Jean Muir is the most fascinating of all characters in this collection. The development of the character is structured so that the personality is built piece by piece to create an enchanting woman with seemingly supernatural powers over the male characters (and this reader). Alcott’s first description of Jean Muir sets the foundations of her character: ... the pale-faced girl in her plain black dress, with no ornament but a little silver cross at her throat. Small, thin and colorless she was, with yellow hair, gray eyes, and sharply cut, irregular, but very expressive features. Poverty seemed to have set its bond stamp on her, and life to have had for her more frost than sunshine. But something in the lines of the mouth betrayed strength, and the clear, low voice had a curious mixture of command and entreaty in its varying tones. Not an attractive woman, yet not an ordinary one; and, as she sat there with delicate hands lying in her lap, her head bent, and a bitter look on her face, she was more interesting than many a blithe and blooming girl (6). Alcott’s style presents Jean Muir as a contrast or contradiction within herself: she is thin and colorless, but betrays strength; she is not attractive, but not ordinary; she has a bitter look, but is more interesting than a blithe and blooming girl; her voice commands, but yet pleads. Alcott pyramids these contrasting/contradicting descriptions through the story to create a character who is mysterious and captivating. I admit a certain liking for Jean Muir; Alcott has constructed the type of woman I find attractive and seductive. It is easy to see how the Coventry gentlemen fall for this woman, and it is Alcott’s style in developing this charaaer that makes her story work. 27 �Using organization to reveal the character a bit at a time, with built in contradictions and contrasts, Alcott drops a second description of Jean Muir on the reader: Still sitting on the floor she unbound and removed the long abundant braids from her head, wiped the pink from her face, took out several pearly teeth, and slipping off her dress appeared herself indeed, a haggard, worn, and moody woman of thirty at least. The metamorphosis was wonderful ... (12). Alcott has painted a mysterious, but attractive picture of Jean Muir and then destroys it with one stroke. Development of this type, with contrasts and contradictions within Jean Muir, gives the story its suspence and intrigue. It grabs and forces the reader to read further, to discover the real Jean Muir. Jean Muir’s character is filled with contrasts and contradictions, which Alcott purposely uses as a style in completing her development. Not only are the descriptions of Jean Muir contradictions, but so are her actions. Jean Muir lures the men of the Coventry household by doing exactly what she should to attract a man: she plays hard to get; she shows off in front of the men when the chance arrives; she plays for the two brothers’ interests while playing them against each other. These actions are subtle, but it is apparent to the reader what is going on. Then, as she has done before, Alcott throws in a contradiction: ... with the same indignant voice, the same kindling eyes and glowing cheeks, {Jean Muir) said rapidly, “I know I have no right to speak in this way. I restrain myself as long as I can, but when I can bear no more, my true self breaks loose, and I defy everything. I am tired of being a cold, calm machine; it is impossible with an ardent nature like mine, and I shall try no longer. I cannot help it if people love me. 1 don’t want their love. I only ask to be left in peace, and why am I tormented so I cannot see. I’ve neither beauty, money, nor rank, yet every foolish boy mistakes my frank interest for something warmer, and makes me miserable. Think of me what you will, but beware of me in time, for against my will I may do you harm (45). Jean Muir denies that she has been striving for the attention of the Coventry men! This is a contradiction in the actions of the character of Jean Muir that Louisa May Alcott purposely used in her style in creating the character of Jean Muir. The reader must be attracted to this woman, if for no other reason than to deduce her motives. Jean Muir is captivating, to both the Coventry men and the reader. As part of the organization of the development of the character, Alcott reveals parts of the whole character a little at a time; but she hints at the future course of character development as a method of capturing the reader with the character of Jean Muir. An example is the last line of the previous quotation: “Think of me what you will, but beware of me in time, for against my will I may do you harm’’ (45). This is a statement of things to come, and Alcott builds the suspense with more revelations from Jean Muir: I am a witch, and one day my disguise will drop away and you will see me as I am, old, ugly, bad and lost. Beware of me in time. I’ve warned you. Now love me at your peril (86). In this quotation, Alcott reveals that there is another side to Jean Muir; she is not as she seems. The final development of the character takes place in the final chapter: Jean Muir has won her prize; her true self is revealed to the remaining characters; and the loose ends fall into place unifying the story. I have selected the style of the development of Jean Muir from “Behind a Mask’’ as only one example of the unique style of Louisa May Alcott. A complete discussion of her style could consume many pages, but the important point is that her style is unique and it contributes to the qualities of her writing. Character 28 �development is the principal tool Alcott uses in accomplishing the purpose of her stories. It is the unique style of character development that justifies my suggestion that Alcott’s work be anthologized in American literature. A survey of the anthologies of American literature will in almost all instances include a stock of regularly accepted works, regardless of who edits a collection. This is not necessarily bad, as some works deserve to be anthologized often (if not always) because of their unique qualities. Hawthorne’s The Scarlet Letter is an example that is regularly anthologized, and it deserves to be. The Scarlet Letter makes a statement on the human condition, it makes an educated reader ponder the story and it elevates the reader’s sense of life and humanity. It is interpretive literature at its best. As a contrast, there is Louisa May Alcott’s collection of stories from Behind a Mask. To delve further into Alcott’s work, I ask, “does the writing in Behind a Mask address the human condition? Is this the central purpose of her work?’’ I have attacked the first question in the discussions of theme: yes, Louisa May Alcott’s work in Behind a Mask does make a statement on the human condition. As for the second question, I don’t believe that Alcott’s primary purpose is to make a statement on the human condition. These four stories are escape literature, written primarily to entertain. The statement of the human condition is a by-product of her writing. The stories are set in foreign lands, although written by an American author; they are (in essence) mysteries, or thrillers, with a sense of the unknown, the mystic, the supernatural; they deal with the wealthy, a fascinating topic for the average, middle-class reader her stories were probably targeted for. These stories do not require the reader to ponder their message, they require no in depth study to reveal their true nature. They are good stories for cold winter nights by the fire, for relaxation, for entertainment. But does this mean that because these stories are basically escape literature, written primarily to entertain, they should be excluded from the anthologies of American literature? Not necessarily. Because Behind a Mask is escape literature, it offers an interesting contrast to Hawthorne’s novel, and it is for this reason of contrast that Behind a Mask should be included in the anthologies of American literature. There are distinct Contrasts between Behind a Mask and The Scarlet Letter. Hawthorne uses an allegory in The Scarlet Letter. There is no allegory in the stories of Behind a Mask. Hawthorne’s use of symbolism is very apparent: birds, flowers, and the scarlet letter itself are all symbols. There are no symbols in Behind a Mask. Hester, in The Scarlet Letter, is convicted and sentenced for a “crime!* The reader questions if a real crime was ever committed, or maybe a small indiscretion or breach of morals. The outcome of her crime: lifelong disgrace but the gift of a beautiful girl. In “Behind a Mask,’’ Jean Muir commits no “crime,” but stretches morals to the limit. The outcome: financial reward, the attainment of a name and title, the destruction of an entire family. The contrasts are unlimited. Louisa May Alcott’s work should be included in anthologies with The Scarlet Letter as a contrast. (1 believe this is particularly the case with the story “Behind a Mask.”) Both works were written at nearly the same time, they both present messages and statements on the human condition. But they contrast each other very well. These contrasts are found not only in the devices (symbol, allegory, characterization, plot) used in the works, but also as a contrast between escape and interpretive literature. To summarize briefly, three main reasons exist for including Louisa May Alcott’s Behind a Mask in the anthologies of American literature. First, Alcott’s themes are well stated and relevant today. Second, Alcott’s style, especially her style of character development, is unique. Third, the stories of Behind a Mask are a marked contrast to interpretive literature commonly anthologized. Louisa May Alcott’s works should be anthologized based on these three reasons. 29 �I don’t mean to suggest that Alcott’s presentation of themes, her unique style and her work’s contrast to others of the same period make Behind a Mask a perfectly crafted piece of literature. For a proper analysis, I must ask, “is there anything wrong with the work?’’ I believe there is. There are faults in the stories in Behind a Mask, not faults in technique, or mechanics, but faults related to the themes Alcott presents. I find the outcomes of the stories personally displeasing, vulgar and abrasive. I personally don’t see the need for destruction and the desire for revenge which is a minor recurring theme in Alcott’s stories. Jean Muir, a poor, lower-class woman, believes she deserves equality with the upper-class, dominant males. I agree. I don’t agree with her tactics, the outcome she engineers, and her desire for revenge. Does the fact that an inequality exists give Jean Muir the right to deceive, the right to set family members against each other, the right to destroy an otherwise upstanding family? I don’t believe so. The obstacles to equality were enormous then, as they are today. Jean Muir had an enormous task to achieve equality, but I personally believe that a struggle can be fought without using methods of deception and total destruction. Use of these methods placed Jean Muir on the level of her employers: wealthy landowners, nobles and monarchs were specialists at deception and destruction. Jean Muir’s battle would be better fought in a different fashion. Closely related to Jean Muir’s tactics are the tactics used by Pauline in “Pauline’s Passion.’’ Her desire for total revenge blinds her to all else. She marries and then uses her totally devoted husband for the sole purpose of destroying her former lover. The sad fact is that Manuel, her husband, submits to Pauline’s evil uses: Take all I have—fortune, name, my poor self; use us as you will, we are proud and happy to be spent for you! No service will be too hard, no trial too long if in the end you learn to love me with one tithe of the affection I have made my life (115). Pauline so wants revenge that she does not see what she has. The total devotion Manuel has for her is not seen, as Pauline is blinded by the desire for revenge and destruction of her former lover. She does not learn to love Manuel in the end, and the chance for a lasting, meaningful relationship is lost. I find this desire for revenge, the pursuit of destruction distasteful. 1 will admit that these stories would lack nearly all their substance if these themes were not present. This pursuit of revenge and destruction makes the stories thrillers and easy to sell. Perhaps if Alcott’s characters had used methods not so forceful and abrasive, a piece of interpretive literature would have been the result; and the primary purpose of entertainment would have been lost, as would their marketability. I agree with the major themes concerning the destruction of class and gender differences. I don’t agree with the methods Alcott’s characters use to accomplish their victories. The four stories in Behind a Mask are all similar: they have foreign settings, three are set in England, “Pauline’s Passion’’ is set in Cuba; they have characters that are wealthy; and there is some mystery involved or loose ends to be tied up in the conclusion of the story. Are all four stories of equal quality? No, they are not. “Behind a Mask’’ is the strongest of the four. Its central character is superbly developed as a woman who demands attention, demands to be loved and who turns out to be “a witch, ... old, ugly, bad and lost*’ (86). The plot of “Behind a Mask’’ is the most intriquing of the four with pieces given a bit at a time to hold the suspense and seize the reader. The outcome (although disagreeable to me) is well constructed, with Jean Muir engineering a coup d’etat ending in destruction of the Coventry family. “Pauline’s Passion’’ is the most abrasive of the stories. Its theme centers on the revenge aspect, and I find it displeasing. “The Mysterious Key’’ has no major faults, but it lacks the development and style of “Behind a Mask.’’ “The Abbot’s Ghost’’ 30 �is simply a love story, dressed up as a mystery surrounding the wrongfully granted inheritance and Maurice TYeherne’s handicap. There are no major faults with this story either, but again it lacks the style and essential character development found in “Behind a Mask” As an editor of an anthology of American literature, I would include “Behind a Mask” over the remaining three stories. The story is well written and deserves to be anthologized. Reaching a decision on whether these works should be anthologized or not was not an easy task. At times I thought they should and at times 1 thought they should not. During my examination and analysis, I would examine the themes and their presentation and conclude that the stories should be anthologized. But then I would study the results of the struggles presented in the themes and I would find the minor themes of destruction and revenge. With a sour taste, I would reject the stories and conclude that they should not be included in standard collections. I would re-read “Behind a Mask” and become secretly infatuated with Jean Muir (for all her faults), wishing she were not a fictitious character in a one hundred year old story. Through the unique method of development of Muir’s character, 1 would conclude that the work should be anthologized. But the ultimate deciding factor came out in the contrasts between Alcott’s collection and the standard anthologized works, especially The Scarlet Letter. If for no other reason. Behind a Mask should be read as a contrast to The Scarlet Letter. So I conclude that, given the weaknesses already discussed, the well developed themes, unique style of character creation and contrasts to other works of the same period are the main reasons for my suggestion that Alcott’s work be anthologized. Through all my mind-changing one thing remained: these stories are very entertaining, without sacrificing the message. The works of Louisa May Alcott, specifically the short novel “Behind a Mask,” should be included in the regular anthologies of American literature. Works Cited Alcott, Louisa May. Behind a Mask: The Unknown Thrillers of Louisa May Alcott. Madeleine Stern, Ed. New York: William Morrow and Co., 1975. 31 �Problems Affecting the Homeless By Daniel Meyers Course: Government in the United States Instructor: David Cherry The assignment was an optional extra-credit term paper of six to eight pages, properly cited. (This paper first appeared as a guest editorial in the Casper Star-fVibune March 23, 1988.) In 1937 President Franklin D. Roosevelt staled, “I see one third of the nation ill housed, ill clad, ill nourished” (la). To combat the problem Roosevelt instituted the social programs of social insurance, public assistance, and public health and welfare services (lb). Although it helped some, many were left poor. In 1980 President Reagan called for drastic cuts in social welfare programs (Ic). There are some programs for the homeless but they are miniscule compared to the need. Housing seems to be a key issue. The problem is nationwide, affecting even out of the way states like Wyoming. Congress is pressuring the President in his last years of office. A change seems to be in the air. The question is will homelessness be construed as a state or federal issue. Two or three thousand homeless in Wyoming would like to know (7&8). The verdict is still out and will be indefinitely if some have their way. The pertinent question is whether or not to aid the homeless. We may see policies similar to that of the Elizabethan Poor Law take effect if the country remains wedded to protestant work ethic standards. On January 6, 1988, President Reagan signed his first major housing bill. The bill would end 32 �temporary suspension of FHA mortgage programs beneficial to young families. The bill also helps the poor to attain rentals with government vouchers. These rentals are to be supplied by the private market (2). Although most homeless can not afford a mortgage, the rentals are sorely needed. In the past eight years no major housing bills have been passed but some housing assistance has come through via porkbarrel amendments to the immigration and seat belt laws (3). The issue of homelessness is between housing and employment. Robert Hayes of the New York based coalition for the homeless states, “the three word solution is: Housing, Housing, Housing” (4). The Opponent of this issue is James Starks of the Dallas Life Foundation. He would fit in tightly with the Reagan Administration and states, “What’s needed are jobsand training” (4). February 4th, 1970, mayor Richard Daly of Chicago gave several reasons for a deteriorating housing market: increasing interest rates, higher construction costs, scarcity of materials, and the propensity of contractors to build homes in the more affluent suburbs than in the city (5). The situation has deteriorated further in the ’80s. The number of assisted rental units has gone down from 220,500 in 1981 to fewer than 98,000 in 1987 (6). There seems to be little change from debates and bandaid politics. Progress has been made recently due to a weakening in the Reagan administration. Senator Al Gore of Tennesse, candidate for the presidency of the United States, has supported this legislation. H.R. 5140 with a $4-billion budget made possible new law which requires the Secretaries of Health and Human Services and Agriculture to develop a single application for S.S.I. and foodstamps (6). These services are to be made available to mental health and penal institutions to insure the individuals will not be put on the streets without regular support (6). I feel this is a major step in thwarting homelessness and reinstitutionalization. I was released from the Wyoming State Hospital in 1976 with no home to go to, a month’s supply of medicine for a chronic illness, $25, and a bus ticket to Casper. 1 was one of a few that survived this process, so I have been told. 1 do not know anyone else who did. 1 can appreciate this portion of the bill more than most (10). Other progressive measures include the right of homeless to pay homeless shelters and soup kitchens with their food stamps. The Emergency Food and Shelter Act was funded with $70 million. Though in 1982 these were the only monies allocated for the homeless (6). Is homelessness a state or federal responsibility? Are cities responsible for their own? Governor Mike Sullivan of the State of Wyoming recently confronted by the plight of the homeless states, “we’ll attempt to do what we can” (7). In the same article some Wyoming social workers doubt the existence of a homeless problem in Wyoming (7). Wyoming has done little for the homeless center in Jackson. The center in Jackson requires that a person have at least a minimum wage job to stay there (8). James Starks of the Dallas Life Foundation would support programs such as this. Some federal funds are received by Soul’s Anchor. Wyoming is a cold and unpopulated place and if the homeless are gathering here, they are gathering in multitudes in the larger cities of the country. With the little financial aid mentioned in this report, there is no way to alter the effects of homelessness (9). The outcome could be widespread disease and violence or possibly a massive die-off of the homeless. The protestant work ethic basically slates you get what you earn (Id). Work and you will be rewarded justly. If this is true, why does the unemployed homeless oilfield hand not have enough to eat. This is a scenario fitting for Wyoming. He created wealth for his state and in return the state has no plan to help him in his time of need. How many legislators own oil stock which benefited from this man’s labor. 1 would like to know. The Reagan administration and many others imply “get a job and you’ll have a home.” Sharon 33 �Shore, Director of the Casper Housing Authority, does not agree (3). Problems such as low wages, sub-standard housing, and poor economic conditions dispell the protestant work ethic myths. The two thousand to three thousand homeless people in Wyoming are also apt to disagree (7&8). However, there are some Wyoming social workers who feel the problem is not all that serious. It took only one unfortunate man to draw the good Samaritan’s attention. Two to three thousand homeless should draw the attention of Wyoming social workers. This causes me to question if these people know what field they are in. President Reagan has gotten away with it for eight years so why can’t they? We have a state in which our leaders are preparing to look the other way. I feel Wyoming will support in the future federal assistance to the homeless. It will create a bureaucracy to deal with the problem. The bureaucracy will be in doubt of whether or not there is a problem but will accept federal money anyway. In the last quarter of the twentieth century we need to do better than the Elizabethan Poor Law of 1601 where institutionalization began only because people were begging, not because they were poor, ill or homeless (Id). The Elizabethan Poor Law was instituted not because homeless persons were poor or ill but because they began to beg. This was outrageous to the upper classes. Aid was given to stop the begging. Is this the next phase of the homeless for America? 1 feel the Reagan administration has failed in handling such social issues as the homeless. The Wyoming state government is unsure about homelessness. The little aid given here and there is a bandaid approach to a bleeding jugular. Some wish to help with jobs, but where are they? Some want to use welfare but no one wants to pay for it. The Reagan administration turned its back on the homeless. The homeless situation is being debated with no clear cut answers. As long as this debate continues there will be little aid for the homeless. The debate has been going on since the 1930s when Franklin D. Roosevelt was President. Sixty years have passed and there is still no solution, only a brief respite during the Johnson Administration (the Great Society, in the ’60s) (lb). It makes one question the effectiveness of the American political system. In 15 years there will be an estimated 19 million homeless in America (9). The problem is bad and becoming worse. Action is needed now! Works Cited la. Zastrow, Charles. Social Welfare Inslilulions, Third edition (1986): pp.84. lb. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 21-23. lc. Zastrow, Charles. Social Welfare Institutions, Third edition (1986): pp. 24. ld. Zastrow, Charles. Social Welfare Institutions. Third edition (1986): pp. 17-19. 2. Casper Star Tribune, “Reagan signs his first big housing bill” (Feb. 6, 1988): pp. B5. 3. Shore, Sharon; Director Casper Housing Authority, Interview, Feb (Feb. 17, 1988). 4. U. S. News and World Report (Feb. 9, 1987). pp. 10. 5. Daly, Richard J. “Urban Housing Needs” The Annals of America Vol. 19. pp. 104-109. 6. Leland, Mickey. “Toward a national policy to end homelessness” America (Jan. 31, 1987). pp. 69-71. 7. Farris, Scott. Casper Star Tribune “Homeless problem even in small Wyo towns” (Jan. 3, 1988). 8. Reverend Meff, Director The Central Wya Rescue Mission, (Soul’s Anchor), Lecture, SWCK 378, (Feb. 12, 1988). 9. NBC News documentry, “Home Sweet Home” (Jan. 15, 1988). 10. Meyers, Daniel. “Homeless person (1976).” 34 �Know Thyself By Cherie Kloefkorn Course: inlroduclion to Philosophy Instructor: Dr. Robert Carlson The student was to choose a topic related to the semester’s readings, formulate a question about the topic, and attempt to answer the question. The essay was not to be a research paper; rather the student was to think about the topic in relation to the works read, and use the works to help formulate an answer by citing them. examination as to what is his human use, and in this way come to know his own powers?’’ To “know thyself’’ means the education of the soul about itself and its relationship with the world it inhabits. Man is the only living creature with a spiritual soul. His choices for survival and good living are not innate qualities as are the instincts in other animals. Man’s soul provides him with cognizances and volution. Because man is a reasoning being, he must understand himself, the essence of his soul, if he hopes to fulfill his essential being. Allan Bloom writes, “ ... education is the taming or domestication of the soul’s raw passions—not suppressing or excising them which would deprive the soul of its Man’s existence is a journey through life’s classroom. The assignment each one of us has is to come to understand our own vital force. How can I possibly understand who I am? Socrates directed me to Delphi for the key. It was incredibly simple, “Know Thyself.’’ What does this inscription signify? Socrates would ask, “Do you think a man knows himself who knows only his name? Or is the case like that of the men who buy horses, who do not think that they know the horse they want until they have examined whether it is tame or wild, strong or weak, swift or slow, and how it is in all the other respects which make a horse useful or useless? Does not a man make this kind of 35 �■« energy—but forming and informing them as art. The goal of harmonizing the enthusiastic part of the soul with what develops later, the rational part, is perhaps impossible to attain. But without it man can never be whole.” Man must seek this wholeness if he is ever to realize this potential. In his existence he has the possibility for greatness. In what way can one come to know himself? Philosophy is the key to unlock the door of selfawareness. One must study the truths and principles of being; in other words, one must become a philosopher. Socrates advises, ‘‘Every seeker after wisdom knows that up to the time when philosophy takes over, his soul is a helpless prisoner, chained hand and foot in the body, compelled to view reality not directly but only through its prison bars, and wallowing in utter ignorance.” Man must be conscious of his life-long education. It is the basis of self-discovery. Some of this education is formal within the framework of our educational institutions. Certainly this aspect of learning is very important. It should be the foundation for logical thinking that the person will continue to use when he wrestles with issues and questions the rest of his life. William Bennett challenges students, ‘‘They should discover the works that tell us how men and women of our own and other civilizations have grappled with life’s relentless questions ....” This learning process must continue after formal education. Each person must come to know how he feels about goodness, wisdom, and justice as well as many other philosophical problems. William Bennett tells us to ‘‘ ... animate a conscious examination of life’s enduring questions.” The banker, the lawyer, the housewife, and nurse all need to philosophize, to come to know themselves and how they should live their lives. Socrates explains in the Phaedo, ‘‘ ... it is wisdom that makes possible courage and self­ control and integrity, or in a word, true goodness ....” Regardless of what trade or profession one endeavors in, one must seek to know the answers to life’s important questions in order to have the ability to make judgements and decisions. Socrates counsels, ‘‘Is it not clear that through self-knowledge men experience most goods, and that they experience most evils because of self­ deception? For men who know themselves know what they need, and they recognize what they can and cannot do.” Most people spend very little time in self­ reflection as was the case with Euthedemus when he said, ‘‘I was certain that I knew this, for I would hardly know anything else if 1 did not know myself.” Socrates showed him he really did not know himself just as Solzhenitsyn reproves us today. He says, ‘‘Many of you have already found out and others will find out in the course of their lives that truth eludes us if we do not concentrate with total attention on its pursuit.” The great minds of yesterday and today have the same message. Few seem to hear. Most people (Jo not take the time to find these doorways to enlightenment. They bump into walls without any principles or convictions to guide them. Perhaps the less they think about these things the easier it is to deceive themselves. Often it is not a lack of knowledge such as was the case with Euthedemus and Meno, but a deliberate avoidance as was the case with Callicles. I’m sure many people today would agree with Callicle’s interpretation of philosophy. ‘‘For philosophy, you know, Socrates, is a pretty thing if you engage in it moderately in your youth, but if you continue in it longer than you should, it is the ruin of any man.” People today are too busy or cannot be bothered with philosophical issues. They are engaged in the pursuit of human pleasures, the quest for fame, fortune, and power. Will Herberg states that, ‘‘With these convictions so rapidly losing their appeal to the modem mind, nothing has been left but the indulgence of pleasure, the anarchy of power and the chaos of ‘self-created values.’ The moral crisis of our time is at bottom a metaphysical and religious crisis.” He continues, ”Without grounding his being in something 36 �beyond, man cannot preserve his humanness.” And so man cannot hope to survive, let alone “live well,” unless he becomes a philosopher. He must learn what his basic spiritual needs are if he is to fulfill his potentiality. Solzhenitsyn warns us, ‘‘Even if we are spared destruction of war, our lives will have to change if we want to save life from self-destruction. We cannot avoid revisiting the fundamental definitions of human life and human society?’ One’s assignment in life is to ‘‘know thyself.” The quality of our lives will be reflected in the degree of earnest intention we give to this quest. Socrates asks each person, . to make your first and chief concern not for your bodies nor for your possessions, but for the highest welfare of your souls ...And Diotima tells us in the Symposium that man, . will find in such contemplation the seed of the most fruitful discourse and the loftiest thought, and reap a golden harvest of philosophy, ....” This truly is the key to self-knowledge. 37 �Spring 1989 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Casper College Challenge Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This digital collection contains issues of Challenge, a publication of Casper College student writing from across the curriculum but outside of writing-specific courses. Issues of the publication date from 1987 to 1991 and 1993 to 1996. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context CCA 04.ii.1996.01_Challenge Format The file format, physical medium, or dimensions of the resource PDF Text A resource consisting primarily of words for reading. 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 1989 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. 1989 Description An account of the resource 1989 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_1989 Format The file format, physical medium, or dimensions of the resource PDF